我的个人目标是让我的学生们说,“这is much easier than I thought!” To reach this goal, I start with learning about my students to understanding their individual learning styles. I look for their strengths and rely on those to move forward and build confidence. Student mistakes can be just as enlightening, allowing for an identification a misconception. Clearing up a small misunderstanding often paves the way for big successes. I thoroughly enjoy the process of helping students redefine themselves as being not only capable at math, but also really good at it.

After I introduce myself, I ask my student what they are working on and how do they feel about it. Since they are requesting tutoring, they usually convey some kind of negative experience or attitude. Listening to their response helps me to start to build my understanding of them as a learner. I let them know I think I can help. Then I would look at an example of the current topic and ask them how they would start it. If they don’t know how to begin, I give a tip for the first step. If they do something totally mathematically incorrect, I tell them that they are being too creative. I talk about the specific idea they need to be successful at that point. When they are going down the right road, I praise the correct choices.

I use scaffolding to help students become independent. When going through a math problem in the beginning, I ask leading questions and never leave the student stranded. As time goes on and the student seems to understand, I back off as much as possible. Finally, I just do the problem on the side to demonstrate that they got the correct answer on their own.

One way to motivate a student is with encouragement and praise during the learning process. When a student sees that they can be successful, whether in a single step or completing the entire problem independently, they are often more motivated to forge ahead.

First, I try to pinpoint where they are getting lost. Then I try to use an alternative way to explain the issue. I keep notes on students so that I know what works for them individually.

So many students hate word problems. When that is the issue, I work with them to develop an approach to help make sense of the paragraph without being overwhelmed. I recommend to start by going over the last sentence, the question. Then we write them down the given numbers with an identifying word or phrase. Now it is time to read through to make sure we got the correct information and understand the question. By identifying the question and some of the information first, it makes reading the problem more manageable. By now, the student is ready to develop a plan for solving the question. I have also used a graphic template to help organize this process. When the student is ESOL or simply cannot read well, they usually benefit from vocabulary reinforcement. For example, an Algebra student will not be able to identify a perpendicular slope if they do not know the meaning of perpendicular.

如果学生正在为一个类,辅导他们usually have an assignment that is giving them trouble. Addressing the questions and scaffolding the help is usually a good place to start. This allows me to start to get to know the student and they have something tangible completed. If the objective is ACT prep, then I ask about their personal objectives and the kind of topics that give them trouble. I have sample tests and choose appropriate problems. As we move along, I offer test-taking strategies that I think might be helpful.

Success is a great motivator. When a student sees that they can solve a problem they thought was difficult, they get excited and want to do more.

Checking for understanding is always important and ongoing. When a student can successfully complete problems independently, I know they are grasping the material. Asking them to perform that type of problem at a later time helps them to review and become more confident with the new skill. While I do not give formal assessments like those that they would see in class, I like to review missed questions when possible. Correcting mistakes can really help the student comprehend the concept at hand and address any misunderstandings.

I like to point out what they do right. Successes, big and small, build confidence. If a student makes a minor calculation error and gets the wrong answer, I make a bigger deal about having performed the process correctly. When the mistake is a whopper, I emphasize that this is the perfect time to make that error because we can figure out where they went off the road and how to get back on the path to finding the correct answer.

First, I try to evaluate their needs by being a good listener. Students often talk about what gives them trouble. Observing their practices and asking about their thinking helps me to understand their level of understanding. When I spot a missing necessary concept, we stop to address it. I help to fill in the mathematical foundation when needed.

Always keeping in mind the student’s objectives and goals helps me tailor my instruction to them. Observing their learning style helps me to approach them in a way that they will best understand the material. Often there is more than one way to solve a math problem. I will show them different approaches and ask them what their preference is. Then we continue on with their preferred way. While the student is learning about a topic, I am learning about them and how to best approach new material.

This depends on the student. For ACT prep, I have practice test booklets, print and scanned materials according to topics. If the student has their own book they want to use, that is always fine. The classroom student usually has materials they want to look at, but I can certainly provide materials when needed. For online tutoring, I am prepared with the graphics board.