Thembinkosi Gatawa

Lessons are designed in such a way that the student engages with the learning material. Students are helped to construct their own meaning from the learning material. Misconceptions and mistakes are not corrected by the tutor, the tutor asks probing questions to help the student identify a gap in their understanding and they they are helped to correct it. I subscribe to the constructivism philosophy of teaching and learning and the cognitively guided instruction. I believe every student can learn and pass Mathematics at their own pace. Lessons promote active student involvement, aligned to real life situations and made funny with a view to create a positive attitude towards the subject. The fundamental goal of teaching is to promote relational understanding as opposed to instrumental understanding. I teach for conceptual understanding not to promote computational fluency. I have taught Mathematics KS2 and KS3 for the passed twelve years and has been producing very good results. The level of understanding of the student determines the pace with which the lesson develops. I try my level best to include visual cues to my lessons as I believe that the majority of learners are visual and kinaesthetic learners based on my experience. However,other teaching methods will be explored in order to appeal to the student's other sensory receptors. A friendly and welcoming learning environment will be created in order to foster full student participation with the overall aim of promoting deep and profound learning. Inter-disciplinary integration will be promoted where possible. Academically less gifted learners are welcome and accommodated.