米y philosophy for teaching is my philosophy for life. We have to listen to understand each other, ask a thousand questions, and we have to not be afraid to make mistakes and be wrong sometimes. When I meet a new student, I ask questions about where they are, what they want to learn and why. I listen deeply and ask follow up questions so I understand as well as I can where my student is coming from. I try not to think of my students as students. We are co-learners, discovering the world together. Sometimes I can show people ideas of ways of thinking that they haven't experienced before. Sometimes I learn more from my "student" than they do from me. We're in this together.

In a first session, I want the student to do most of the talking. I'll ask questions about what their goals are, why they're on the path they're on, what they already know, and what they struggle with. I'll ask about what their best and worst learning experiences have been in the past, what they're most afraid of, and what they're most excited about. I want to get to know you and how you learn best, so I can provide an experience that's best for you.

In the age of the Internet, there are endless resources online you can use to learn on your own. Even if you don't have a computer at home, you can go to the library and use the Internet for free there. But there are definitely strategies and styles of learning that work better for some people than for others. I'll try to help you discover the way that you learn best, and suggest some strategies for how to engage that.

米otivation ultimately has to come from you. I can help you come up with a set of goals that you feel are realistic, and create incentives that will work for you. And we can tweak your learning plan as we figure out what works best. If I have to, I'll send you texts every 20 minutes to remind you to go over your flashcards! Or I'll go with you when you get yourself your reward Starbucks latte. Whatever works for you!

I would incorporate a skill or concept you're struggling with into a larger, broader lesson. It can be frustrating to just repeat something you're struggling with over and over again. So, we will repeat it, but we'll also break it up with things you're good at and feel confident about. I'll also try multiple different ways of explaining the concept or practicing the skill. And I'll always endeavor to put it into a larger context so you gain a muscle memory for how this skill will be used in the real world, or how this concept fits in with the bigger picture of the field we're studying. Nothing makes sense in a vacuum.

For reading comprehension, I'd start with something the student does understand. I'd ask what their favorite book, movie, YouTube video is. We'll read or watch it together, and I'll ask you to tell me what happened. Then we'll read or watch something similar and do the same thing. And then we'll move on to something a little farther away or more complex. And so on. You always have to start from what you know.

I always start by asking questions and just trying to get to know the student, put them at ease, and adapt my teaching style to their learning style.

As always, it's about understanding what the student cares about, and what their goals are. If I can find a way to link the material to what they care about, it helps them understand the importance of succeeding in that subject, even if it's not their favorite. If they're struggling, I try to find the places where they can find success, and build confidence from there.

I ask students to repeat back to me a concept we've been working on, in their own words. Or, if it's a grammar concept, I may prepare a short worksheet for them to do, to see where they may still be making mistakes.

I always point out where they are doing well in that subject, even if it's a small thing, or even if it's simply an attitude towards studying that I know will be successful in the long run. I try to relate my own experiences with that subject or with struggling with material to let them know that the struggle can end and they can achieve a level of competence and even expertise as a result of the hard work they're putting in.

I start by asking the student what they need, and what their goals are. I may do a quick worksheet or test to see where they're at. If it's a language, I may have a conversation with them in the language, or ask them to write something short about their day in the target language, to gauge where they're at.