Welcome to my web-page. I am a mathematics teacher at Salisbury East.

What’s my teaching style

At the time I teach maths, there are three skills I would like to increase in my students. I intend to impart measurable intuition, techniques, and also abstractions for solving issues. These principles point me to form a teaching format where students have to be involved participants in studying.

I really want my learners to be able to share their opinions quantitatively and be able to prove whether or not those beliefs align with the real world. I would like my students to be revolutionists. When we work situations, I have children suggest techniques for various combination difficulties. It is a possibility to underscore that analysis is needed and a person normally can not know in advance exactly how a problem will turn out. I want my learners to don't hesitate to try things and explore. Every once in awhile they locate answers I had not thought about.

In every single program, beyond the especial content, I illustrate that maths may be delightful and that we can rate the people try. I sometimes set effects, similar to the expansion of calculus, in historic context. Furthermore, I demonstrate how mathematics possesses artistic value.

Among my favourite factors of teaching mathematics is helping learners to perceive the ideas underlying the theme at hand. I think this position results from my own appreciation of chances to view the big picture of maths and the way that numerous pieces of maths material fit as one. As I started teaching being a graduate student, I understood that I actually had a good time communicating with trainees and distributing my passion for mathematics with them. Whenever the subject matter changed, I admired talking about mathematics.

I do my best to illustrate concepts as plainly as possible and deliver lots of examples. Besides that, I make it a goal to be passionate concerning the topic. I even offer a prepared task for the end of the lesson so that the students have a chance to work issues before they leave. In some cases this activity is composed of practice problems, but other times it is an analysis of the subject on a deeper level.