Thank you for visiting my profile. I am a maths teacher at Keilor Downs.

How I work with my students

When I teach mathematics, there are three skills I want to strengthen in my students. I intend to share quantitative intuition, methods, as well as considerations for solving problems. These fundamentals point me to build a teaching style in which scholars need to be involved parties in learning.

I would like my scholars to be able to show their views quantitatively and have the ability to verify if those feelings align with the real life. I really want my scholars to be experimenters. When we work some examples, I have students recommend solutions for various integration problems. This is an opportunity to stress that research is essential and you often can not know in advance exactly how a situation is going to end up. I want my scholars to feel free to try things and explore. In some cases they find solutions I had not taken into consideration.

In every single session, beyond the especial content, I indicate that mathematics may be beautiful and that we can easily rate the human effort. I sometimes set ends, like the formation of calculus, in historical context. In contrast, I demonstrate how maths has artistic value.

Among my preferred features of teaching maths is guiding learners to grasp the principles underlying the topic handy. I think this manner originates from my personal recognition of opportunities to view the big picture of mathematics and the manner in which various parts of mathsematical material suited as one. When I started teaching being a graduate student, I realised I sincerely was pleased socialising with scholars and distributing my enthusiasm for mathematics with them. Whereas the subject matter varied, I cherished speaking about mathematics.

I do my best to teach concepts as easily as you can and give great deals of cases. In addition, I keep it a preference being devoted concerning the material. I even have a ready-made activity for the end of the lesson in order that the trainees have a chance to work challenges prior to they go out. At times this task is composed of practice problems, but other times it is an analysis of the subject on a deeper level.