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spaghetti3451
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Do you think a postgrad maths student would be a better high school maths tutor than a typical high school teacher?
But, if you do not any math, you will definitely be an awful math teacher.leroyjenkens said:You can know all the math in the world and still be an awful teacher.
How is this relevant to the thread?leroyjenkens said:I think I'd make a pretty good teacher because I'm usually pretty good at explaining things. I'm usually sensitive to student's lack of understanding of certain things, because I remember what I had trouble with, and that was pretty much everything.
Especially if it was the topic of the previous lecture.leroyjenkens said:Some teachers seem to be absolutely gobsmacked that a student wouldn't know something.
Consider the compensation the teacher, or the book author gets compared to the number of people they are supposed to inseminate this knowledge to.leroyjenkens said:Some teachers also put out information in a way that has no context. Like this programming book I'm reading right now is throwing in phrases that explain what C can do, without explaining what those phrases mean, or in what context I need to remember them.
It tells me about this one thing, says it's the smallest, and there's a bigger version, and then a bigger version still. Well, that tells me absolutely nothing other than the fact that they exist in reality. It tells me nothing about what they are, how I use them, when I use them, or how TO use them.
I think very few teachers and books teach well. If they did, I wouldn't have to use Google so much.
Well yes, so obviously there's a middle ground somewhere between the two extremes.But, if you do not any math, you will definitely be an awful math teacher.
Well, my post in general is on topic. I don't know why you would dissect my post and grab something from the middle of it and ask me how that specific quote is relevant to the thread. This place is usually pretty genial, so I don't know if you woke up on the wrong side of the bed or what, but we don't need that here.How is this relevant to the thread?
The topic of the previous lecture wouldn't be one of the things I'm excusing a student from not knowing.Especially if it was the topic of the previous lecture.
If they were better compensated, they would have better teaching skills?Consider the compensation the teacher, or the book author gets compared to the number of people they are supposed to inseminate this knowledge to.
True. Although notice the nature of the limiting cases. If you don't know any math you are CERTAINLY a bad teacher. However, if you know a lot of maths, you ARE NOT GUARANTEED to be a good math teacher.leroyjenkens said:Well yes, so obviously there's a middle ground somewhere between the two extremes.
Because "what's in the middle" is usually the content of your post supporting your stance and conclusions.leroyjenkens said:Well, my post in general is on topic. I don't know why you would dissect my post and grab something from the middle of it and ask me how that specific quote is relevant to the thread. This place is usually pretty genial, so I don't know if you woke up on the wrong side of the bed or what, but we don't need that here.
is relevant to addressing the question posed by the op?I think I'd make a pretty good teacher because I'm usually pretty good at explaining things. I'm usually sensitive to student's lack of understanding of certain things, because I remember what I had trouble with, and that was pretty much everything.
Ok, but I can't read your mind, can I?leroyjenkens said:The topic of the previous lecture wouldn't be one of the things I'm excusing a student from not knowing.
You may look at it this way. If the compensation for a teacher position would have been bigger, it would attract more able math student to consider a choice of carrier in high school teaching. At the present level, only those who lack other options of carrier choices, opt for a high school teacher position.leroyjenkens said:If they were better compensated, they would have better teaching skills?
That doesn't explain why the books are pretty bad a lot of the time, too.You may look at it this way. If the compensation for a teacher position would have been bigger, it would attract more able math student to consider a choice of carrier in high school teaching. At the present level, only those who lack other options of carrier choices, opt for a high school teacher position.
leroyjenkens said:That doesn't explain why the books are pretty bad a lot of the time, too.
This question cannot be answered definitively as it depends on various factors and perspectives. A student may have more up-to-date knowledge on a certain subject, while a tutor may have more experience and expertise. It ultimately depends on the individual and their specific skills and abilities.
Again, this is subjective and depends on the specific situation. Some qualities that may make a student better than a tutor include a strong work ethic, a natural curiosity, and a willingness to learn and adapt. However, a tutor may have specialized knowledge and experience that a student may not possess.
A tutor can help a student become better by providing personalized instruction, identifying and addressing the student's weaknesses, and offering additional resources and practice materials. A tutor can also provide valuable feedback and support to help the student improve their understanding and skills.
Again, this depends on the individual and their specific needs. A tutor may be better for one-on-one instruction and personalized attention, while a teacher may be better for a larger group setting and structured curriculum. It is important to consider the specific learning style and needs of the student when determining which option may be better.
Yes, a student can become a tutor. However, it is important for a student to have a strong understanding and mastery of the subject they wish to tutor, as well as effective communication and teaching skills. It may also be beneficial for a student to have some experience and training in tutoring before taking on this role.