As a Computer Science master’s student, I bring strong math and problem-solving skills into my teaching. My goal is to help students understand math, not just memorize it — and to make learning feel clear, encouraging, and even fun.
? Teaching Methods:
I use a mix of explanation, examples, and guided practice. I break down problems step by step, use visuals and real-life examples, and always enc...
As a Computer Science master’s student, I bring strong math and problem-solving skills into my teaching. My goal is to help students understand math, not just memorize it — and to make learning feel clear, encouraging, and even fun.
? Teaching Methods:
I use a mix of explanation, examples, and guided practice. I break down problems step by step, use visuals and real-life examples, and always encourage questions. Every student learns differently, so I adjust my style — some students need more practice, others need creative ways to visualize math effectively and confidently.
?? Lesson Content:
My lessons follow the school curriculum and can cover topics like arithmetic, algebra, geometry, fractions, and problem-solving strategies. I also include tips for tackling homework, tests, and tricky word problems. I make sure every topic connects to what students already know, helping them build confidence as they progress and grow stronger each week.
?? Teaching Dynamics:
I like to keep lessons interactive and positive. Students are encouraged to think out loud, try new approaches, and learn from mistakes in a supportive space. I use small challenges, quick review games, and practical examples to make sessions engaging, enjoyable, and rewarding for every learner.
?? Experience:
While I’m new to formal tutoring, I’ve helped classmates and younger students understand math concepts throughout my studies. My background in computer science helps me explain logical thinking and patterns — key skills for success in math. I’m patient, organized, and genuinely enjoy seeing students grow, build confidence, and feel proud of their progress.
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