Thank you for visiting my web-page. I am a maths tutor at Highgate.

### My teaching principles

Whenever I teach maths, there are 3 abilities I intend to develop in my students. I intend to share quantitative feeling, strategies, and abstractions for dealing with difficulties. These principles lead me to create a teaching format in which scholars need to be involved parties in training.

I would like my scholars to get able to express their feelings quantitatively and have the ability to verify if those thinking align with the real life. I would like my scholars to be experimenters. When we work some examples, I have learners suggest techniques for various combination difficulties. This is a chance to stress that research is important and a person usually can not know beforehand exactly how a situation will turn out. I would like my trainees to don't hesitate to try things and discover. From time to time they come across strategies I had not thought of.

In each course, beyond the especial material, I prove that maths can be fascinating and we are able to appreciate the people endeavour. I usually put effects, similar to the formation of calculus, in historic context. I show how mathematics has artistic merit.

### Enthusiasm and clarity

One of my preferred factors of teaching mathematics is helping students to comprehend the principles underlying the topic handy. I feel this attitude stems from my personal recognition of possibilities to see the big picture of maths and the way that various pieces of mathsematical material fit as one. As I began teaching being a graduate student, I explored I really enjoyed interacting with learners and distributing my love for mathematics with them. Though the topic varied, I enjoyed talking about maths.

I try to explain concepts as accurately as you can and lay upon numbers of cases. In addition, I keep it a priority being enthusiastic about the content. I always offer a set task for the end of the lesson in order that the learners have a chance to work challenges previous to they go away. At times this task includes practice problems, but other times it is an exploration of the material on a deeper level.