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Hi, I’m Joash, a Master’s student in Civil Engineering at TU Delft with a strong background in physics and mathematics. I help students truly understand physics concepts instead of... 続きを読む
My teaching methodology for physics is structured, visual, and concept-driven. During online lessons, I use a digital whiteboard to derive formulas step by step and visualize physi... 続きを読む
Delft University of Technology
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I usually teach high school physics and early university level physics. My main focus is helping students build a clear conceptual understanding while also becoming confident with calculations and problem solving. The areas I most often teach include mechanics such as motion, forces, Newton’s laws, work and energy, and momentum. I also teach electricity and circuits, waves, basic thermodynamics, and introductory topics in modern physics depending on the student’s curriculum. Because I study Civil Engineering, I work regularly with applied physics concepts such as mechanics, forces, pressure, and fluid related problems. This background helps me explain physics in a practical and intuitive way, especially when connecting formulas to real physical situations. Most of the students I work with are in secondary school or the first year of university, often preparing for exams or trying to strengthen their understanding of fundamental physics concepts.
When explaining complex physics concepts, I focus first on building intuition before introducing formulas. I usually start with a simple physical situation or real world example so the student understands what is actually happening in the system. Once the concept is clear, we translate that idea into the mathematical model. I explain what each variable represents and why the formula works, rather than just asking the student to memorize it. This helps students see physics as logical and connected instead of a set of separate equations. I also break problems into clear steps. First we identify what is known, what needs to be found, and which physical principle applies. Then we solve the problem step by step while discussing the reasoning behind each step. Visual explanations are also very important in physics, so I often draw diagrams or sketches to show forces, motion, or energy changes. This helps students organize the information and understand the structure of the problem more easily.
Yes, many of the students I work with initially struggle with physics, often because they feel the subject is too abstract or heavily focused on formulas. My approach is to first rebuild their understanding of the basic concepts so the formulas start to make sense. I begin by identifying where the difficulty comes from. Sometimes it is a missing mathematical skill, sometimes a misunderstanding of the physical concept, and sometimes simply a lack of confidence. Once we identify the issue, we focus on strengthening that foundation. I explain concepts step by step and use clear examples before moving on to more complex problems. We also practice breaking down problems into smaller parts so students learn how to approach questions logically rather than feeling overwhelmed. I try to create a supportive environment where students feel comfortable asking questions and making mistakes. As they start to understand the reasoning behind the problems, their confidence usually grows and the subject becomes much more manageable.
I make sure my lessons follow the student’s school curriculum by first asking which syllabus, textbook, or program they are using. I usually ask students to share their class materials, such as chapters from the textbook, homework assignments, or the topics they are currently studying at school. Based on that information, I structure the lessons around the same topics and order used in their course. This way the tutoring directly supports what they are learning in class and helps them prepare for upcoming tests or exams. I also review past exam questions or practice tests that are typical for their curriculum. This helps students become familiar with the style of questions they will face and ensures that the practice we do during lessons is relevant to their school assessments.
My teaching methodology focuses on building both conceptual understanding and strong problem solving skills. I try to make physics logical and intuitive so students understand why formulas work, not just how to use them. A typical lesson usually follows a clear structure. First, we briefly review previous material or homework to check understanding and identify any difficulties. Then I introduce the new concept using simple explanations and practical examples so the student can build intuition about the topic. After that, we work through example problems together step by step. I explain the reasoning behind each step and show how to identify the relevant physical principles. Once the method is clear, the student solves similar problems while I guide them and give feedback. To meet the needs of individual students, I adapt the pace and style of the lesson. Some students need more conceptual explanation, while others benefit from more practice with exam style questions. By observing how the student thinks and where they struggle, I adjust the explanations and exercises so the lesson matches their learning style and goals.
I try to connect physics concepts to real life situations so students can see why the topic is useful and interesting. For example, when teaching motion or forces, we might relate the concepts to cars accelerating, sports movements, or everyday objects falling or sliding. This helps students visualize what the equations are describing. I also like to ask guiding questions during the lesson instead of only explaining. For instance, I might ask the student to predict what will happen in a certain physical situation before we calculate it. This makes the lesson more interactive and encourages them to think like a physicist. Another way I keep lessons engaging is by solving practical problems together step by step. Instead of only focusing on theory, we work through real exam style questions and discuss the reasoning behind each step. This helps students feel more involved in the learning process and builds confidence in applying the concepts independently.
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