What makes a good teacher

I consider that a excellent teacher is the individual who doesn't stop learning. I have always been an inquisitive one, which is the feature of a scientist. I have been either a student or a teacher, and I have invested much quality time, effort, and money into my own education. Years of physics and maths lessons, physics investigation and lab work have transformed me even more into one. Therefore, it needs to come as not a surprise that I have a quite scientific manner of tutoring. Let me explain what I mean by that.

What a student thinks about really matters

Experimentation is the basic part of the scientific approach. This is the action that gives validity to our scientific openings: we did not only expect this could be a great idea, but rather we tried it, and it worked. This is the approach I love to use at my teaching. Regardless if I believe that a some technique to clarify a situation is really brilliant, or comprehensible, or amazing does not actually matter. What exactly important is what the learner, the receiver of my clarification, thinks about it. I have a pretty assorted background against which I evaluate the benefit of an explanation from the one my learners receive, both as a result of my substantial expertise and experience with the topic, and just thanks to the differing grades of attraction all of us have in the theme. For this reason, my view of an explanation will not typically match the scholars'. Their personal opinion is actually the one that is of importance.

How observation helps me

This fetches me to the topic of ways to establish what my students' view is. I seriously rely on scientific theories for this. I make considerable handle of monitoring, but done in as much of a detached manner as it can, like scientific monitoring should be made. I find opinions in students' facial and bodily language, in their behaviour, in the manner they verbalise themselves while inquiring and also when attempting to clarify the topic themselves, in the progress at applying their recently obtained skills in order to solve problems, in the individual style of the false steps they make, and in any other situation which may give me data about the usefulness of my teaching. Armed with this info, I can revise my teaching to better fit my scholars, so I can enable them to understand the data I am giving. The strategy that follows from the aforementioned factors, in addition to the opinion that a mentor must go all out not only to share knowledge, but to help their learners analyse and comprehend is the foundation of my mentor viewpoint. All things I do as a mentor comes from these views.