A first session will involve going over the subject matter to determine the student's current skill level, as well as introduction to basic strategies for study.

I always try to encourage the student to think. There are certainly plenty of questions and answers that have "right there" answers which require little contemplation, but considering one's own habits and proclivities can still open new pathways for creative exploration. Exercises that involve practicing alternative cognitive approaches can help broaden this sense of perspective.

Motivation should ideally come from a student's wish to succeed. We all have different goals. I am honest with students about what they can do to improve and provide continuous assessment (I also encourage self-assessment). Academic success can open a lot of doors and I can help reinforce that contextual understanding.

I try to figure out how and why the student is having difficulty. Often, an alternative learning pathway is the quicker approach for her/his learning style. In other cases, it is a question of providing a missing piece of information that scaffolds learning.

Certain strategies tend to improve comprehension. I would say that the most effective for most students is teacher modeling, in which the tutor helps the student by reading aloud and explaining the processes of cognition that accompany successful reading. Other important factors are learning to recognize context clues, developing a feel for syntax as it constructs meaning, and establishing the necessary vocabulary.

I find that students respond well to positive reinforcement. I really believe that although standards are essential, students are bound to have unique strengths. I work to help students build those strengths into content-matter proficiency.

Often students become more engaged as they find that subject matter relates to them and their concerns. This is really the most effective approach that I know. Otherwise, there is also some benefit to realizing that goals are attainable; success breeds confidence, which can also provide motivation.

My questioning method is a constant, personalized, adaptive assessment of student understanding. I also use specific assignments and standardized evaluations to develop objective awareness of skill level (for the student and for me).

Students build confidence by achieving, but that doesn't mean they have to know everything all at once to feel successful. I break tasks into chunks and help students establish success with intermediary tasks, which enables them to feel confident for surmounting the ultimate challenges.

Discussion with student and parents plays an important role. Goals help define needs. There is also assessment of capabilities, based on skill levels and what additional interventions, if implemented, could do. It is not a cut and dried equation; obviously students with remarkable talent, knowledge, and work ethic will stand out. But other students may be strong, or even brilliant, in other areas, and these can be leveraged toward academic success.

"Differentiation" is much easier when I am working one-on-one or with a small group. It means tailoring assignments to transform strengths into academic proficiency and offering alternative pathways that can help solve otherwise frustrating challenges.

Students and I use paper, pens, pencils, test-review textbooks, and, if necessary, word processors and literary texts.