effective tutoring methods
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what kind of teaching methods for Maths and English do teenagers like?
and what effective teaching methods for Maths and English have any one of you tried before, in your capacity as teachers, tutors, mentors, parents, etc, and found useful and engaging for teenagers?
wanna glean some experiences from all.
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Whip em!
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Sec sch students chi ruan bu chi ying..
Pri sch students chi ruan ye yao chi ying
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tts for sex educationOriginally posted by Spear:Whip em!
SX2201 SM Techniques -
all very ticklish.
but i need serious answers too! -
My ultimate aspiration is to be a senior PHD Research Fellow in this earth shocking area of Behavioral Science.Originally posted by FireIce:tts for sex education
SX2201 SM Techniques -
I have no idea.
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Permanent Horny Dean?Originally posted by Spear:My ultimate aspiration is to be a senior PHD Research Fellow in this earth shocking area of Behavioral Science. -
*was forced to post something here*
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*cough*Originally posted by FireIce:Permanent Horny Dean?
Erm, I perfer to be called a Procreational Specialist Expert. -
Depending on the type of student, different methods. most imptly, they must understand rather than memorise. make lessons interesting by talking to them abt schlife get to know them. Listen to them. IMO, tuition isn't all about tutoring, but knowing them and helping them develop effective studying methods of their own.
btw i m referring mainly to sec sch students. -
for maths i think most impt is practice... so give the students exercises to do, but dun overwork them lah..
then after that go thru the questions with them, make sure they understand how to derive the answer.... ask them to explain how they got a certain answer...
then make them re-do some of the questions again, esp the harder ones that they got wrong... cos from experience after u explain and u ask if they understand, they will say yes... but usually won't know how to do it all over again by themselves...
for the weaker students i think it's impt to sit by them while they do their exercises, and prompt them when necessary... -
hm.. thanks!Originally posted by cAr|n:for maths i think most impt is practice... so give the students exercises to do, but dun overwork them lah..
then after that go thru the questions with them, make sure they understand how to derive the answer.... ask them to explain how they got a certain answer...
then make them re-do some of the questions again, esp the harder ones that they got wrong... cos from experience after u explain and u ask if they understand, they will say yes... but usually won't know how to do it all over again by themselves...
for the weaker students i think it's impt to sit by them while they do their exercises, and prompt them when necessary...
anymore? -
for eng, make them keep a "vocabs" book...
say for each word that they read and dun understand, ask them to copy the whole sentence and find the meaning of tt word in that particular sentence...
in the long term it will really help...
make them read more....make sure the books get thicker with each passin year...
maths:
practise....assessment guides..or u create qns for them lor...
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Just my thoughts.
In the methods of pedagogy, it is imperative that first and foremost, the methodologies, tactics, and manner of communication must be appropriate as determined by the age, character / behavior as well as the existing level of understanding by the student on the subject.
Secondary, there should in ideal, be the existence of a Reward and Punishment System in force so as to manage and influence over matters concerning learning.
On the subject of Mathematics, the ideal structure of teaching should divided into 3 phases.
Firstly, the introductory phase, where students are brief first on i) the technical structure of a formula or equation, and ii) the areas of application, eg, the use of a frequency chart in determining statistics.
Second, the method of teaching should be instructional, with emphasis on step by step derivation of all processes involved in the computation process of the selected examples. In this phase, it is crucial that unique examples requiring alternative manner of treatment for a similar equation should also be walked thru with the student.
Often, a student will encounter problems especially in algebra, where a regular contributor to failure of understanding lies in the student’s inability to flexibly identify a combinative set of ‘sub-equations’, as a common symbol in the overall macro equation.
Think along e =mc2 vs 1+10+(35x2) = [(1.8+1.2) x 3] to the power of 2 – which is essentially the same, and you’ll get what I mean.
Third, to ensure that the student fully understand on the essence of what had been taught, apply the fundamental of the mathematical topic into a simple and common real life example that the studentÂ’s age group may easily related to.
And need not I say, of course visual tools and simple to understand notes will prove to be very useful in the enriching of understanding for the students.
On the teaching of English on the other hand, a different approach should be used instead.
Unlike the teaching of Mathematics, the approach has to be facilitative and mildly thought provocative.
The use of compare-and-contrast methods between simpler and more exotic choice of language used on one same situation should be presented to the students for their own assessment and reflection on the different choice of words – used on a same set of conditions.
In addition to the grammar, vocabulary and spelling of the subject which has to be taught and guided thru in a more structured manner, the facilitation of the studentÂ’s awareness to notions and concepts of elements both sensory, physical, illusionary or objective in nature will also have to be gradually introduced and encouraged upon.
Take a student who may be artistically talented.
In the coaching of English across to the student, more can be absorbed and understood by the student if he / she had been reminded and encouraged to pepper his / her work with factors such as imagination, sensory or colorful description, and emotions.
