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Jide
- Rate R233
- Response 1h
-
Students2
Number of students Jide has accompanied since joining Superprof
Number of students Jide has accompanied since joining Superprof
R233/h
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- Maths
- Algebra
- Trigonometry
- Chemistry
- Arithmetic
- Organic chemistry
Environmental Field Technician with 4 years combined highschool/college tutoring, as well as flight instruction
- Maths
- Algebra
- Trigonometry
- Chemistry
- Arithmetic
- Organic chemistry
Lesson location
About Jide
I am an Environmental field technician and glider pilot instructor. I have a college diploma in Environmental Engineering/Technology (Environmental Technologist) and a Transport Canada Glider Pilot's licence (instructor rating). I have trained 6 student pilots to fully licence, and have also tutored grade 11 and 12 university-level chemistry, along with grade 11-12 college-level mathematics, and college math/chemistry.
My various student glider pilots have gone on to get their private pilot's licences and my highschool/college tutees, had gone on to significantly improve their grades in class.
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About the lesson
- Primary
- Secondary
- Matric/GCSE
- +2
levels :
Primary
Secondary
Matric/GCSE
Adult education
BTech
- English
Languages in which the lesson is available :
English
I start off by gauging the student's knowledge to see where they are at. I have them explain the stuff that they understand, then take me to the point where they get lost/confused. I will then use the "Explain, Demonstrate, Imitate, Critique" (EDIC) method, to take them through a problem from start to finish. Depending on how big or long the problem is, I may break it down into smaller parts and use the EDIC method for each part.
Once I can see that the student understands the basic, underlying rules of a problem, I will have them take me through one and apply the Socratic method. I will ask them "why" they went about doing the problem the way they did. I generally take caution not to tell a student exactly where/why/how they went wrong right away, but rather, question them on a certain part so they can get the "gears" turning and figure out for themselves where they might have messed up. If that doesn't work -- depending on the student -- I'll either take them, or have them take me through the general/underlying rules to jog the memory. If that doesn't work, then I will show them where they went wrong and re-explain how to do it correctly (go back through the EDIC method).
After this stage, I'll have the students go through various problems by themselves to build confidence, then have a debrief at the end. As much as they can, I'll have them lead me through their thought process and encourage them on parts that they are improving on. By the end of the process, I like my students to be confident enough to reverse the roles and be taking me through the problems correctly.
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Rates
Rate
- R233
Package rates
- 5h: R1163
- 10h: R2327
online
- R209/h
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