Tutoring
To understand my approach to tutoring, you might want to read the “Teaching Math” and “My Approach” pages first.
In tutoring, there are several elements that are critical for success.
Firstly, I learn how the student thinks and solves problems. Understanding how a student thinks is critical for helping him/her think better. Doing well in math is not just about “math” but about learning to think in certain ways and learning to solve problems systematically.
Secondly, I learn what gaps in concepts and understanding the student has. Often, students, who were doing well, start failing when Algebra is introduced, or similarly, when calculus is studied. They are then told, “You just don’t understand Algebra/Calculus/Geometry/etc.” Most of the time, nothing is further from the truth. What the student is missing are key concepts that provide the basis for those subjects. Therefore, a key element in remedial work is to understand the underlying, hidden, gaps.
Thirdly, I make sure they understand and can do well with current material. Students learn much better when they feel good about what they are learning. A good feeling comes with success. Therefore, I make sure they start succeeding immediately, even if it means remedial work would go slower.
Fourthly, I help them overcome emotional and mental blocks. Most students, often even good ones who get A, have such with regard to Math. Such come because of the way Math is taught – because concepts are not clearly taught and explained and as a result, even students who can copy procedures don’t feel they really understand. The blocks also come because of the class dynamics where students judge themselves (and are being judged) in comparison to students who are intuitively good in Math, and thus are told, or tell themselves, that they are “just not good at Math.” Overcoming such blocks takes time and patience, and of course, good (new) experiences and success.
Lastly, but not least and actually from the start, I try to establish a rapport with them. If a student doesn’t feel comfortable with me, s/he would not confide in me his/her lack of understanding and problems. To help them I need to know when they have problems, and what those problems are. Sometimes they are not math related actually, but still affect their math related performance.