Shadrack Ndirangu Mathematics & Chemistry for CIE, Edexcel, IB
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To facilitate a student centered learning, I use the following model:
1. Create study/revision schedule
This helps the learners to visualise how much time they have.
2. Provide the right setting [Materials: white board, markers]
First impressions matter. The opening activities are designed to engage learners and prepare them for what is to come during the session. This phase introduces the content and expectations, and helps learners connect to their existing knowledge on the topic, why it is important, and how they will be able to apply it.
3. Participation and engagement [Materials: white board, markers, worksheets]
Discover activities enable students to learn the new content and key concepts. They allow learners to interact with new material. For example in mathematics, I want to see if the learner grasps the essence of the problem and applies the most powerful tools for solving it; I want to see if the student is able to make subtle distinctions and relate the particular problem to principles, formulas, or models; as well as showing a methodical, logical, and thorough plan for solving the problem.
4. Opportunity to practice [Materials: Practice worksheets, white board, markers]
Practice activities enable learners to test out their new skills and abilities so they can receive feedback and gain confidence in their abilities in a safe learning environment. The practice phase provides an opportunity to make mistakes and learn from them or benefit from the process. There are several tools that aid students to practice synthesizing the material and using it to tap into their own understanding. For example in mathematics, I want to see if all essential details of the problem, and audience, purpose, and other contextual matters, are fully addressed in an effective way.
5. Opportunity to reflect [Materials: Review questions worksheet, white board, markers]
Apply activities give learners an opportunity to reflect on what they have learned and make connections that tie it all together. These activities are in the form of questions. I want to see from their answers if the work is accurate throughout, whether all calculations are correct, and provided to the proper significant figures, and properly labeled. I also want to see if the essence of the problems to be solved are summed up in a highly engaging and efficient manner, mindful of the audience and the purpose of the presentation.
6. Provision of careful support or guidance [‘Hand-holding’]
Students who need assisting in homework, assignments, etc. are provided with step-by-step approaches to answering questions. This type of care or support is important to the learning process. I pay close attention to detail, target single issues that need correcting and remind the student about any facts, issues, or skills that they are not too sure of.

Subjects

  • Math (IGCSE)

  • Chemistry (AS and A level)

  • Math (IB) Grade 9-Diploma

  • Math (International A Level)

  • Chemistry (Cambridge) IGCSE-A level

Experience

  • Mathematics and Chemistry Teacher (Dec, 2008–Present) at Private Tutor Nairobi
    Tuitions and Remedial online sessions:
    •Teaching IGCSE, AS&A Level Mathematics and Chemistry, IB (MYP & Diploma) •Helping students to understand difficult concepts by making visible the processes of thinking, assist completing assignments and projects, designing tools to help develop an effective approach to problem solving •Provide the right setting to see flaws in their reasoning and correct errors •Helping to develop critical thinking and self-awareness by training the student to do following: make subtle distinctions and relate the particular problem to principles, formulas, or models; show a methodical, logical, and thorough plan for solving the problem; be mindful of the audience and the purpose of the presentation.
  • Mathematics Teacher (Jan, 2007–Jul, 2008) at NAIROBI INSTITUTE OF BUSINESS STUDIES (NIBS)
    •Teaching Bridging Mathematics and Pre-University Mathematics
    •Helping students to understand difficult concepts with after class remedial sessions
    •Helping students develop an effective approach to solving many problems
    •Helping students to see flaws in their reasoning and correct their errors
    •Helping students to develop critical thinking and insight
  • Class Teacher (Jun, 2004–Sep, 2006) at NYAHURURU ELITE SCHOOL
    • Teaching Mathematics and Chemistry.
    • Helping students to understand difficult concepts with after class remedial sessions
    • Helping students develop an effective approach to solving many problems
    • Helping students to see flaws in their reasoning and correct their errors
    • Helping students to develop critical thinking and insight
  • Class Teacher (Sep, 1992–Dec, 1998) at SOUTH TETU GIRLS SECONDARY SCHOOL, NYERI
    • Teaching Mathematics and Chemistry.
    • Helping students to understand difficult concepts with after class remedial sessions
    • Helping students develop an effective approach to solving many problems
    • Helping students to see flaws in their reasoning and correct their errors
    • Helping students to develop critical thinking and insight

Education

  • Master of Science (Oct, 2010–Dec, 2012) from university of nairobi kenya
  • Bachelor of Science (Feb, 1999–Nov, 2002) from University of South Africa
  • Diploma in Science Education (Oct, 1990–Aug, 1992) from KAGUMO TEACHERS COLLEGE KENYA

Fee details

    KSh2,500–3,500/hour (US$19.08–26.72/hour)

    -If travelling to student, minimum hourly = 3500/=
    -AS/A level content and IB Diploma, minimum hourly = 3000/=

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