Ahmed Elkhider

The format of my lessons primarily consists of doing questions of progressively more challenging difficulty until the student is confident with the concept being tested to the point where they can answer any question posed by exam boards. For example, if I’m teaching a topic completely new to a student like logarithms, I will use a simple question that required knowledge of the rule to demonstrate to the student how to answer those sorts of questions. When the student feels they understand the concept, I prompt them to attempt a few simple questions and if their confortable with those questions, they’ll progress quickly to harder questions. I always advise the student to explain their reasoning throughout the question as getting to the answer in an incorrect way is a dangerous path to being confused which can be a daunting feeling especially in maths.
When exams are close and the student as covered all the content, I use a combination of tough question banks and past papers to test the students ability in all topics. For example, if they’re able to answer questions on differentiation and radians easily but struggle with parametric equations, it’s clear to see which topics need more work. Evident here is another reason why I ask my students to explain outline their reasoning because if they’re able to reason through a question correctly but make a silly mistake at some point, then I know, just because they got the wrong answer, they understand the topic and need to practice individually to prevent silly errors from costing them in the exam