Joshua

I like to keep my lessons interactive - reaching a balance between sharing knowledge and getting feedback that directs the trajectory of further information shared. I believe it's important to reason out underlying principles and consider how they appear or can be applied elsewhere. I also believe every student's experience and background grants them a unique perspective, which when they're encouraged to express, would lead to the development of desirable learning outcomes and the proper nurturing of their potential. Beyond what my students share, I also like to give out tests/assignments to help me obtain a more complete assessment of their capabilities, challenges, and progress. Therefore the format of my lessons, the content and the dynamics would be based primarily on the needs of the student.

I love mathematics, especially for what it teaches beyond numbers and working with numbers. The essential soft skills built from a good mathematics education, like problem-solving and critical reasoning skills, are what make me excited about teaching mathematics. I love to be part of the journeys of my students as they learn or polish these skills while developing their passions and competencies in the other areas and attractions of mathematics. I love working with students who are open-minded and willing to learn despite whatever challenges they may be having with maths, and students who are already passionate about mathematics and aim to do even better. But I also enjoy working with students who are still wrestling with coming to terms with the essence of mathematics and its importance, and guiding them to the 'light' that helps them accept and excel at maths, or more pessimistically, tolerate it with grace.

My schedule is flexible and ever-changing, so instead of specifying the times I'm available, I prefer to have a discussion to settle on times that work for both parties.