I can help a student become an independent learner by modeling first, followed by guided practice that will enable a student to then perform independently.

I would go back to the concrete and try to apply what the student was learning to a real life situation. I would re-teach and provide lots of practice before returning to the abstract.

I believe in a growth mindset, meaning that all children are capable of growth. Where children are at presently is a baseline for future growth, it does not define the child. Though I teach content, I also teach students why we are learning the content and how it relates to real life. I believe in instilling a love for learning in each child so that it may become a lifelong love.

I would get to know the student as a person (what do they like to do, how do they feel about school, what do they feel like they struggle with.) I would then ask what they would like support in and set goals for future sessions.

Children are often motivated by success. If I were finding that a child is unmotivated, I would provide opportunities for success and celebrate those successes. If a child were disengaged, I would use games or hands-on activities to build engagement.

I would relate what they are learning to a real life situation within their experience. I would also provide them with opportunities to be successful to build their confidence in the subject they are struggling in which often leads to engagement.

I would ask the student questions about their work before they begin, while they work, and afterward. I would provide formal and informal assessments related to the material covered.

In my opinion, confidence is built upon success and knowledge that you are capable of success. I would provide opportunities for the student to be successful and would also remind them that we are all learning and it takes practice to be successful.

I evaluate a students needs through observation and assessment in relation to a given standard or criteria. I then work to see what the student can do on their own and with help to see where they require support.

I take the students strengths into account as well as their interests and tie those things into the sessions.

I model the thinking that takes place in my own mind as I read. I ask questions before, during and after I read. I then ask the student questions before, during and after they read. I also model and explicitly teach comprehension strategies such as identifying the main idea and citing supporting evidence within the text.

I have found that getting to know the student as a person and as a learner helps set the foundation for learning. Identifying where the student is at and knowing what the next steps are sets the tone for future work.