My teaching philosophy stems from the teachings of John Dewey, who felt that fundamentally all students want to learn, and it is up to the teacher to make the learning environment one in which the student can be successful. I believe that the first step to developing a great learning strategy is to get to know the individual and encourage the individual to know themselves.

I would use the first session to establish the student's learning goals, timetable, resources, and learning style.

The key to staying motivated is to divide major goals into much, much smaller ones. It's a lot easier to read 10 pages in an hour than a textbook in a week!

Any student can become an independent learner once they are taught how to analyze their own learning style and learning needs. I help facilitate that honesty and guide students in taking the steps that are best for their success.

There are always multiple approaches to learning a concept, and every student will find themselves in a position where they must try a few different approaches before they succeed. Unique to multiple choice test taking is the fact that sometimes you have to know when to quit-- unlike other modes of examination, multiple-choice test takers benefit from strategic use of their time on difficult versus not-difficult subjects.

The student and I have to get to the bottom of WHY they have difficulty with reading comprehension. There are so many reasons why students struggle with reading comprehension, ranging from true learning disabilities, to ADHD, to English as a second language, to style of learning (i.e. visual learners), and so much more. It is difficult to fix a problem when you can't figure out what that problem is!

My students have been most successful when, with my help, they can learn to be honest about their own strengths, limitations, and learning needs. My goal as a tutor is to make myself useless! That is, get my students to a place where they don't need me anymore.

I believe that learning as a whole is exciting, regardless of the subject, and it is the teaching approach, and not the content, which makes some subjects less interesting to some students. Students become excited when they can learn their way and succeed. This is a self-reinforcing cycle.

Techniques must be catered to a student’s needs. Some students need to read, some students need to draw, some need to visualize, and some need to review repeatedly. Each student is unique.

When large goals are broken down into smaller feasible goals every student can be successful. That success builds a student's confidence, and confidence improves test-taking abilities. It is a self-reinforcing cycle.

Some students can easily tell you or at least hint at their needs. For others who are unsure, I will employ observational tactics. That is, I will have them complete a multiple-choice exam or a worksheet of problems (whatever is appropriate) and watch how they do it and ask about their thinking process as they do it.

Students' needs change for many reasons, internal and external. Perhaps they are moving into a subject area that is more difficult for them, or perhaps they are starting to get bored. They may have other draws on their time. The important thing is to determine what is changing, whether it is a detrimental change, and then decide how to adapt to those changes.

I draw on a multitude of materials, because each student is different. Some needs textbook passages, some need worksheets, and some need a drawing. I always enjoy using the "whiteboard" to help guide students to find their own answers.