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Salmiya, Kuwait
I am a dedicated and experienced System Engineer with a degree in Automotive and Motorsports Engineering, bringing a strong background in technology, programming, and system design... Read more
University of Huddersfield
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When teaching math, I strive to help students understand the why behind each process. I believe it is essential for them to grasp the reasoning so they can apply what they have learned in different situations, rather than just memorizing steps. I break down complex problems into manageable parts and guide students through each step. This approach helps them develop strong problem-solving skills and builds their confidence. I also use visual aids and interactive tools whenever possible, as seeing the math in action makes abstract concepts easier to understand. Practice is key, so I provide a variety of exercises and practical examples that engage students while keeping their skills sharp. Recognizing that everyone learns differently, I adapt my teaching to fit each student’s individual style and pace. I also emphasize a growth mindset — that mistakes are part of learning, and perseverance always pays off. Ultimately, I believe math should be accessible and enjoyable, allowing students to feel confident tackling any problem.
I have not taught online, mostly it was one-on-on. I have no preference whether it be online or not, but if it were to be online I do prefer that the webcam is used so that I can read off their facial expressions. Sometimes students are shy and embarrassed with asking questions thinking that they are dumb questions, and their facial expressions would show that, and with the webcam I could see it and address it and encourage them to ask their questions and build their confidence.
As an engineer, I always need to ensure that my mathematics knowledge is strong. Changes in the curriculum should be addressed proactively. By staying hands-on and reviewing updates to the syllabus regularly, I can see what has changed and what needs to be studied. This approach allows me to stay up to date with the latest requirements.
I believe open and regular communication with parents is essential to a student's success. I make it my responsibility to keep parents informed about their child's performance, strengths, and where they might be having difficulties. Typically, I update them in a mix of emails, telephone calls, or messages—whatever works for the family. I also include some examples of their child's work to give them an idea of how they are coming along. If I notice any gaps or issues in learning, I check in soon with suggestions for ways we can partner to assist the student, whether that is more practice, adjusting teaching approaches, or recommending additional resources. I am always willing to respond to parents' inquiries and facilitate teamwork so that we can jointly assist the child in growing and thriving in mathematics.
Depends on the student and when I am tutoring them. If it is during the school year I would only provide practice exercises during the tutoring session, since they already have exercises and homework provided to them from school. If this was an online tutoring, I would record the session so that they can view it at any time if they require assistance. If we were tutoring during the summer on the other hand, I would provide them with homework.
My homework philosophy is to use homework as a reinforcing tool, not a taxing one. I assign homework that directly reinforces what we've accomplished in class so that students can practice and reinforce their understanding of those concepts. I make sure that homework is comprehensible, manageable, and valuable—never busywork. I also request students to try their best, even if they are uncertain, since their efforts enable me to identify areas where they might need more support. To ensure they actually understand the material, I always review key ideas in lessons and check in periodically with questions and examples. If students are struggling with homework, I go through it with them step-by-step, either in our next session or through extra support if needed. My goal is to build both skill and confidence, so students become more comfortable working independently with what they've learned.
Every student learns differently, and so I take time initially to find out how each one of them best learns - whether visually, aurally, kinesthetically, or a mix. I pay attention to what works for them and also ask them questions to determine what comes easiest to them and what does not. When I have a sense of their learning modality, I will change to suit them. So if the student happens to be a visual learner, I will use more diagrams, step-by-step color-coded, or videos. If they are hands-on learners, I will include practice exercises or real-life examples so that they can associate with the material. I also check in regularly to make sure the student feels comfortable with the pace and the teaching style. If something isn’t clicking, I’m flexible and adjust as needed. My goal is always to create a learning environment where the student feels supported, understood, and motivated to succeed.
Although I do not have first-hand experience working with students who have diagnosed learning disabilities or special needs, I am more than happy to learn and adapt my teaching to meet each student's individual needs. I understand that every student learns differently, and I already attempt to diversify my instructional methodology based on how each student learns best—whether through adding more visual aids, breaking down instructions into steps, or providing more time and assistance. If I was teaching a student with specific learning difficulties, I would take the time to learn about their challenges, work closely with their parents or guardians, and read about or speak with experts to ensure that I'm using beneficial strategies. I believe patience, flexibility, and empathy are most important, and I am committed to creating a positive learning experience for all students.
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