Take a different student who is in contrast, very much strong in structural learning, but sadly lacking of artistic skills now for the same example.
Clearly the ‘sensory’ approach will be as clear as Greek to this student.
What should be encouraged for this student instead, should ideally be the arrangement of events or ‘scenes’ in the student’s essay in a ‘Step-by-step’ manner, whereby the student would have encountered significantly less barrier to expression using the ‘breakdown’ approach.
On the use of Rewards and Punishment, flexible varieties may be used on the students, so long as they do not publicly harm a child, either physically (i.e. body) or psychologically (i.e pride).
The primary aim is to i) motivate and encourage repetitive actions desired and to ii) effectively disencourage and discontinue any unconstructive or wayward trends.
Last but not least, patience will also be a must.
While it is understandable that temperature may rise when a student consecutively fail to understand a logic or concept, it also has to be understood that if one already knows the taught concept well - then he / she wouldnÂ’t even be in school in the first place. -
wow. thanks for the comprehensive reply! u teacher? or a professional in education?Originally posted by [ Neo ]:Just my thoughts.
In the methods of pedagogy, it is imperative that first and foremost, the methodologies, tactics, and manner of communication must be appropriate as determined by the age, character / behavior as well as the existing level of understanding by the student on the subject.
Secondary, there should in ideal, be the existence of a Reward and Punishment System in force so as to manage and influence over matters concerning learning.
On the subject of Mathematics, the ideal structure of teaching should divided into 3 phases.
Firstly, the introductory phase, where students are brief first on i) the technical structure of a formula or equation, and ii) the areas of application, eg, the use of a frequency chart in determining statistics.
Second, the method of teaching should be instructional, with emphasis on step by step derivation of all processes involved in the computation process of the selected examples. In this phase, it is crucial that unique examples requiring alternative manner of treatment for a similar equation should also be walked thru with the student.
Often, a student will encounter problems especially in algebra, where a regular contributor to failure of understanding lies in the student’s inability to flexibly identify a combinative set of ‘sub-equations’, as a common symbol in the overall macro equation.
Think along e =mc2 vs 1+10+(35x2) = [(1.8+1.2) x 3] to the power of 2 – which is essentially the same, and you’ll get what I mean.
Third, to ensure that the student fully understand on the essence of what had been taught, apply the fundamental of the mathematical topic into a simple and common real life example that the studentÂ’s age group may easily related to.
And need not I say, of course visual tools and simple to understand notes will prove to be very useful in the enriching of understanding for the students.
On the teaching of English on the other hand, a different approach should be used instead.
Unlike the teaching of Mathematics, the approach has to be facilitative and mildly thought provocative.
The use of compare-and-contrast methods between simpler and more exotic choice of language used on one same situation should be presented to the students for their own assessment and reflection on the different choice of words – used on a same set of conditions.
In addition to the grammar, vocabulary and spelling of the subject which has to be taught and guided thru in a more structured manner, the facilitation of the studentÂ’s awareness to notions and concepts of elements both sensory, physical, illusionary or objective in nature will also have to be gradually introduced and encouraged upon.
Take a student who may be artistically talented.
In the coaching of English across to the student, more can be absorbed and understood by the student if he / she had been reminded and encouraged to pepper his / her work with factors such as imagination, sensory or colorful description, and emotions.
Take a different student who is in contrast, very much strong in structural learning, but sadly lacking of artistic skills now for the same example.
Clearly the ‘sensory’ approach will be as clear as Greek to this student.
What should be encouraged for this student instead, should ideally be the arrangement of events or ‘scenes’ in the student’s essay in a ‘Step-by-step’ manner, whereby the student would have encountered significantly less barrier to expression using the ‘breakdown’ approach.
On the use of Rewards and Punishment, flexible varieties may be used on the students, so long as they do not publicly harm a child, either physically (i.e. body) or psychologically (i.e pride).
The primary aim is to i) motivate and encourage repetitive actions desired and to ii) effectively disencourage and discontinue any unconstructive or wayward trends.
Last but not least, patience will also be a must.
While it is understandable that temperature may rise when a student consecutively fail to understand a logic or concept, it also has to be understood that if one already knows the taught concept well - then he / she wouldnÂ’t even be in school in the first place. -
taught pri tuition before..... pri 1 and 2, for me i talk to them alot, explain alot. make it more like playing games then actual lesson. the kids like it so much that he keep asking his mum when I was going for tuition. but you have to be stern when needed. some kids can play overboard.
when I was in sec sch, my maths teacher was best, 35 mins lesson,
he explain in 10 mins, once we understand the concept, he step out of the class and we are free to do whatever we want. All of us still get As for maths!! -
Used to teach.Originally posted by wuming78:wow. thanks for the comprehensive reply! u teacher? or a professional in education?