Caring about my students is at least as important as actually teaching them.

During a first session with a student, I will spend some time finding out what they are and aren't comfortable with in the tutoring subject. We'll talk about how long they've been having problems, what their goals are for tutoring, and what we should work on to achieve those goals.

To help a student become an independent learner, I will point out general study skills or work habits they should be incorporating into their learning/homework.

I would help a student stay motivated in multiple ways. First off, I would remind them of their reason for getting tutoring in the first place (to pass a class, to get into a school, etc.) so they will have a reason to keep working. I would also point out what they have achieved so far so that they don't feel like they are just wasting their time or getting nowhere.

If a student is having trouble understanding a skill or concept, there is probably something else they do not understand, and they don't even realize it. For example, having trouble learning fractions may come from not understanding division as well as they should. I would take a step or two back with the student and make sure they really understand the things they need to know in order to move on to this new skill or concept.

When a student struggles with reading comprehension, I make sure that they really understand what they are reading - as in, words in the story that they don't understand. Many students just rush past words they don't understand rather than taking the time to find out their definitions. I also enjoy discussing a passage that a student has just read and answering any questions they may have about it, or finding ways to relate it to their own lives.

I build a student's confidence in a subject by staying positive, meeting them where they are at in their skill level, and praising them often for working hard.

I ask them what they have had trouble with in school, give them some assorted problems/questions to test their skills, get input from their parents/guardians on what they have observed, and find out what the student needs to be able to do in order to meet their goals.

When I work with a student, I am in no hurry to work any faster than is necessary for the student. If they need to keep practicing a skill, that is what we do. If they need to take a step or two back, we can do that too.