Mahesh B. - Tutor in Pune
| Subject | Age/level and price |
|---|---|
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Secondary Age - £18 - 60min
KS4 - £18 - 60min
KS5 - £18 - 60min
GCSE - £18 - 60min
IB International Baccalaureate - £18 - 60min
A-Level - £18 - 60min
Degree - £20 - 60min
Ages 8 - 11 - £18 - 60min
Ages 15 - 16 - £18 - 60min
Ages 17 - 18 - £18 - 60min
Ages 19 - 21 - £18 - 60min
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| Institution | Town | Speciality | Degree | Class |
|---|---|---|---|---|
| College of Engineering, Pune (Asia’s 3rd oldest Engineering In | Pune | B. Tech. (Mechanical Engineering) | Bachelor | A |
| Pune University | Pune | Bachelor of Education (Science and Mathematics) | Bachelor | A |
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Qualification I have over 7 years of teaching experience in schools including 5 years with IB and CIE schools. In IB, I have taught IBDP Physics, Design Technology, and AS, A Level Physics in the CIE curriculum. Teaching experience in schools
I have over 7 years of teaching experience in schools including 5 years with IB and CIE schools. In IB, I have taught IBDP Physics, Design Technology, and AS, A Level Physics in the CIE curriculum. I have completed Cat 1 and Cat 2 workshops conducted by IBO and “Extended Workshop for 9702 Physics” by CAIE to be an authentic teacher of IB and Cambridge pedagogy in school. I have also been an active member of the SAIBSA and MISA community of IB, and CIE teachers to have access to the resources and sharing of knowledge from IB teachers across the globe. Teaching Style During my initial interactions with the students, my goal was to: 1. Identify the level of interest in the subject (By asking a few questions and having a casual conversation about past experiences with the subject). 2. Identify the Prior Knowledge (Through Diagnostic Tests, by asking thought-provoking questions/ problems) 3. Identify the learning barriers (By collecting verbal or written responses after my explanation/demonstration of simulation/data presentation) 4. Identify the learning method liked by the student (I try to identify if the student learns by listening/reading/watching the video/through data analysis/deductive approach/simulation-based experiments or a combination of any of these strategies) Based on this data I prepare very personalized lesson plans for each student which may include a few of the necessary, appropriate, and relevant components:
A. Diagnostic Test- I take a small quiz on prior knowledge (for example asking MYP curriculum-based questions to DP students). Often my personal judgment also helps in this regard to get an idea about where the student stands now. B. Creating Interest- I share amazing facts and figures about the Physics concepts to make it look interesting to the student (For example, Why Moon does not fall on Earth?). I also share the real-life connections of the concepts in the world around them to make them feel more connected (For example, why roads are banked on a curve?). C. Variation in teaching approaches/ methods - I prefer to break the monotony of the session by implementing multiple and varied teaching styles like i. I use attractive presentations on Google Slides with concept-related images, GIFs, and animations to make the concept visual to the student. ii. I use simulation-based experiments to show the working of some Physics phenomena (For example, Phet simulation for Ohm’s law, electric circuits analysis). iii. When required I show some short videos to show the working of some complex phenomena (For example, a Video to show the working of CT scans in medical imaging) iv. I sometimes present some facts and figures to the student and let him/her derive a conclusion (Law or Formula) out of it. This makes them independent learners.
D. Digital technology- Depending upon the student’s interest, way of learning, and “what works for the student” I use Images, GIFs, Animations, Simulations, and Physics memes. For some students, it’s fun with technology as they learn/ grasp quickly through it.
E. Application-based approach- I discuss the real-life applications of the Physics concepts and relate the Physics phenomena to the world/society they live around. This makes them feel that they are learning “what is practical and relevant”. |
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