Teach independence and teach practicality. When a student does something well, I tell them. With science, I make sure their conceptual knowledge is strong. There's no need to try and confuse people by saying 'this is how you do the math.' Most of the math in science is very simple. If a student can understand the concept of why things happen how they do and understanding why they're putting certain numbers in certain places, the work becomes easy.

Discuss the struggles the student is having and set up a game plan. Get to know each other a bit -- regular tutoring from the same person is the best way to get comfortable in a subject. As we delve into the teaching part of a session, I get a feel for an individual's learning style. Some students learn by discussing the problem, others handle things very computationally, and many require a visual or interactive example to work with. It's very important for me to observe the student honestly in the first session so I can tailor my teaching style to suit their needs in further meetings. A pre-assessment of skills can be provided upon request, but isn't always necessary (when the session goals are mainly homework and test prep, for example).

The first set of examples we work through together, giving the student the opportunity to ask questions and such. Once I feel the student is comfortable, I take a step back. The next set of examples are done by the student individually, and I actually sit across from them working the problem at the same time. During this part, they are allowed to ask me questions if they get stuck. The final set of examples are worked by the student with no assistance. I check their answers and we discuss. If necessary we'll step back to part one, then again to three. My job is to teach, yes. A large part of that is instilling confidence. The student most importantly needs to believe they can do it on their own and be successful.

POSITIVE REINFORCEMENT! If a student does something well, I want them to know. This can come in the form of words, rewards, and communication of their success to parents.

此外,很难有时是漫长的一天后spend another hour or more working on school work. I'm a student too, so I totally get it. I'm a big fan of "brain breaks," where we spend a couple minutes playing a game, taking a walk, or just chitchatting to let our minds recuperate. It has proven very successful as students come back refreshed and ready to proceed. Life is stressful enough, I'm here to help not add to it.

Explain it a different way. Perhaps the approach I'm taking isn't getting through to the student. There are a few ways I can do this. One, take a step back to a simpler or similar version of the concept or skill, then extend the knowledge from there. Two, give real-world examples so the student can see the practicality of it. Three, check if the student is feeling frustrated, and call a "brain break" so they can ease their mind a bit and try again. These are a few methods I most commonly use. Like I said, each student learns differently, so I maintain high flexibility for presenting a wide range of concepts and skills.

Break it down and simplify the language into digestible chunks. Reading the question out loud or rewriting the question usually does the trick.

I always ask questions about their confidence level in all subjects. Students know what is easy and what is hard for them. A lot of times a student's struggles in another subject will have a direct effect on their general performance. On the flip side, knowing a student's strengths is crucial for explaining concepts in terms they can best understand. I enjoy watching the methods a student employs when solving a problem during the first sessions. It demonstrates their natural creativity and serves as a benchmark of their capabilities. I encourage them to think aloud so they can hear themselves go through their process.

I love to make up games and puzzles for students to learn with! That, coupled praise for a job well done and encouraging words when a student is down.