It's always crucial to meet students where they are. By listening to students, I can use their existing strengths to help them achieve their educational goals.

I would start by assessing the needs of the student. I always believe in meeting the students where they are, and by listening to what they know and want to work on, I can make the most out of each session.

When teaching students how to solve problems or answer questions, I try to interfere as little as possible in their learning process. Instead of providing answers, I ask questions meant to guide students in their own discovery.

I ask a lot of questions to get a feel for the student's learning style, and then try to use what the student already knows to help them tackle whatever they want help with.

It's important to recognize and praise any achievements that students have. Often, students become discouraged in certain subjects because they feel inadequate, but if they can see themselves as successful, they will be more excited about the subject.

This depends on the material, but I would ask the student to answer a question or solve a problem and then explain the process that they took to achieve their answer.

I believe in the power of praise. When I recognize a student's achievements, they can see themselves as competent in a subject.

First I ask what they want help with, and how they think I can best guide them. I would also ask about previous tutoring and testing experience. Then I would have the student answer a few questions, and ask them about their thinking process.

I use a variety of tutoring methods to see what works best. For some students simply talking works well, while others are better with visual aids, and some need to do a lot of writing themselves. By alternating between talking, drawing diagrams and writing, I can determine how best to tutor a student.

It's important to be open and honest about what you're going to do with a student - how many problems they'll answer, how much they'll read, etc. This keeps them focused and on track. I also praise every achievement - small or large - to maintain the student's confidence.

I would try approaching a problem with a different method. Often, visual aids help when talking alone doesn't work, and sometimes students have to write problems out for themselves.

I try not to use more materials than are necessary. I start with just paper and a pencil. If I want to share information with my student, I try to find a concise source. I look for practice problems that are adequately difficult and represent the test well.