Rosemarie
- Rate £15
- Response 1h
£15/hr
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- Maths
- Algebra
Graduate from Kellogg Community College that teaches math and science to all grade levels
- Maths
- Algebra
Lesson location
About Rosemarie
I tutor various math subjects online. I know that as a math tutor, it's my responsibility to be able to explain any concept in a way that makes sense to the student, or to be able to ask them the appropriate questions that will guide them through their homework.
There are two types of sessions:
One-on-one sessions that are scheduled in advance.
"Instant sessions" where I meet up with a student on the spot.
For sessions that are scheduled in advance, I have found that asking the student (before the session) to send me the problems that they are stuck on will improve my performance as a tutor during the session. I don't have to worry about improvising because I will have already pinpointed the challenging concepts and taken notes.
However, for "instant sessions", I lose the advantage of being proactive. I have no idea what the student is going to want to review until after the session has already begun. Every now and then, a student will be stuck on a challenging math problem such that when I read through it, I know immediately that I do not understand it and that I will struggle to help them. At that point, I feel that I have let the student down because it's literally my job to help them.
When such a situation arises, I find myself Googling the problem hoping to find a solution. But this is hit or miss; some teachers write their own math problems (which is what they should do), and the wait-time means that the student starts to get suspicious that I am incapable of helping them.
One idea that I have is to take a step back and remind the student of the basic concepts that (I think) the solution will involve. However, while this may be the "correct" approach from a math education standpoint, this may take extra time, and the student has to pay more money the longer the session goes. I fear that many students would become impatient, unless I could convince them that what I'm doing is relevant to solving the problem.
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About the lesson
- Primary
- Secondary
- GCSE
- +8
levels :
Primary
Secondary
GCSE
AS Level
A Level
BTEC
Adult Education
Masters
Doctorate
MBA
Nursery
- English
All languages in which the lesson is available :
English
Be clear about your goal. What exactly do you want your students to learn in this lesson? How are you going to integrate mathematical content with mathematical processes? (The proficiencies or Working Mathematically components) Will you consider the General Capabilities in your planning?
Know the mathematics. If you don’t have a deep understanding of the mathematics or how students learn that aspect of mathematics, how can you teach it effectively? Where does the mathematics link across the various strands within the mathematics curriculum?
Choose good resources. Whether they are digital or concrete materials, make sure they are the right ones for the job. Are they going to enhance students’ learning, or will they cause confusion? Be very critical about the resources you use, and don’t use them just because you have them available to you!
Select appropriate and purposeful tasks. Is it better to have one or two rich tasks or problems, or pages of worksheets that involve lots of repetition? Hopefully you’ve selected the first option – it is better to have fewer, high quality tasks rather than the traditional worksheet or text book page. You also need to select tasks that are going to promote lots of thinking and discussion.
Less is more. We often overestimate what students will be able to do in the length one lesson. We need to make sure students have time to think, so don’t cram in too many activities.
You don’t have to start and finish a task in one lesson. Don’t feel that every lesson needs to be self-contained. Children (and adults) often need time to work on complex problems and tasks – asking students to begin and end a task within a short period of time often doesn’t give them time to become deeply engaged in the mathematics. Mathematics is not a race!
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Rates
Rate
- £15
Pack prices
- 5h: £75
- 10h: £150
online
- £15/h
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