I believe in tailoring academia to a specific student(s) needs, strengths, weaknesses, and requirements. Each subject is different, and no two students are alike. Mastering subject matter can be accomplished in several formats, not simply the most commonly used method. A strong foundation and thorough understanding of basic concepts permits the creation of an efficient pathway to more complicated material that can be easily comprehended at each stage.

I would like to gain an understanding of where a student currently stands regarding the respective subject matter, allowing me to accurately gauge one's strengths and weaknesses. From there, I would hope to further strengthen the foundation that is in place, embracing and addressing weak points or matter for further review, which would allow for prompt identification and tackling of more difficult subject matter.

By understanding what type of "learner" a student is, whether he/she is a visual, auditory, or kinesthetic individual, then developing a structured patter of study that a student can easily adopt and practice independently. The key element at this stage is to understand the method established through tutoring in which the student subscribed to with high enthusiasm, but also creating an enjoyable teaching program that does not stagnate nor become simply a redundant philosophy.

Motivation is critical at all stages of learning. I know that from personal experience, it can be easy to feel unenthused or indifferent to academia if one does not accurately realize how this education, at this stage in life, can be put to practical use, to an advantage, and to a "winning" demeanor. There are ebbs and flows, in terms of academic achievement; however, the taste of high achievement, if nourished appropriately, can create a form of discovery and desire within a student to expand his/her horizons and achieve great results because it makes he/she feel accomplished and deserving of respective accolades.

I would first like to understand where the miscomprehension is stemming from. This may be a step back in the process to develop and strengthen a building block of the current concept at hand. Once that issue is addressed, I would attempt to create questions that may not be strictly textual in nature so as to draw out a fundamental understanding of what this skill/concept is attempting to depict. At that final stage, I would once again engage the student in the same concept with proper positive reinforcement, possibly moving forward and then working backward to see the rational for such a concept.

阅读理解可以是一个困难的问题,and, from my own personal experience, a student may view this matter as dry or mundane. The key, and trick that worked well for me, is to develop a desire to acquire the knowledge that is being presented. When a student is simply reading the material knowing that the sole purpose is to successfully answer a series of questions at the culmination, the drive for knowledge diminishes. I regularly see individuals these days engrossed in subject matter ranging from scientific experiences to history to nature simply because there is no expectation of retaining such knowledge. Similarly, a reading comprehension passage is often viewed as information that is not necessary for future success. This is particularly true if it is subject matter that is not something the student aspires to understand at deeper level. A scientist may be consumed in a passage discussing fossilization and dating, but one who hopes to become a journalist or businessman/woman could care less. However, at a stretch, when the same material is presented on, for example, the History channel, that same aspiring journalist or businesswoman may be engrossed simply for the fact that there is no expectation of retaining such information and no testing. Rather, the presentation of the material can be made visible. Each passage should be viewed as a short story, one that can be read, understood, analyzed and subsequently discarded as the next passage comes to the forefront. Finding the three or four passages that are of interest to the student at the start, focusing on those questions, and achieving high marks, and then elucidating the idea of learning something that they are not too familiar with in an effort to encourage a more "well-rounded/impressive" education can be easily followed through with it.

The first is the development of trust. Trust in the teacher that he/she will be understanding of the student’s needs and establish a good, positive, working relationship. Similarly, trust in the student's ability to learn and what may be missing. This process results in the derivation of requirements, strengths, and weaknesses. What is the challenge at hand? What is it that is sought to be accomplished? These questions naturally generate the process of cognition to move forward at an efficient and steady pace.

As I have stated previously, the key here is to promote a "real-world" scenario or example in which this material can actually be used to the student's advantage. Sometimes, beginning with simpler subject matter within the same realm of study in order to positively reinforce a struggling student can achieve great results. Small stepping-stones still allow the student to progress, and as long as there is progress, rather than regress, there is hope and instilling that hope/desire in a student, the desire to learn more because they ARE capable is the best gift one can give in that student-teach relationship. Engaging a student in a manner in which they see school/homework/class/subject matter as not a task to be accomplished or a chore, but rather as something they want to know, want to prove, or want to witness, is a crucial piece in the puzzle that lets all else fall into place.

Subsequent to the development of a thorough understanding of a student's likes/dislikes, strengths/weaknesses, and areas of struggle, I would entertain the following processes dependent upon what type of material (memorization, processes, skills, fundamental techniques) are necessary for the subject: (a) Flashcards (b) Practice problems (c) Games (d) Real world application However, outside of these commonly used practices, I would attempt to find a common ground for the student and the subject, and then build upon that. For example, if a student did not like geometry, but loved to watch basketball or hockey, play fool, etc.; I would merge the love for one with the distaste of the other to form a connection upon which most of the subject matter can be easily understood. There are several more examples similar to that stated in the previous paragraph but the key is that "commonality" that boosts attention to subject matter and the desire to understand.

I would start with simple progression so as to allow the student to correctly answer material in an effort to show that the material is not some overbearing force that cannot be overcome, but is rather something that can be easily chipped away. Sharing similar stories and struggles with subject matter demonstrates that even the best in society, from Presidents to doctors, struggle from time to time and that no one is perfect at everything, allows a student to feel that he/she is not facing an impossible task. Instilling hope, which subsequently leads to the desire to overcome, can be the greatest catalyst in proving to oneself that he/she is capable.

Again, evaluating previous scores, strengths and weaknesses allows me to gain a broad understanding of what the specific needs of a student may be. Discussion with the student as to what he/she wants, likes, dislikes, hopes to achieve is impactful in the process. This communication can lead to further analysis of what is the actual struggle or developmental factor in the process of the subject at hand that can be identified, understood, and finally overcome.

Each student is unique in a manner that requires a correspondingly unique teaching method. After initially understanding the type of learner the student is (visual, auditory, kinesthetic, etc.) I am able to develop an efficient, structured tutoring plan that is pleasant, reinforcing, and rewarding for the respective student.

I would use applications that encourage understanding of the subject at hand. For math or economics I would use practice problems, with real world application to reinforce the idea that this information is useful knowledge. For reading comprehension or SAT verbal requirements I would use flashcards, memory games, and breakdowns of material into smaller fragments to permit proper understanding and foundation to build upon.