What is your teaching philosophy?

I begin by establishing which learning methods students prefer and work best with. This includes, for example, discovering if a student is a visual, kinesthetic, or audial learner so that I can best tailor sessions in a way that they retain long after we finish. I also believe strongly in a method I call the macro-micro-macro approach. I first work with the student on the overall concepts, the broad themes, of the assignment, after which I work with them on the mechanics of applying this concept, perhaps through practice exercises, small writing prompts, problem sets, etc., until they feel they have a comfortable grasp of the material. After this, I return us to the larger concept and ask them to connect how the smaller, concrete pieces reinforce our approach to the broad and abstract. This way the student forms a wholesome understanding and approach to the material.

What might you do in a typical first session with a student?

与ce正确理解学生是如何工作的rtain material, I would ask first for a writing sample or provide a diagnostic exam, which allows me perspective into where the student struggles most. From there, I can begin to work with the student in those areas perhaps by asking them questions that explain their thought process with regard to the material. For example, if a student has a difficulty with wording their thoughts, I might ask them what about it is difficult. What would their ideal writing piece look like? What do they feel is blocking them from achieving that level of writing? Thereafter, we might begin to look over the sample writing and begin other practice to help fill in where the student feels they have the most trouble.

How can you help a student become an independent learner?

建模为一个学生的成功是最好的代理in any subject matter. For example, the tutor might take a practice problem and model their approach out loud for the student. After the tutor has done this, they will take another practice problem but this time allow the student to replicate the approach. This way, the student receives the answer to the right process, which is different from receiving the answer to the question; that never promotes growth. If a student masters a specific approach, they will eventually have the ability to solve any series of academic tasks without the constant oversight of the tutor. This naturally facilitates a student who is an independent learner.

How would you help a student stay motivated?

Positive reinforcement is key to a student's motivation. My aim is for the student to 1) see measurable improvement in their work that reassures them their efforts produce results, and 2) that the student receive praise for their hard work and good results so that they have an atmosphere in the tutoring session where they feel safe to explore different options and still know that they will come upon the answer that will lead them to consistent development. These two encourage a relationship between the student and their work, and study that leads to a sense of fulfillment that sustains motivation.

How do you help students who are struggling with reading comprehension?

In this case, a student would benefit from more reading with discussion of the text immediately following the reading. In this way, the student begins to consistently practice active reading, which leads to better comprehension. Furthermore, I would check in with the student on the basics. What vocabulary is unfamiliar? What sentence structures don't make sense? The most important question in this case is "Why?" What leads the student to a lack of comprehension? Many times, it is a lack of vocabulary and disengaged reading that cause a difficulty with comprehension. These can easily be solved with vocabulary practice and discussions over the reading or even questions posed prior to the reading by the tutor so that the student may contemplate them while they read.

What strategies have you found to be most successful when you start to work with a student?

A tutor must always consider the student's learning style. If a student is a visual learner, it does little for them if the tutor creates songs for them to remember the material with. On the other hand, if a student is an audial learner, it would not make sense for the tutor to create a page of dynamic charts and colors for the student to study from. Nevertheless, psychology tells us that the more cues we provide a certain setting, the more likely we are to recall the moment to which those memory cues pertain. We can increase these through stimulating the five senses while students study. For example, if a student needs to remember a specific vocabulary set, we might play a specific song in the background, use the color purple to write down the vocabulary, provide the student with some kind of aromatic snack, etc., all to create a series of cues so that, when the student recalls the cues, they will lead him to increased recall. The next day, if the student tastes the same snack, sees the color purple, or hears the same song, they are more likely to recall the vocab because of the various cues to help with memory.

How would you help a student get excited/engaged with a subject that they are struggling in?

Students are often fascinated by the way a subject shows up in the real world. Many of them struggle appreciating the theory behind a subject, but they admire how it translates from theory to the physical world. I might show the student the various unique and fascinating ways in which some abstract concept relates to their everyday lives, and how it might benefit them if they put it to use. For example, few students, understandably, care about the Fibonacci sequence--it's but a series of numbers. However, when they see that the petals of many flowers form patterns that reflect the sequence, and how certain famous works of art adhere almost exactly to proportions that fulfill the sequence, they begin to attach meaning to what they are learning. People seek meaning, and this is what motivates students in any study: what meaningful takeaway might they draw from their study, regardless of how difficult or easy it be?