What is a good teacher

I believe that a good teacher is the person that never stops his/her learning process. I have actually always been an investigative person, that is the mark of a man of science. I have been either a scholar or a teacher, and I have devoted much quality time, effort, and finances into my own education. Years of physics and maths courses, physics investigation as well as laboratory work have turned me even more into one. In this way, it should come as no surprise the fact that I have a rather scientific manner of tutoring. Let me explain what I mean by that.

About my scientific approach

Experimentation is the fundamental component of the scientific approach. It is the step which ensures validity to our scientific openings: we did not only consider this might be a good idea, but instead we tried it, and it worked. This is the philosophy I enjoy to apply in my work. Whether I feel that a particular way to explain a situation is bright, or comprehensible, or fascinating does not really matter. What exactly important is what the scholar, the receiver of my clarification, thinks about it. I have a really assorted experience from which I determine the benefit of an explanation from the one my students gain, both thanks to my bigger knowledge and practical experience with the topic, and also simply because of the differing degrees of curiosity all of us have in the theme. That's why, my view of an explanation will not typically go with the scholars'. Their feeling is definitely the one that is of importance.

How observation helps me

It fetches me to the topic regarding the best ways to set up what my scholars' viewpoint is. Again, I heavily reckon on scientific standards for this. This time, I make extensive apply of observation, but done in as much of an unbiased way as feasible, like scientific supervision ought to be performed. I find evaluations in students' bodily and facial language, in their behaviour, in the manner they verbalise themselves both whenever inquiring and also while attempting to clarify the material on their own, in the success at employing their recently obtained skills in order to fix issues, in the specific style of the false steps they make, and in any other situation which would give me details on the efficiency of my tutoring. Armed with this info, I am able to modify my teaching to better match my children, so I am able to assist them to master the topic I am teaching. The strategy which follows from the mentioned above points, together with the idea that a tutor should make every effort not just to convey knowledge, but to help their scholars analyse and think is the core of my mentor ideology. All that I do as a teacher is derived from all these concepts.