Teachers and students always need to communicate together what they know and what they don't know. When the teacher locates what specifically the student doesn't know, from there the first step to understanding can be established. The student has the responsibility to educate their teachers what they really don't understand; the teacher has the responsibility to guide the student back to the right line of thinking.

Get to know the student and figure out what kind of style of learning they prefer. Also figure out what kind of study habits and schedule they have. After that, establish their expectations and goals they have for the tutoring experience.

They first should have a tangible goal in mind and their own personal motivation to study. After that, break down their daily schedule and pick a designated time he/she would like to set apart for studying (or have a goal in mind how often and how long they would like to invest in their studies). Guide the student to ask a lot of questions (both from their assignments as well as from their own) and help them realize that much of the answers can be found out through the resources that they already have (textbook, peers, teachers and the internet). Having a study buddy from class and peer accountability also can help one to become an independent learner.

It all depends on the student's motivation to study, their attention span and the style of learning of the individual student. If they have a short attention span, taking frequent breaks and reviewing the material often could help. If their expectations and goals are already established from the beginning of the tutoring session, then I could also remind them both the short term and the long term goals that they could look forward to if they put the effort to work a bit more. Figuring out a good study style that can give the student joy while learning the material can also be a form of motivation itself.

我首先开始问很多问题ns to the student to figure out what specifically the student is struggling with. From there, I would do my best to help connect the dots for them or give them practice that skill or concepts through practice questions. If all fails, then taking a break from that concept, returning to older concepts (retrace the steps) and coming back might also help.

Reading over the material and analyzing what we read afterwards before looking at the questions might help with this problem. From here, we could also come up with questions on our own to better understand the reading material and have a chance to practice understanding what we just read as well.

Drawing out diagrams to communicate ideas seemed to work best for me when helping students learn concepts. You need a good understanding to even start drawing on a blank page. It helps both me and the student to discover which concepts are solid and which concepts are hazy. Also, even when explaining a general strategy or to make my ideas to come across during a discussion, having visual cues seem to best organize my thoughts and helps my students stay focused when I'm explaining.

Associating things that the student enjoys with what they are struggling with could be a good strategy. If for example, Biology was a subject that the student was struggling with, but they enjoy jokes and having fun, then I could come up with funny analogies to illustrate the concepts or draw cartoons to help them be more engaged in the topic. A quick alleviation for this type of issue could also be by breaking up the session into smaller shorter sessions and providing a tangible reward for staying engaged in the sessions.

I would ask them follow up questions that are key to test whether or not the student understand the material. I might also ask them to teach me what they learned through our sessions and recall things that they remember the most. If there was a diagram involved in our study sessions, I might ask them to draw that diagram from memory while explaining to me what they are drawing. Another easy way is to tackle some of the extra questions provided from their textbooks or come up with alternative questions based off of the same questions.

I would encourage the student and recall which areas the student seem to have a solid understanding. Help them remember how much they have improved so far and show them specific areas that they could improve (so that they will know that despite there are still ways to do better, the steps are within their reach).

I normally ask a lot of questions ahead of time and ask them to teach me what areas they know and what areas they don't know. Also while teaching, I take note of what could be the student's weakness and try to shift my teaching strategies accordingly. Basically, I try my best to communicate with the student as best as possible until I get a grasp of the student's needs.

This would depend on the individual students, but first I would definitely try out what I know best when teaching others. Afterwards I would ask the student to evaluate my teaching style. Through communication, I will cater to what the student wants and come up with different ways to help the students. I will also look up ways and turn to outside resources to learn different strategies that would best suit the learning styles for different people.

I usually use the textbook that the student uses, lots of scratch paper for practice/diagram drawing and a computer to look up things if there are concepts that I can't understand.