I keep the classes small and interactive so you can ask questions. I offer one-on-one coaching as well that will give you the individual help you may need to meet your goals quicker.
I am patient, creative and friendly. Many of my students tell me that I explain concepts more effectively than their teachers. I am available weekdays or weekends, days or nights, throughout the entire year. In addition to teaching in person, I also use Skype, FaceTime, Google Hangouts, Appear.in, interactive whiteboards, attachments (PDF, Word, Excel), and Slack, a remote desktop program.
My teaching methodology is simple, I listen to what the needs of the students are and then work with them based on their needs and the method of knowledge transfer that allows them to gain the maximum knowledge of the subject. I ensure to keep my examples & presentations simple so the students are able to get a clear understanding.
I combine my theoretical knowledge of the relevant subject matter (Accounting, Management, Strategy, etc.) with my "real world" and "practical" personality, to deliver a lasting teaching message to my students. The goal is to make you "understand" rather than simply "remember long enough to pass the test".
My teaching methods have always been adjusted and are responsive to the needs of my students, because everyone learns differently. I like to use examples that illustrate and contextualize theoretical issues, preferably based on my own personal and professional experiences. Case studies are also useful tools.
My name is Aima Jeffresswood, I spent five years as a stressed out doctoral student until I achieved my doctoral candidacy in 2016, and graduated within the top five of my cohort the same year. Since 2011, I have assisted and tutored graduate-level health sciences students; particularly in research projects research methods; leadership-management conceptualization and implementation.
I have learned that the first step to teaching is focusing on the needs of each learner. I strive to understand each student’s communication and learning styles, goals and interests, and limitations. I then interact with each student in a way that will make them most comfortable and receptive to the course material.
I provide tutor instruction online (Skype) to undergraduate college or other adult education students utilizing any and all contemporary resources; including multimedia, video, document-share, and direct presentation. I start the first lesson by identifying the topic or topic-subset the student needs help with, as well as what the student feels are his/her preferred or best learning method.
I base my classes on the needs of the individual or class and believe in using all learning modalities (hearing, seeing and doing). I have an MBA and Bachelor's in Business Management as well as a minor in Accounting and have just about finished my teaching credential to teach K-12.
A former business executive, I have taught graduate level business students at several leading business schools. I hold degrees from Yale (BA, economics) and the U of Chicago (MBA). I use the Socratic method to stimulate thinking, and then present tested business models of Economics, Strategy and Leadership. Students routinely report being inspired.
Teaching should always strive to move beyond the simple sharing of facts and knowledge or even the training of a certain skill set. My teaching philosophy is based on this quote by William Butler Yeats, “Education is not the filling of a pail but the lighting of a fire.
Teaching Philosophy I believe that to be most effective as an instructor, one must create an environment that is interactive and collaborative that promotes problem-solving and critical thinking skills. This type of environment accommodates a variety of learning styles and encourages students to present their opinions while respecting the opinions of others.
My teaching methodology is to learn about the student first and then give a more real world approach to theories. I find giving real world experiences makes things easier to learn. I am a patient person who understands the difficulty of learning complex topics.
My teaching method is to break down certain topics to make them easy to understand and remember. I focus on the process and relate it to real life instances in order to be able to help the student thoroughly retain information.
Throughout my professional career, I have learned to be flexible in how I teach my students. I am a good listener and an active learner.
Learning should be fun. Tutoring sessions should be fast-paced to maximize efficiency, yet relaxed. I am very personable and find great fulfillment in helping people succeed. My schedule is flexible. Locations are flexible. I find that most folks are surprised at how easily they attain information and acquire skills once it is presented in a way that they understand.
I am very much a personal instructor -- I used, for example, Power Point to assist me in my instruction. I vary how I convey information to students (sometimes by lecture and sometimes by practical examples).
I approach and each topic based on student needs and understanding. We all learn differently and I have found that by first listening and learning, I can then begin a dialogue to help create the best environment necessary to create a positive and lasting learing experience.
I provide advising to all levels, with particular efficacy working with complex and advanced issues and opportunity development. I provide one on one advising, executive briefings, and group seminars. Advising is fully customized and optimized for specific engagements.
I begin by seeing where your struggles are, first and foremost. In grasping things that you don't understand, and do understand, I'm able to discern what we need to focus on and what we can leave out.
Student-centered instruction [SCI] is an instructional approach in which students influence the content, activities, materials, and pace of learning. A teacher’s job is to give students the opportunity to learn independently from one another while guiding them toward the skills they need to be effective.
I approach each student as a friend! I am not a professor talking at you or lecturing you, I am a friend that would like to help you figure out the problem.
I can teach elementary/middle/high school students as well as university scholars. I base my lessons on each student's individual needs and learning style. It is important not just to get the task completed, but to move forward with an understanding of the subject, and I teach accordingly.
A coach who adopts a teaching method that encourage open discussion and critical thinking involving emerging thoughts multidimensional views, and collaboration. Thought arwaa: economics, geography, public administration, management and organization and research. Specialization: leadership and organizational change: Multiiculturism/Biculturalis and management and organizational change.
I am a student centric teacher, focusing on what the student needs and wants to make the work meaningful and easy to understand. I like using PowerPoints as a reference tool, I like using case studies to test knowledge, and dialogue through questions, Skype calls or other forms of communication.
My teaching philosophy is being creative in the way I teach; being kind and simplifying complex info to help drive comprehension.
I have an MBA in Marketing and Corporate Strategy and my teaching method is by discussion. You share what you are struggling with most and we will discuss until you master them. I use real world and hypothetical examples to help communicate concepts.
My teaching method is a student-centered approach to learning. I believe that the student plays an equally active role in the learning process. As the teacher, I am to coach and facilitate the students learning and overall comprehension of the material.
My teaching methodology in the classroom involves individual involvement and student participation. I apply my MBA knowledge and professional skills.
My teaching method is "student participation". I strongly believe that regular student discussions make them more involved in the subject.
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