I believe all students can learn. As a teacher, it is my duty to maximize my student.

A typical first session would include several things. First, I would make sure that introductions were made all around. I think it is imperative that the students and parents feel comfortable and have an understanding of where I am coming from and my expectations. It is also vital for me to understand them and their expectations. This is usually done through some informal conversation. Second, I would like to see some evidence of prior and current work. This gives me some insight into the student’s strengths and struggles as well as what content they are working on. Third, I would do some type of assessment that would give me insight into where they are, and also allow me to see them in action. Fourth, I would go over some areas where I noticed immediate concerns during the assessment and review of prior work. Finally, I would give them a task to perform prior to our next session that would cement what we had gone over during this session.

I help students become independent learners through modeling, guiding, and questioning. This takes them through the steps of learning where I, the instructor does the work, we then do the work together, and finally they are tasked with doing the work on their own. I first model the task. This could be showing them how to do research for a paper, walking step by step through a math word problem, or showing them how I would deconstruct an essay. Next I guide. Now that they have seen me in action it is their turn. I allow them to do the same task with me giving prompts and pointing them in the right direction. This could be me helping them through steps to follow as we research for a paper, walking them through the steps to find geometric translations, or me helping them find the answers for a history assignment. Finally, I utilize questioning. I will allow the student to do the task on their own as I ask questions. This could be questions that force them to think about why they are doing what they are doing, or even questions that force them to teach me what they did and why.

我帮助学生通过followi保持动力ng actions. First, I set easily attainable goals. When students are reaching goals early and on a regular basis it gives them momentum and keeps them motivated. Second, I design tasks and learning around topics and activities that they enjoy. They love gaming, then let’s explore the mathematics behind gaming and read for comprehension the history of gaming. Maybe they enjoy making videos. I would guide them to make videos with show their growing expertise in Geometry and how that relates to their love of cinematography.

When a student struggles with a skill or concept I do the following things. First, I give them a break. Continuing to push through can be frustrating and make the concept harder to grasp. Let’s go to a different subject or even talk about something no academic related. Second, would be adding movement. Just getting up to walk around can be enough to stimulate learning. Finally, I would find a different way to approach the concept. Maybe me telling them is not working. Let's find a video that explains it, an activity that expresses it, or an article for them to read that explains it.

To help students struggling with reading comprehension I do the following things. First, I find content and subject they are already familiar with and/or enjoy. Teaching the skills for reading comprehension are easier if this is taken care of first. Once the skills are mastered we can then go to topics and subjects outside of these categories. Second, I would model with questions. I would go through a passage modeling the questions I ask myself that lead to comprehension. Third, I have the student read passage and I ask them the questions that lead to comprehension. Finally, I have the student do the reading and asking of the appropriate questions.

The strategies I have found most successful are creating rapport, keeping a relaxed and fun environment, constant communication, regular assessment and feedback, and communication (yes, I said communication twice).

To help a student get excited/engaged in a difficult subject I would first try to understand the struggle. Is it a concept in the subject (Geometric Rotations are tough), is it a lack of motivation (I don't care about the war of 1812), or is it an external issue (I'm tired and haven't slept well)? The first two can be addressed with a combination of strategies. Making connections between the subject and something the student is already excited about (a student who struggles with history but love military things could easily be engaged when they see the differences in battles and war throughout history). I would also make a connection between the concept and something real world the student is engaged in (it's easy to make functions engaging for someone who likes football when you show the functional relation between turnovers and wins). I would also find someone they admire/trust/respect who has knowledge or skill within a subject (much more motivation to engage in a subject when someone you think is awesome is engaged in it). The issue of eternal forces (sleep, diet, exercise, social) are things that can also be addressed as they affect everything.

我使用各种技术来确定一个学生understands the material. First and foremost is questioning. The right questions not only tell me if the student understands the material but also if they can apply their understanding. I also like to use an Exit Ticket at the end of every session. The exit ticket is a combination of a summary of what they have learned in the session, what they feel they need more help with, and how they feel about what they learned. I also use random quick checks (fist - 5 understanding; 1-3 don't know, know, can teach).

Confidence in a subject comes from understanding and success. Once a student fully understands a concept I give them as many opportunities as possible to have success with it. This includes them teaching me or another family member, allowing them to share their new learning in an engaging way (blog, video, project, etc.), quizzes and assessments, and a variety of other opportunities.

To evaluate a student’s needs requires me to look at where they came from, where they are at, and where they need to be. To understand where they came from I look at previous work and speak to the student and parents about their previous academic experiences. To understand where they are at I have them take a diagnostic assessment, watch them work, and ask questions based on both. Just seeing their answers doesn't give me nearly as much information as I get from also watching how they go their answers and having them tell me their thought process throughout.

As I work with the student I better understand who they are and what they need. Maybe we have been going over content through reading it and have not had much success. I see that they are auditory learners, so I find the content they have been reading in an auditory format, and instead of them reading it quietly to themselves we read it aloud together and talk about it. This process is ongoing and constant. Their needs may change daily and even may change based on the subject/content.

I use workbooks/worksheets, digital learning platforms, video, skype, podcasts, online articles and blogs, physical and digital projects, and hands-on activities.