MeHelpMe is a private tuition company who offers personal, teenager-friendly and school-based extra classes for Grade 8 - 12 students. Children of all kinds and levels find themselves at home in one of our versatile courses. Our classes are to the point, that relates to your child's syllabus and needs and are adapted for various cultures depending on the area we teach at. We offer personalized courses in Mathematics for Grades 8 - 12 in:
- Previous concepts in your syllabus that need revision [CATCH UP COURSES]
- The current work at school [CURRENT COURSE]
- Test or Exam specific preparation [TEST COURSE]
- Specific topics, such as Geometry or Graphs [RAINBOW COURSES]
Please see a thorough description of all these courses by clicking here.
Please see our methods of teaching by clicking here.
Vision and Mission
MeHelpMe cherishes a vision of South Africa where
- Micro Inequality are reduced, which means that the gap between students who score 90% and those who score 50% will decrease in a way that brings students' scores altogether closer to the 90%.
- Macro Inequality are reduced, which means that schools in differently based geographical areas' averages will come closer to the better performing schools' averages.
We believe this vision will be reached through our ongoing efforts to
- Establish branches at both advanced and previously disadvantaged areas, where the opportunities open up for the particular community's children to attend extra tuition
- Build curriculum content and design teaching methods and aids suitable for after school teaching, which assist students with differently orientated learning methods and various levels of knowledge to try and master their current year's syllabus successfully
- Focus our integrated presentations toward percentage increases in Mathematics marks
The Story Behind
The founder and owner of MeHelpMe, Sue Heyman, has struggled with Mathematics at school level. She scored a low 40% in her final year of school! Whilst studying Mathematics at Unisa (where no classes are presented and she had to study Mathematics merely from a second language textbook), she discovered the enormous benefit of learning Mathematics without the interference of ‘spoon-feeding’. She started to present ‘extra classes’ in Mathematics for students while finishing her degree. Through these small groups of extra classes, she grew from one year to the next into a greater number of students based on the successful approaches. Soon she developed a program whereby other teachers could be trained to present Mathematics with similar approaches as hers’ and this became a thriving business. Looking back at the road, she realized that there were a few distinctive stories from her struggle with Mathematics and the development of the material that became the basis of her belief for Mathematics education:
- METHODS AND STRATEGIES ARE OFTEN AN OBSTACLE IN LEARNING MATHEMATICS ON HIGHER LEVELS. OPEN APPROACHES ALLOW MUCH MORE GROWING MINDS TO SOLVE REAL MATH PROBLEMS.
- THE LACK OF PRACTICAL STUDY METHODS AND TOOLS MAKE STUDENTS WHO STRUGGLE POWERLESS TO HELP THEMSELVES. THEY ARE NOT ABLE TO TAKE AN ORDINARY TEXT BOOK AND ‘UNDERSTAND MATH’. THEY NEED MUCH MORE EXAMPLES WITH ABUNDANT NOTES AND EXPLANATIONS OF IN-BETWEEN STEPS, NEED TO IDENTIFY ALL THEIR ‘LITTLE SILLY MISTAKES’ WITHOUT AN EFFORT AND HAVE A PRACTICAL PLATFORM TO CORRECT THOSE MISTAKES THROUGH DRILLING.
- THE POWER OF A SELF FULFILLING PROPHESY IS MORE THAN WE THOUGHT! STUDENTS BREAK DOWN MENTALLY WHEN IT COMES TO A COMMUNICATED MESSAGE (VERBALLY OR NON VERBALLY) THAT THEY ARE NOT ABLE TO DO MATHEMATICS, AND IT TAKES A LOT OF COURAGE AND EFFORT TO BREAK THAT ‘MENTAL SPELL’.
- SEPARATE LEARNING OF CONCEPTS ARE CONFUSING TO EVEN HIGHLY INTELLIGENT LEARNERS AND THE MOST THEY ACCOMPLISH IS TO GET THAT SPECIFIC PART OF THE STEP RIGHT. ON THE OTHER SIDE, INTEGRATED LEARNING (MULTIPLE CONCEPTS COMBINED IN ONE TEACHING) PROVIDES A PLATFORM OF LOGIC FOR LEARNERS AND PROVIDE THEM THE OPPORTUNITY TO TRULY UNDERSTANDMATHEMATICS AND NOT ONLY BE ABLE TO DO MATHEMATICS.
- TEACHERS SHOULD BECOME FACILITATORS OF TEACHING MATHEMATICS AND NOT ENFORCERS THEREOF, BEFORE WE CAN TRULY ASSESS A STUDENT’S LEVEL OF UNDERSTANDING.