How We Learn - connect2maths

psychology of learning

Everyone understands the concept of learning, because it is something that we have all done from the day we were born. However, the question of how we learn is an ever-evolving topic of discussion, study and argument, which has resulted in countless volumes of research and a multitude of theories. Themes include:

The extent to which thinking skills can be learnt.

The effect of actively engaging with learning material rather than passively receiving it.

How people with different learning styles process information differently.

How previous emotional experience can influence current learning.

The inter-personal relationship between student and mentor.

Motivational and behavioural effect on learning.

The effect on the learner of the learning environment and educational institution.

The one thing that the various theories agree on, is that the “one size fits all” approach to learner development is ineffective and students benefit from a tailored personalised approach. This is what I provide through maths coaching / maths tutoring across the areas of Northallerton, Catterick, Darlington, Aycliffe, Bishop Auckland, Sedgefield, Stockton-On-Tees and Yarm.

"The secret of education lies in respecting the pupil".  

                    Ralph Waldo Emerson

HOW TO THINK - connect2maths

mentoring / coaching at connect2maths

The single purpose of any mentoring/coaching is to aid development, and the best way to do that is to focus on the learner and the learner’s needs. Long Term Learner Development (LTLD) requires knowledge of the learner and my maths tutoring / maths coaching sessions will always be based on an analysis of needs assessment, which will be reviewed periodically. My approach to tutoring follows these principles:

Create a positive learning environment.

Use a variety of teaching methods to suit individual learners.

Consider young learners’ self-esteem.

Develop fundamental skills and critical thinking.

Be aware of individual motivators and inhibitors to learning.

Set appropriate challenges and homework for consolidation.

Involve parents/carers through discussion, feedback and learner support.

Communication in a learning environment should never be one way. If learners have questions, I encourage them to ask, as it supports learning. Learning is an individual skill and how individuals learn and how fast or slow they learn will differ. I am patient. I tutor according to the Plan, Do, Review method and the Review will incorporate the opinion of the learner and the parent or carer. 

Educational institutions tend to work at the speed of the set curriculum and those pupils that do not pick up on the fundamentals of a theme which later work is based on, can get stuck in a rut and left behind; this gap can then widen exponentially if it is not addressed. I do not follow a set curriculum like schools do, I identify where the learner is lacking capability and confidence and focus on raising both in union.

"Children must be taught how to think, not what to think"

                                Margaret Mead