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Indian Institute of Technology (IIT)
University of Chicago (Enrolled)
Having taught undergraduates at the University of Chicago as a teaching assistant and outside as a private tutor for the last six years, I have observed that the biggest hurdle to grasping new concepts in Physics and Mathematics is almost always a tendency to complicate rather than simplify. Mathematics and physics, being logical enterprises, hold no mysteries, and my teaching methodology crucially hinges upon making my students realize this. "Thinking simply", in my opinion, is crucial to be an effective learner. However, we are often mislead into believing that "thinking simply" is actually simple, and what the human mind is intuitively geared to do. In my opinion. I believe that thinking simply is a skill, that one acquires through practice. One of the main roles I think a teacher should play, no matter what he is teaching, is not only to make sure that his students understand whatever concepts they are grappling with, but also make sure that his students do not complicate when thinking about individual concepts, and that is something I always try to ensure as a teacher.
The other crucial aspect of the way I teach is that I like to teach by asking rather than by telling. I firmly believe that the final jump from the realm of not understanding something to that of understanding is one that the student takes all alone. The role of the teacher is merely to lead his student upto that point, and the best preparation for that jump, for me, is to allow my students to find their way up to this point by themselves as far as possible, with my role being restricted to correcting them every time they take a wrong turn, and this, I think is an automatic byproduct of teaching by asking, rather than by telling. This helps build up the student's confidence, and goes a long way towards the demystification that I believe is essential to thinking about physics and mathematics.
Lastly, my experience has taught me that a teacher student relationship can only work when there is good communication, which can only happen if there is comfort. A student will not benefit from a teacher if he or she feels uncomfortable in their presence. As a teacher, I try to ensure that the students feel comfortable around me, and the atmosphere is conducive to communication.
A little bit about myself. I am a graduate student in physics at the University of Chicago, working towards my dissertation in Condensed Matter Theory. I enjoy teaching for two reasons, firstly because I get a certain sense of accomplishment through knowing that my efforts as a teacher are enabling students to understand the world better, and secondly, my firm belief (which my experience as a teacher seems to corroborate) that only by teaching something do we truly understand it. In a way, I see my desire to teach as a natural extension of my desire to learn. I look forward to helping you learn, and to learn through you. Having taught undergraduates at the University of Chicago as a teaching assistant and outside as a private tutor for the last six years, I have observed that the biggest hurdle to grasping new concepts in Physics and … Read more
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I have been a teaching assistant at the Department of Physics at the University of Chicago for five years. I have taught mostly undergraduate physics courses during that time, but I have had experience teaching a course sequence offered by the math department (mathematical methods for sciences). Apart from that, I have been teaching high school and undergraduate students for the last two years, in which time, relevantly, I have helped a student with her AP calculus course.
I have been teaching Physics to undergraduate students at the University of Chicago for five years. Apart from that, I took up private tutoring two years back, in which time I have helped out undergraduates and high school students with Physics and mathematics. Specifically, I have tutored AP Physics students from surrounding schools.