The lesson itself is structured and tailored to each student according to his or her needs level and age, whether student needs help with the upcoming test or wishes to expand his knowledge. I believe myself to be a patient and persistent teacher.
I have a knack for explaining extraordinarily complex ideas in the simplest way possible. My teaching style is straightforward and effective. I first gauge my pupil's skill level & how they best consume information, and adjust my methodology accordingly. Some students prefer to have a deep understanding of the content, others prefer the most efficient way to memorise it.
Doctoral degree in Applied Maths, First class Maths(with Physics) graduate, all A's in A-levels subjects. I have had three school teaching placements and 8 years private tuition experience. Keen on teaching university and A level maths/physics. - Which subject(s) do you teach? Mathematics Physics - Tell me about your qualifications.
My approach is centred on developing good relationships with my students, both in and outside of the lesson. In the past I have collected students from school and organised extra-curricular activities that interest them. As a result I have found that my students develop a positive mind-set when tackling difficult material, helping them to turn ‘problems’ into ‘challenges’.
I am happy to teach all physics in Key Stage 4 through to A-level as well as students who are transitioning to university level and may be in their first couple years of university. I enjoy teaching in a way that allows the student to actively participate and engage to make the lesson both interesting for them and thought-provoking.
My approach to teaching is keeping the things too easy. A student feels a particular subject is too hard when he has build a mindset like maths, thermodynamics, blah blah is too difficult. When he thinks it is a cup of tea for him, it actually becomes the cup of tea.
I am a Physics Master's student at UCL and the lessons I would teach would be for Physics and Maths AS and A Level students. The lessons would be based on the A Level syllabus and would help to consolidate the learning of the students as well as provide them with opportunities to try more challenging questions and further their understanding.
Hello! My name is Travis Brooks, and I am a qualified trainer with a first class honours degree in Biomedical Science, as well as currently finishing a fast track post-graduate Medical degree at Imperial College London.
I can take the student through step by step examples of the most topics offering example problems. My main aim as a tutor is to make the student think like a physicist. Willing to tutor for A-level students or bellow.
I approach each topic by breaking down the content and identifying how each sub topic relates to others. I would then look to see what sort of content is involved so that I can see if it something that can be memorised or requires practice. Once a sufficient amount of knowledge of the subject is obtained by the student I would begin to introduce lots of practice questions and previous exam papers.
I teach on a very individual basis and work on any weaknesses the student has. My approach is always building in depth understanding of the subject first as a solid foundation to being able to achieve highly in exams. I believe if the student finds a subject interesting, they'll work harder at it and I've been told I have a knack for making physics and mathematics interesting.
I offer a simple step-by-step approach, first gaging your capabilities and weaknesses then, starting from the theoretical minimum, expanding on your capabilities and destroying your weaknesses.
Got great grades in both Business and Physics at Level. I'd teach 1:1 ideally. I structure based on how the student feels they would learn best. Passionate about both subjects and I enjoy telling students how to do the subject. My best time of tuition is randomly weekdays and Sundays. My times during week can vary due to varying timetables of University.
My lessons will focus on targeting the areas that a student finds most challenging in an exam curriculum and explaining it in depth. Subsequently, examples of problems related to the content discussed will be discussed. In this part, the student may bring forth challenging questions ; otherwise, I will consider a number of possible typical questions.
At first, I love to draw the attention with something funny and original, something that will stay in the student's mind for some time (at least). Then, I give emphasis on understanding what are the weak points of each student, and thereafter I focus on strengthening them.
My teaching method is tackling the students weak areas by self assessment. From that, I teach them that topic aiming to fill any gaps in their knowledge or consolidate what they already know. From that, its worked examples of gradual difficulty then a small test to see how they are coping.
I base my class on the syllabus the student is already learning. Each school will use a different exam board and each exam board will use a different order in how the lessons are undertaken. I will follow that specific order. Rather then pick up where the teacher left of I would rather fully track that specific subject from the beginning then the student can gain a further understanding.
My teaching method is learner-centred. I did not go to school and have a genuine of learning for its own sake - I try to encourage that love of learning in all my students. I can tailor lessons to any learning objective - from entry level to degree - and I offer a free initial consultation to discuss how to structure a learning pathway.
Knowledge is best conveyed through interaction and participation. I try and involve my students as much as possible by getting them to answer questions, work through problems and apply new concepts to the real world. Having fun is important and I try my best to make my lessons as enjoyable as possible in order to create a constructive learning environment.
I base my lessons on application of knowledge. I feel it is important to learn the basics behind a topic then apply that knowledge to a physical question. I also feel that visualisation is important and i enjoy the use of analogy's.
I approach each topic by helping the student understanding and revising the basics, which can involve his general knowledge related to other modules. Conceptual and objective questions will be here to him having an autonomous approach to the concept. My aim will be to support him throughout this process by helping him and answering his questions. Before moving on some more abstract problems.
Hi, my name is Aadithya and I really like Chemistry. I'll teach you in a way so that you understand what's happening and not just memorising it. When I teach you, I'll go over the theory until you understand it and then we'll go over questions. How to approach the question and answer it concisely in the exam is then what I'll cover.
I tutor KS4 Mathematics and KS5 Physics to students that require understanding of key concepts and are then coached to answer questions to the exam board mark scheme. I concentrate on skills that develop strong Mathematical structure and use equations to teach reasoning skills.
I tend to approach topics from the bottom up and try to ingrain understanding and intuition before moving on to the relevant skills involved in exams, report writing or presentations. This has always been a logical way of teaching physics to me.
My method of teaching is figuring out the student's weakness and spend more time with them on those topics until they come to a clear understand and spend less time on those topics they are excellent with and they understand.
I currently teach from grade 6 to A-level Physics,Chemistry and mathematics. Currently working as a senior science teacher at Prime tuition located in Brixton, London. My approach to teaching is quite unconventional yet praised by my students. I progress topic by topic and set levels of difficulty for each topic.
I like to understand the core of problem faced by student and help them understand the method. This allows students to be more confident in solving problems and getting better grades. The diagrams and adventurous examples add thrill to every physics concept.
I like to try to encourage students to take a slightly less procedural approach to their studies so that they can properly understand the material that they are working with, instead of just following steps that often seem confusing and are poorly explained.
I've just graduated from the University of Leeds with a first class honours BSc and MPhys in Physics, now on my way to start a PhD in Physics. My preferred method of teaching strays from the traditional lesson plan format to focus directly on the areas a student struggles with.
My teaching method is very much dependent on the student. I find some students just need the confidence when completing problems and so here many example questions can be attempted and the student will have a safe space to ask those 'silly' questions, while others need more help conceptually.
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