Background information
Approach doesn't fit.
The problem is usually not the subject you are having trouble with, but the way the subject is taught. It just doesn't fit your way of thinking. By adjusting your way of thinking, only where necessary, you will find that you CAN do it.
Culture of fear and outdated teaching methodology.
In addition, there is a haze of fear surrounding subjects such as mathematics and statistics. Most likely because they are compulsory subjects, are experienced by many as difficult, people confirm each other in them, the multitude of formulas does not benefit understanding and coherence, the lack of connections and relationships between paragraphs and chapters, etc.
This is despite the fact that the subjects treated in mathematics, physics and statistics are often hundreds of years old and little has changed in the accompanying didactics in all that time. That is why, in addition to the structure, we mainly look at applications that support the theory, so that the theory comes to 'life'. With this we try to show the usefulness of the theory and hope to create understanding.
From language to understanding
The basis of understanding is understanding the 'understanding': the term or the word. And that starts with the (Dutch) language. When an abstract concept, an abstraction, makes its appearance, it is often introduced carelessly. Think of it as a kind of name dropping. An explanation or theory is then linked to that concept, without the concept being 'alive'. If the concept already has no meaning, how can you link information to it (in your head).
Meaning is created precisely by paying more attention to the concept and looking at how that concept is used in the (Dutch) language. Once the word is 'alive' it is possible to search for similarities within. Similarities between the use of the term in the (Dutch) language and the way the term is used in mathematics, physics or statistics.
Analyzing thinking.
Understanding the concept is one, analyzing the thought process is two. What does the student's reasoning structure look like? It is precisely by gaining insight into this that it is easy to make adjustments and help.
From theory to sum
Tutoring, for math, physics, or statistics, is not equivalent to doing sums or doing sums together. Making sums 'blind' serves no purpose. It is important to understand that the question being asked, the assignment, is a way of applying the theory you have learned. When doing an assignment, try to understand which part of the theory is being questioned.
Learn to learn.
Learning for a language is different than for a beta course. Learning words is useful; you can build sentences with it. In a beta course it makes no sense to learn sums or theory by heart. Learning in rows therefore has no effect. You have to learn to apply the 'rows' and then understanding and insight will arise automatically.
Conclusion
By tailoring the explanation and approach to the pupil or student, everyone can be guided to a pass for mathematics, physics or statistics. The tutoring process does not only help with the way to that sufficient. The different or new way of thinking and learning also remains of value after your tutoring.
Vision
By 'thinking', developing it and learning to rely on it, we believe that we can guide everyone to a satisfactory level for mathematics, physics and statistics. All we deem necessary for this is commitment.
Mission
The starting point of our approach is that everyone is unique. That is why the approach is tailored to the wishes, needs and above all the thinking process of our pupils/students. With this intensive and personal approach, we not only see an improvement in performance, but also the ability to think and cope with self-reliance in a positive way.
In our view, it is not only about the subject, but also about feeling, empathizing with and analyzing the pupil or student. In our opinion, the basis is that every person should be able to feel the freedom to think freely and thus develop an approach that works/feels best for him or her.
So doubt is allowed and must. Doubt is inevitable in the process of self-thinking. The moment of doubt is precisely the moment that space is created for understanding and new insights. We support this process by creating a sense of security and by providing an atmosphere in which 'mistakes' and uncertainty are allowed.
We make pupils and students realize that we are only there for them. We provide solutions and suggestions that enable them to move forward. It is up to you to decide which solution or strategy suits you best. We see this choice process as part of the development of self-thinking and self-reliance.
To achieve the foregoing, a “playground” has been created where knowledge can be discovered, developed and applied. With this, we naturally hope that commitment will gradually turn into motivation.