My philosophy of teaching is to discover how a student learns through conversation and observation. I believe every student has great potential. It is my job to help the student tap into that potential.

A typical first session with a student would be to discuss where a student would like help, what are their strengths, what are their weaknesses. I would also take the first session as an opportunity to build rapport and begin to build a trusting academic relationship.

I can help a student become an independent learner by building confidence in their abilities. I strive to instill in the idea that a large part of success is the willingness to keep trying.

I would help a student stay motivated by offering opportunities for success. As a teacher, I am in the position to amplify a student’s strengths to inspire a student to conquer all tasks, even those that are considered difficult.

If a student has difficulty learning a concept, I would offer differentiated instruction to overcome the barrier. I would decide if I could introduce the skill in a manner that is relevant to the student. If it can be presented in a style that includes a personal piece, it becomes significant to the student.

我帮助学生阅读理解的真纪ng a connection between the text and the student. Additionally, I ask questions about what the student just read. Making inferences and predictions to connect what we already know and what we discovered through the text.

I have found that building student's confidence will lead to increased motivation and self- assurance in their abilities.

I would help a student get excited by giving the student some control over their learning process. If a student is asked about their learning process, they’ll be more willing to participate and be more motivated. Again, it always helpful to intertwine any personal aspects or interests to increase engagement.

I would check for understanding by asking the student to briefly switch roles. You (the student) is now the teacher and I am the student (tutor). I would ask the student to teach me the material. Students also enjoy using the Glass, Bugs, Mud check. After students try a task or review a learning target or assignment, they express their understanding or readiness to independently complete a task by using the windshield metaphor for clear vision. Glass: totally clear; bugs: a little fuzzy; mud: I can barely see.

I would build a student's confidence by using the strategy; Say It Out Loud. When students encounter material for the first time, it is helpful if they can talk it out with a teacher. This might be in the form of dissecting a vocabulary word, a scientific concept, a math problem. The verbal processing that takes place in conversation with a teacher settles the learner, provides an opportunity to try out the language associated with the new topic, and equips him or her with confidence. Through trial, error and immediate feedback, the student now feels more confident tackling the subject.