A class of geometry can give a learner a sense of excitement or fear depending on how it is taught. It would not be a good idea to insist on bringing a geometric box during the first few classes of Geometry. Firstly a sense of proportion has to be understood and this demands intense concentration. If the learner cannot follow the first few classes on fundamentals of Geometry then it becomes increasingly difficult to follow the subsequent classes. The gaps that are acquired later in learning become difficult to bridge. A tutor has to keep this in mind while teaching a subject like Geometry. One way of bridging the gap between a tutor and a learner is to encourage active participation of the learner. Through a lively conversation related to the subject the first few classes can play the role of learning icebreakers where the learner starts dispelling the thought if any that he/she cannot learn Geometry.

The tutor can do well to find out more about what the student feels about the subject at the end of each class to get an idea of whether the student is developing interest in the subject or otherwise. This helps the tutor gauge the progress of classes and the nature of the learning experience taking place. It is observed that classes of fewer portions are easier to absorb by learners. Care must therefore be taken to monitor the breadth of the class. Before asking learners to bring in their compass or protractors it would be better if explanations are given as to why we need them. Geometry is not instruction- centric; rather it is thought-centric. Visio-spatial skills come into play here and creative thinking skills are also called for. Children can develop tremendous interest in this subject through visual games where application of Geometry becomes necessary.

As much as there is a rigorous framework in Geometry there is a need to step out of the framework to come up with ways of solving problems. This beckons some training. The tutor must ensure that too much emphasis is not made on reinforcing learning as this can cause fear in the learner. It is observed that learners tend to fear their ability to remember. If memory is achieved incidentally on account of the participation of learners then they are filled with a sense of confidence and they look forward to Geometric challenges with an enthusiasm that is undying. In online tutoring classes there is a system of interaction by which tutors get to know the progress of learning experiences. There is therefore no room for fear but only lasting thrill.

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