Cyrus Frei

My teaching style is one that uses questions as a foundation. When difficulty and confusion is encountered I can generate an adjacent perhaps easier question. This will help the student understand the topic proactively. I can also supplement this by providing explanations and analogies that can further help clarify a topic without completely giving away answers. I’ve found success in the past with this technique, as although it takes longer to progress through questions, the engagement forced by the use of further questions leaves the student with a more comprehensive understanding of the topic rather than a procedure specific to one question. I also make a point of giving the student plenty of time to approach the question. In contrast to an exam context, when tutoring I’ve found that giving the student time allows them to toy with and attack a question from multiple angles. This is far more conducive to understanding. That understanding will then translate into time efficiency during exams. My underlying teaching philosophy is one that hopes to cultivate real integral mathematical understanding and thinking that can be applied repeatedly across multiple topics and questions by first clarifying what sort of answer we are after and considering how we can manipulate the information we’re given using concrete mathematical logic in order to determine the answer. The flexibility that comes with true understanding of concepts cannot be substituted for by the rigid procedural problem solving often taught to students. As this crutch often fails them when the slightest deviation from the norm for that question appears.