Personal Description:

I am a 20 year old student beginning university at Ryerson university in September. I will be studying Mechatronics Engineering and will likely transfer after my first year into an Engineering Physics program at another university. Although I am 20 years old I am just beginning university, and this is because I have had many challenges that I have had to overcome whilst doing my studies; both health related and otherwise. I really like learning about science and its applications, and have always had interest in science even as a kid. I really like talking about the things I learn about to the people I like, and I believe this is what makes me so good at explaining science. I appreciate when a student has a motivation to learn and I always appreciate the chance to pass on knowledge, as not everyone has a genuine interest to learn difficult topics. I am eager to teach anyone willing.

Tutoring Experience:

I have taught physics and chemistry to several of my younger siblings and cousins. I have also taught general mathematics, calculus, and algebra in the same manner and honestly have experience teaching and explaining a wide variety of things. A good random example of this is that I recently taught a mostly english speaking friend of mine how to read and pronounce arabic writing; by explaining the arabic alphabet to him and the sounds that all the letters make. Arabic is notoriously hard to learn, and my friend was able to read simple 3 letter words after a couple hours of my teaching him. Overall, I believe I am mostly good at articulating concepts that I know into words that my student will be able to understand, whatever they may be. I have applied this simple concept in countless ways over time.

Tutoring Approach:

Whenever I am teaching I believe in keeping a calm mind and having patience. I will always try to explain the concept I am teaching and give the student a mental image of what is happening, and I use an example if necessary. If this doesnt work I try using another example, showing the same thing in a different way. I keep doing this and trying to make the student think until they understand the concept. If no methods work, it is possible the student lacks prerequisite understanding or knowledge, in which case I try to identify what understanding and knowledge is that is and teach it to the student first. I believe in showing patience and respect to the student, not pressuring them as stress is counterproductive to learning. I try to teach things as quickly a student can understand them, so if I am going too quick it is useful and appreciated to let me know to slow down if necessary.