I always prefer to teach using the Socratic method, that is, by asking questions in an attempt to prompt the student to reach an answer on their own accord. This method leads to better retention of information and the ability to deploy concepts in critical thinking exercises, as opposed to simply on tests.
My teaching method is tailored to the student. I discuss with the student his or her goals and proceed on that basis. I am willing to work with the student on prior tests, quizzes, or homework assignments. My primary goal is to teach UNDERSTANDING and not simply memorization.
I meet my students where they are at in terms of skills and needs. We work on developing skills through doing drills, work on case writing and develop strong and ethical research practices.
I am a 16-year Doctorate-holder, who has taught, on-line, on-ground, and everywhere in between, preparing easily digestible lessons for each student, on a wide swath of subjects within the several disciplines, and am prepared to walk you through each subject!
Bachelor of Science major in Biology and minor in Philosophy. I do not feed answers, rather I implore using brainpower to arrive at the correct solution in problem solving as well as tactics to handle future problems on your own.
My teaching method is very tailored to the student. I believe that students learn according to their natural tactic towards understanding the world, and by using their inherent strengths, can excel when entering uncharted territory.
My teaching methodology is highly interactive and relies heavily upon close readings of philosophical texts. I spend time with my students in order to develop an in depth understanding of philosophical themes in addition to cultivating connections between texts and to contemporary life.
I love to flip the classroom, which is a very hands-on learning approach. I believe that teaching is learning, and if students are able to articulate a concept back in their own words to "teach" it, they can truly know it.
Far too often our education system runs loops teaching the same material over and over again, teaching to the next standardized test. It focuses on short term memory, which is fantastic for getting quick results on upcoming tests. It fails, however, in long term knowledge retention.
I studied English literature at UCLA. Eventually threw it over for philosophy. Law school was surprisingly stimulating and I love practicing law. Mostly. I am now taking Spanish and coding lessons and i’m financing them by teaching what I know.
My teaching style is casual and informal. I'd rather talk to my students like it was a regular conversation than be called "Doctor" or "Professor". I use a lot of examples and stories from my experiences and observations around the world, and do my best to talk about how schoolwork topics apply to real life situations.
I begin by going through basic examples with the students, progressively working through more complex problems with them, while simultaneously addressing specific concerns along the way until the student can do the problems on their own. As it concerns general philosophy, I engage in dialogue with the students addressing and clarifying specific concerns.
BA Political Science Tufts, 1987 MA Medieval Philosophy/Classics, 1995 Dean Logos House of Theological Studies Tutor, Lecturer Augustine, The Confesssions Ancient Heresies and Ancient Councils and Creeds Dante's Divine Comedy Thomas Aquinas Summa...
Ultimately I want to make sure the students understand whatever concept they are struggling with in the classroom or elsewhere. Generally, my teaching methodology involves my own self personally studying the reading beforehand rigorously, and then one-on-one conversations concerning the best interpretations and application methods.
My teaching methods are more "one-on-one" but I have taught to groups before. I prefer to isolate the heart of the issue, while working with my students at a pace that is comfortable for them, and bring us to enlightenment.
I've been teaching classes in logic, philosophy, and ethics at the college level for the past 26 years. I develop my lessons based on the needs of the student using an goal-centered approach building on the student's strengths.
I teach each session by assessing what the student needs and teach from where they start. I believe everyone can learn, one only needs to try.
My lessons put to use a progressive approach to learning, as I stray from "lecturing" and lean towards equally involved discussion between the student(s) and myself. I have found that this is the most productive, efficient approach to learning. However, I will certainly adapt my teaching style to match your learning style.
I am a reflective tutor. I start with what you understand about a topic and discuss with you the chapter/information that you were given. That allows us to work up to where the instructor lost you. After establishing that, I have been known to talk students through information, help them review notes and fill in the gaps via a discussion that engages students instead of rote memorization.
I believe the large concept of learning is the best when it comes to history. Focusing on themes and how they relate to the larger concepts are key when teaching history. I have found the memorization and lack of engagement does not help students learn, it stresses them out.
My special skill is helping you get your thoughts put together in a clear and logical way. This may just be for passing a test, or it may be for composing a term paper or thesis. My experience makes me believe that the latter is much harder. Most people make sense when you talk with them, but those ideas become scrambled and confused when it comes time to put them on paper.
I am a Psychology Professor and General Education Department Chair at a local University. I have over thirty years of experience in the field of education. Part of my current responsibilities include teaching any and all psychology courses and assisting students with their writing skills and APA formatting.
I have a method mostly in face time one to one teaching where I teach individual students. I have experience teaching multiple subjects, mostly secondary school level math and science.
I've done much research within the field of philosophy and have even presented at a few conferences. As a teacher, I like to show students how the influences of philosophy not only connect certain philosophers but how it pertains to life. Concrete applications of ideas give thoughts of other people much more importance.
I base my approach of the Harkness method, which preferably works in a group, but can have individual success as well! I’m rather easygoing, and value comprehension over everything
I teach using an alternation between the Socratic method of asking questions and inspiring inquiry, on the one hand, and Nietzschean aphorism and assertion on the other, which provokes critical engagement and independent development of perspective.
I am working on a psychology minor, which will be finished this next semester. I focus on memorization and understanding of the work. If the concepts are not fully understood, it is best to focus on them until they are understood. I focus on applying the principles learned in psychology to real life situations to build memory and to help the student.
I'm a philosopher who is passionate about what I study. To me, philosophy and philosophical logic are ways of thinking cleaning (a kind of 'mental hygiene'), as well as a path to figuring out the best way to live. I firmly believe that learning about philosophy can improve students both as critical thinkers and as people.
I currently teach political philosophy and cultural studies (anthropology) to middle and high school students. Through current events like the September 11, 2001 attacks, and pop-culture topics such as the Golden Era of Animation (think WW2 era Looney Tunes), I ask students to think about and reason through the subtle nuances and themes of each topic.
I am a graduate of University of North Florida with a bachelors in philosophy. I have a minor in history and I hope to foster a love for social studies in middle and high school students through fun and challenging lessons.
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