Lead the student to an understanding, not to the answer. Ask questions until the student can solve the problem on their own. Teach not just the formula but the logic behind the formula. Teach not just the ways to answer the question but the ways to figure out how to answer the questions. Lead with what interests the student. Figure out what is unique about each student. Figure out how each student learns.

In a first session, I'll jump right into some questions, or problems, or a writing prompt for the student to work through. This will help me get a sense of not only what the student needs help with but how the student works. By diving right into the teaching, I figure out how to best help them by doing it, not by thinking about it. I'll also take some time to get to know the student. What interests them? What's their #1 favorite thing?

I teach students not only the formulas and strategies but the reason why those formulas and strategies work. I teach them not only how to answer the questions but how to figure out what the questions are asking. I figure out what interests them so that they'll want to learn.

I motivate by staying positive and reminding the student of their progress, by figuring out how what interests the student can apply to what we're working on. I also set up the SAT as a complicated game or maze that the student has to defeat.

I give a lot of examples. I try to provide a real-world application. I draw it out, if the student is a visual learner. I go slowly, and from the beginning, to make sure the student understands it every step of the way. I break it down into simpler steps.

I spend some time each session teaching vocabulary or drilling vocabulary words with flashcards. I teach the student how to break a sentence down into parts and how to use context clues when there are words they don't know. I teach them how to underline and doctor up the passages so they can look back and see what's important. I ask questions and help guide the students toward the meaning. I teach concepts like allegory, foreshadowing, and irony that students can use to unpack meaning and tone. I find pieces of writing that I think will interest them and use those as examples.

One of the best strategies is asking a series of questions. What is the question asking? What does this word in the question mean? If we don't know the word, how can we figure out? How can we go about looking for the answer? Asking these questions helps me take a good look at the student's problem solving. Also helpful at the beginning is having the student explain to me in their own words what they feel confident about and what they struggle with.

I find things happening in the world now that have to do with the subject, anything that makes the subject not seem dull and old. I find comparisons that make the subject seem like something else. Determining the tone of a reading comp passage is like decoding a text message. Algebra is like determining how fast a pumpkin pie gets eaten, based on who is in the room.

I have the student describe concepts to me in their own words. I set aside the questions, or problems, or test prep and have a conversation about the topic that has nothing to do with results. I ask the student "What other questions might your teacher or a test ask you about this? How would you go about answering them?"

I remind the student of their progress. I break down new concepts into parts so that the learning is not overwhelming, but like a long, many-stepped ladder that the student is climbing with ease. I remind the students that the subject is difficult, that many adults can't even comprehend it. I let the students know when they're working hard, and I thank them for it.

I listen to what the student tells me. I watch the way they go about answering a question. I figure out what helps the student best. Do they need me to explain a concept to them for five minutes, and then leave them to their own devices? Do we have to work through some questions together before they feel confident? I pay attention to when the student gets frustrated and when they seem motivated.

I ask the student what is most helpful to them. I plan for maximum efficiency in each tutoring session. How long will I need to explain this concept before we can take a practice test? How do I structure each session so that the student doesn't become tired or frustrated? When does the student need to take breaks? How can we prioritize what the student is most stressed about?

I'll use flashcards if we're studying or memorizing a lot of terms. I'll bring a notebook or journal for the student if I think it's helpful for them to have something unrelated to school or tests, something that they can write all their thoughts on. I'll use an SAT prep book or printouts of practice tests if that's what we're focusing on. I'll bring in articles and books if I think I can illustrate something I'm teaching with an example.