Shally G.

Science is for everyone. I think every student deserves to gain knowledge beyond the horizon and for that he/she needs a torch-bearer, a guide, a demonstrator, and a motivator. I am always ready to become all of these and encourage my students for lifelong learning using the best out of their potential with their own critical thinking, creativity, analysis, reflections, and feedback. I gladly take teaching not only as my profession but more than that as my passion. I also encourage the weak students to come up with their fears and doubts openly and understand the beauty of learning scientific domains. I am habitual of giving them relevant examples from routine life to clarify and simplify the concepts better.

I take the first session as an opportunity to get along with the student and analyze their knowledge and problem-solving level. I note down the students' requirements accordingly. I start with the basics of the preferred topic and slowly move towards upgrading the students' knowledge about the subject. I pay attention to how much interest the student already has in the topic and then improve their interest by giving relevant examples and describing the significance of things in actual life!

Students must be guided and motivated for actual science in life and not only taught! I always try to direct the students towards learning the potential significance of topics. In this way, they come to know why they are learning such topics! I try to foster research attitudes in them to bring out the best while studying particular topics, and consequently, they start feeling the topics intriguing. I make them capable of solving problems gradually, which is how I see results in them becoming independent learners.

I approve of my students with a positive attitude when they come up with answers to questions between the lessons. I have realized that it builds confidence in students when they are appreciated for relevant things they do correctly. This makes them feel valued, and they are reinforced to work harder! Besides, showing confidence in students after the concept delivery, simply by saying 'yes, you can do this I am pretty sure' will develop confidence and motivation in them. I feel that even for weak students, this mode of communication plays an essential role in motivating them and improving them.

First, I would patiently get to know why the concept is difficult for my student. Then very calmly and clearly, I would start defining and explaining complicated terms by breaking down the topic. In between, I would initially begin giving small and easy practice problems to the student to build confidence. Then by further giving more counterexamples and side-by-side guidance, I will help the student get out of his fear of the topic's hardness.

Sometimes students may struggle because of their inability to read/comprehend the statements correctly. In that case, I will help the students understand the given statements by highlighting and splitting the complex statements into relevant pieces, phrases, and keywords. With practice, I would enable the students to overcome these sorts of difficulties.

Effective delivery of lessons using the apt interface, demonstrations, videos, ppts when necessary, and engaging the students in problem-solving are all necessary for successful tutoring. I also consider that analyzing the students' capabilities and tailoring my teaching style accordingly is a vital point in my success in satisfying the student.

Students learn best by playing! Sorry, I don't mean playing literally in the lesson! But engaging students in the way that the topic seems fun to them. The lesson can be demonstrated by colorful images and animations or videos in such a way that it becomes enjoyable for the students. Also, some light conversations in between the lesson remove the boredom. Talking things out keeps the students curious and it really proves to be a good engagement strategy.

I would use the relevant resources and techniques as per the course requirements. These can be PDFs, PPTs, animations/videos, diagram demonstrations through sharing, or self-made diagrams and writings on the drawing interface (whiteboard) of 'Lessonspace.' Besides, I would use exam-style practice papers (objective and subjective both) to ensure that the student practices and clears out his mistakes & doubts well ahead of the exam/test.

I would create an interest in the topics first of all. Then I would encourage the student to focus on the topics of interest and be regular in revising the topics after the classes. Gradually the student improves his knowledge and grades. This fosters a positive mindset in the student, thereby improving his confidence and overall attitude towards the subject.

I take timely assessments from the student in the form of oral or written, live performances in the class. This helps me judge their potential. Reflections and feedback from students and parents also help me evaluate the student's needs.

I can tailor my teaching style effectively as per the student's needs. This includes modifying the communication mode, speed of explanations, the complexity of the practice questions posed, and the frequency of questions asked in between the lessons to keep the student engrossed in the topic. I understand that every student has individual needs when tutored and every student learns at a unique pace depending upon his/her level. The prime outcome of tutoring should be student improvement and for it, I think every experienced teacher understands how to adapt his/her teaching methodology.

Materials/resources can be PDFs or PPTs having relevant lesson topics and exam-style questions; they can be live models to explain 3D structures, can be animations or videos, or suitable diagrams to demonstrate the experiments or self-made diagrams and live writings done on the whiteboard using a graphic pen tablet.