The profile of Caniggia and their contact details have been verified by our experts
Caniggia
- Rate L694
- Response 1h
-
Students22
Number of students Caniggia has accompanied since arriving at Superprof
Number of students Caniggia has accompanied since arriving at Superprof
L694/hr
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- Maths
- Algebra
- Trigonometry
- Arithmetic
- Statistics
- Mathematical analysis
Ph.D. candidate in Electrical Engineering. I teach all math topics for high school and undergraduate levels, including statistics, calculus, dynamics and control systems, and linear algebra.
- Maths
- Algebra
- Trigonometry
- Arithmetic
- Statistics
- Mathematical analysis
Lesson location
About Caniggia
I received my undergraduate degree in Electrical Engineering from the Federal University of Rio Grande do Norte, Brazil and I am currently pursuing my Ph.D. under the supervision of Prof. Peter Lehn at the University of Toronto. All throughout my academic life, I have gone beyond my program's usual requirements, both technically and personally, to bring perfection to everything I was involved in.
This, combined with my ability to learn rapidly, yielded me a grade point average among the best 3\% in the history of the program along with graduating with the highest CGPA of my class. Throughout my formation and personal life, I have faced many challenges, each one of which I took as an opportunity to go one step further in my search of engineering excellence and moral wisdom.
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About the lesson
- Primary
- Lower Secondary
- Senior Secondary
- +6
levels :
Primary
Lower Secondary
Senior Secondary
Post Secondary Education
Higher Education
Adult Education
Master's Degree
MBA
Early Childhood Care & Development
- English
All languages in which the lesson is available :
English
In the last 13 years, I have had several teaching roles. During this period I have had the chance to teach several high school and undergraduate subjects. My previously experiences include
•Private tutoring, where I’ve had the chance to experience one-on-one teaching and understand the strength of a direct and fast feedback loop between teacher and student. This experience has provided me with the skill to recognize and adapt to the individual traits and learning strategies of each student.
•UFRN tutoring has provided me with exposure to a teaching higher complexity, undergraduate level subjects, often in a classroom environment. This opportunity has allowed me to find strategies to engage students in a time-constrained setup while covering the scheduled material and addressing coming doubts.
•UofT TAships, where I’ve held positions as a tutorial TA, as well as a head lab TA, has allowed me to gain experience in the specific teaching and assessment methodologies adopted at the University of Toronto, and further my classroom experience. These experiences, have allowed me to develop a set of principles which guide my teaching practice. These principles are discussed below.
Connect Knowledge - Understanding the students’ previous knowledge allows the teacher to connect what has been taught to previously understood concepts. These connections are a pleasant experience for the student at the same time as it strongly solidifies the new concept in their mind. This strategy can also be leveraged for completely new concepts, by presenting it from different points of view (in case of engineering concepts: graphical, algebraic, conceptual, physical, etc...), with each new standpoint providing the said connection with the rest of the material.
Inspiring curiosity - Can be a powerful tool. Leveraging interesting phenomena and development of the concepts taught, allows the teacher to instigate the students to pursue further knowledge. As the students actively seek to understand the material, as opposed to having the concepts passively imparted to them. Curiosity also results in a fun experience, reducing the stress typically associated with undergraduate programs, and leads students to spend more time on the subject outside the classroom, resulting in a deeper understanding.
Balance between taught and thought - It is extremely important to provide the students with the opportunity to critically arrive at their own conclusions about the taught subject. This too, inspires a sense of pride and ownership over the material and enhances the student experience and knowledge retention, These experiences provide the students with a sense of ownership over the studied concept and allow the teacher and the university to access a pool of out-of-the-box creativity, which at times can prove incredibly valuable.
Incentivizing collaboration -Collaboration between the students can provide a valuable setup in which effectively, the students often teach one another, multiplying teaching time, while providing a more relaxed environment while doubts can be more simply clarified. As the students teach each other, they are often forced to elaborate and clarify their own knowledge, are exposed to little doubts and provided with the opportunity to reiterate and solidify the concepts. A collaborative setup can also provide the opportunity for social interaction, enhancing undergraduate experience and providing strong student networks which prove to be extremely useful during life after university.
Constant assessment - Frequent assessment provide the students with the opportunity to face small misunderstandings while keeping a lower pressure environment. This also results in students spending fewer times with misunderstandings which can lead to further confusions in following concepts in the material.
Listening to the students - Regardless of however long someone has taught, I strongly believe that it is possible to listen and learn. It is not uncommon that a strategy that worked with a class or in a specific setup will not be optimal for another set. Listening to students’ feedback allow the teacher to quickly adapt and improve the class effectiveness and student experience.
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Rates
Rate
- L694
Pack prices
- 5h: L3470
- 10h: L578
online
- L463/h
Details
Cancelations must be notified within 24 hours, otherwise, half of the amount agreed is owed.
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