I believe that all students are capable of being successful. It is my job to foster an environment of helpfulness and hopefulness that motivates and encourages a student to achieve their goals.

I would like to get to know the student personally. Why are they here at tutoring? What are their goals? If a parent is involved, what are the parent's goals for their child? How does the student best learn? I would also collect some preliminary data based on those goals so we can set some baselines and begin our work.

Becoming an independent learner is a process that takes different amounts of time for different students. Some students need strategies to help them stay on task during an independent assignment, while others need help organizing their materials and utilizing them as study tools later on. It all goes back to the student's individual needs and goals.

I think it is important to set goals and see the progress made on those goals. It is often difficult to work hard when you don't see any outcome stemming from that. I also try to keep topics related to things that the student cares about to encourage participation.

It certainly depends on the skill or concept we are working on. But most often, I try to give the student an alternative strategy (or two) that may help them to understand that skill or concept in a different way that they may not have thought of before.

I always encourage students to slow down when working on comprehension and to stop and check in with themselves periodically while reading. I also highly encourage annotating (writing on) text to help retain focus and comprehension.

I find it is always important to be open and friendly with a student, encouraging them that it is a safe place to make mistakes and ask for help. I find that if a student feels unsafe or uncomfortable, even the best teaching in the world won't be very effective.

I always try to relate subjects to things that students care about, or at least things that they will need to know in order to be a successful adult. Students also tend to engage better with higher-order thinking activities that require more brain power (such as puzzles and word problems).

Periodically, and before moving on to the next concept, I will have a short "Check In," a question or two where I can verify that the student has mastered that skill. It can be as simple as a verbal answer or a problem solved.

我建立自信智慧通过设定可达到的目标h a student and letting them see their progress as they work to meet those goals. Once a student sees that they are making headway on a goal, their confidence grows. I also use a lot of positive language to reinforce their hard work.

I like to talk to the student and the parent about what they feel their needs are first, and from there, I will pull some resources (problems to solve, passages to read, etc.) to gather specific baseline data in that subject area.

Based on the conversation that I have with the student and the parent about how they learn best, I accommodate them as best I can, using a plethora of strategies. I have worked with quite a variety of learning styles and needs, so I am used to accommodating many different needs.

This also depends on the subject we are working on, but I usually just use paper, notebooks, pencils, and my printed resources that come from a variety of sources. I may also bring my laptop if there is something technology-related to add, but that is often not the case.