I would make the first session friendly and informal. I would make it clear that I was there as a collaborator, not to judge but to assist. When I am confident that I have established at least a threshold level of good will, I would address the subject matter, but I would do so gingerly. I would assess the tutee's competence, but do it in a manner that does not leave him or her feeling inadequate.

I can insist that the student work independently and not rely on me, at least in the first instance. And I would hold firm even if the student becomes frustrated. But I would also make it clear that negative consequences do not attach to imperfect results which arise from independent efforts. And that in the end I will be there to explain and to help. Students may then work independently but without fear of failure.

I would help a student stay motivated by pointing out that improvement and success do not occur in a straight-line trajectory. Failures and discouragement are inevitable. But it makes no sense to give up, because success often occurs unexpectedly. There are many real world examples. Thomas Edison successfully brought the light bulb into being on his ten thousandth try following 9,999 failures. Or so the story goes.

I would point out that the student has previously had difficulty learning a skill or concept but overcame the difficulty (I assume this to be the case). I would point out that effort often bears fruit after it has had a chance to settle, and that the student should keep working and give it that chance. I would also work painstakingly and carefully to impart the skill or concept.

I would first identify the reasons for the struggle. I would ask the student to read the material slowly and then answer questions and I would identify the nature of the lack of comprehension, e.g., failure to pay attention to detail, difficulty in grasping the vocabulary. Once having identified the source of the difficulty I would address it with the student.

I would establish a caring, warm, and trusting relationship with the student. Once you do that, all things are possible. I don't know whether one can establish this as a strategy unless it is heartfelt. I have never felt differently about a student I have tutored.

I would show the student that the subject can be mastered or at least successfully addressed. Perhaps they have struggled similarly before but succeeded through persistence and effort. I would then identify the rewards which attach to successful struggle.

I would non - confrontatively probe to understanding. I would take pains to assure that the student didn't feel demeaned or doubted.

By moving slowly and pointing out whenever possible the progress that has been made and continues to be made.

The best way is to ask. Like adults, students are often opaque. But if questioned, they are likely to open up.

I identify the needs by observation and by asking and then make the adjustment, whether it be to move more slowly, or quickly, or to explain more fully, or less so. The question is whether I or whatever teacher is sufficiently alert and flexible to identify the need and to make the adjustment. I confidently answer yes to both.

It depends on subject being taught. If it’s the SAT, l need only the practice book. Younger students require more elaborate materials, a dictionary, rulers, etc.

My philosophy is that the teacher should make the student feel recognized understood and appreciated. Also, that the teacher should effectively gauge a student’s capability so that work will be challenging but not overwhelming. Genuine caring and concern and effective evaluation of capability can make teaching and learning a joyous collaboration.