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What do I enjoy most about tutoring? 😁
I enjoy tutoring because it allows me to focus on one student rather than catering for each student in a full classroom. I also enjoy gaining a sense of accomplishment through helping students learn.My Strengths as Tutor 💪
My strengths as a tutor include being patient with students and providing effective feedback. I am also able to find different ways of teaching the same concept to suit different learning styles.Most important things I can do for a student 🏅
It is important for tutors to explicitly explain and model how to solve mathematical problems to begin with and then gradually reduce assistance until the student is able to work independently. It is also important for tutors to motivate students through positive reinforcement and to incorporate metacognitive strategies.Tutoring students in 👦 👧
- year 5
- year 6
- year 7
- year 8
- year 9
- year 10
- year 11
- year 12
About Bronte
Expertise in Special and Inclusive Education
With a Master''s degree in Special and Inclusive Education, this tutor brings deep expertise to her role, specializing in supporting diverse learning needs. Her experience as a Learning and Support Teacher involved conducting assessments and setting up intervention groups to enhance student literacy and numeracy skills. She effectively utilised online tools for remote education during critical periods, demonstrating adaptability and commitment to student progress.
Extensive Experience Across Various Educational Stages
This tutor has a robust background as a Casual Relief Teacher, handling classes from primary through to senior secondary levels across multiple subjects including science, English, and arts. Her ability to differentiate instruction based on individual student needs ensures that every child receives personalised educational support. This approach not only caters to varying academic abilities but also fosters an inclusive classroom environment.
Proven Track Record in Enhancing Student Outcomes
Throughout her teaching career, she has been proactive in identifying students'' academic challenges and addressing them through targeted strategies such as MacqLit and numeracy intervention groups. Her efforts have significantly improved students'' foundational skills. Additionally, she maintained strong communication with parents about their children''s progress, making her a trusted partner in education who values collaboration for optimal student development.
Recent Tutoring Comments:
Rudy is very motivated to challenge himself and learn algebra. He desired to do equations involving more than 3 steps. However, I am covering the basic skills with ...
Rudy is very motivated to challenge himself and learn algebra. He desired to do equations involving more than 3 steps. However, I am covering the basic skills with Rudy first before doing more advanced work. A question which involved dividing fractions came up in the two-step equation worksheet. Rudy picked up on how to do this quite quickly.
Rudy was not feeling the best today and the tutorial session was shortened. This gave us enough time to go through some questions together. More questions were left for homework. I will get a better idea of what Rudy needs help with next week once I see how he went with the questions throughout the week.
Rudy understands the process of long division and created his own mnemonic. He is capable of completing harder long division questions but is more confident with ...
Rudy understands the process of long division and created his own mnemonic. He is capable of completing harder long division questions but is more confident with questions involving smaller calculations.
Although Rudy understands the process for long division, questions involving larger calculations tend to be either overwhelming or reduces his motivation to complete questions without prompting. I am encouraging Rudy to estimate an answer to a division, test it out with multiplication to see if it works and then choose a bigger or smaller number (trial/error method). E.g. 153/17 - might try '8', 8 x 17 = 135, so now I might try 9. 9 x 17 = 153, it must be 9.
Rudy is a strong independent learner who read through the example and explained the steps to me before I explained it to him. With practice, Rudy will remember the ...
Rudy is a strong independent learner who read through the example and explained the steps to me before I explained it to him. With practice, Rudy will remember the steps with ease without the need to refer back to the example. Rudy was able to use the information in the word problem and write the correct mathematical expression without any struggle. Rudy was able to check his answers for long division by multiplying his answer with the number used in division.
An area for improvement is the presentation of setting out his work. Errors were being made when numbers were not properly lined up in columns.
Rudy is a highly capable student who can do calculations abstractly. Rudy can also identify and use patterns to solve mathematical problems. Rudy accurately ...
Rudy is a highly capable student who can do calculations abstractly. Rudy can also identify and use patterns to solve mathematical problems. Rudy accurately answered 'adding time' questions on Mathletics independently and with minimal assistance on harder questions. Rudy was prepared for the tutorial session and appeared very motivated and keen to do well academically.
I am encouraging Rudy to break down and round time to the nearest half-hour first before adding time to a particular time to avoid occasional calculation errors. For example, with adding 19 hours and 27 mins; 1. adding 12 hours and changing am/pm, 2. adding 7 hours and 30 mins 3. Taking away 3 minutes.