My teaching philosophy is primarily constructivist. I think the student needs to be at the center of the learning process. Children learn best when they construct personal understanding based on experience and reflection.

I would begin to get to know a bit about the student. I'd seek to find out what the goals of the student are and what sorts of things are areas of interest. I would then do some initial informal assessment to set a baseline.

To become an independent learner, one needs to have a sense of responsibility for one's own learning. This occurs when the learner makes decisions about the process of learning. I can help by offering opportunities to make those decisions and help build the sense of responsibility.

I think student motivation comes in two basic areas. One area relies on the student having options in the lesson. The other area requires opportunities to do different things and take different approaches.

The idea is to provide what is called "a gradual release of responsibility." I start with most of the responsibility of walking the student through the steps of the task little by little. Then I let the student do the parts they can and help when needed. This process continues until the student is self-sufficient.

I would attempt to find out what is behind the comprehension issue. Sometimes it is a fluency issue, meaning so much time and energy is taken trying to read the words that comprehension suffers. Sometimes it is an attention issue. We can do things to help develop focus. Sometimes it is a content issue. We can build background knowledge and let text structures help. It really depends on what is the root of the issue.

I think one just needs to be fair and honest from the start. We should get to know each other a little bit and share our hopes for the process. We should set some realistic goals and make a plan to go forward.

I find some way to build interest. It could be taking an inquiry approach. It could be a bit of background knowledge development. It could be making a game of some rote tasks. It could involve art or music.

In the constructivist approach the student needs an opportunity to demonstrate understanding. The student and I would create an authentic way for the student to show progress. This leads to an opportunity for me to do both formative and summative assessments along the way.

Success builds confidence. I need to break down the task to ensure the student has some level of success and go from there.

There is a range of evaluation techniques that go from informal observation all the way to a formal, written exam. Ongoing, formative assessments that are more authentic in nature are my main approach to understanding strengths and weaknesses.

In a constructivist approach, the student drives much of the direction of the activities. I provide options and structure based on the ongoing assessment.

It varies depending on student need and interest. I generally stick to things that have proven helpful in the past and have good quality in both content and presentation.