Daniella started the lesson strongly by reviewing a topic test for angle problem solving questions with her student, Lexie. I thought it was great that she positively supported her student’s confidence with reinrdoced with words such as “good work” and “good job” throughout when the student talked about correct questions from the topic test. When the student began talking about incorrect questions and was unsure on how to do them, Daniella did not give her the answer right away but simply asked a guided question on if we know this part of the angle, and also know this angle, how you you think we would find the missinf angle?

Daniella effectively kept her student highly engaged was inquisitive throughout, as she aimed to understand and they went through the individual steps. When Lexie needed more time on how to do certain questions, it was great that Daniella practised patience. When Lexie was working through a word problem and continued to wonder which I need to do, Daniella continued to say “keep going, you’re on the right track.” When her student made a mistake, Daniella would ask “why did you do this” to encourage individual thinnking and allow Lexie to reconsider the theory and mechanisms of their mathematical process. This gives the student effective room to come to their own realisations which helps them realise their strong capacity to understand concepts themselves. Once Lexie completed a question, Daniella continued to increase her confidence on the topic by saying “you completed that on your own.” Daniella supported her by reassuring her student good that it was just a topic test. Daniella continued to support her student by putting emphasis on the positive things Lexie was doing well and saying kind remarks such as “I want to see the method you come up with” and “You got this.” Overall, Daniella’s anthusiastic approah as a tuor is a strongly admirable trait all tutors sbould strive for.

Anna Ho