It's best to find a method to hybridize the student's interests and the course material. I feel the key is malleability and cooperation.

I'd spend the first session getting to know the student, understand what they are studying, if there are any course materials I should (re)acquaint myself with, and addressing any subject material that can be resolved on the spot, such as grammar, jargon definitions, etc.

Independence is fostered through curiosity and the desire to understand a subject. As a tutor, it would be my job to help foster an interest in a subject to the point of grabbing the student's own inquisitiveness.

A mixture of humor, positive motivation, diligence on the student's strengths and weaknesses in a subject, and discussion to ensure the student doesn't feel discouraged.

Some difficulties are more straightforward than others. If it's grammatical, a deconstruction lesson would be needed on how to build and pull apart sentences. If it is conceptual, discussion may be a better answer. Each situation is different, and it's important to respond to each one with what each requires.

With comprehension issues based around diction, it would be important to expand the student's vocabulary. Whereas, students who struggle with comprehending more abstract and philosophical concepts would need to have a metaphor employed to simplify and build from there. A case by case approach is required based on the student.

Initially, for mutual cooperation to be found, it's paramount to create a common ground. Then, find their interest within the subject and steer them towards works featuring their interest in some manner. For example, if a student is interested in comedy, and we're covering medieval literature, I'd direct the student to tales like Chaucer's "Miller's Tale," which contains a number of pranks and jokes.

Figure out their motivation and appeal to that. If a student is aiming to get into college, I'd point that student at more academically acclaimed and/or rigorous works. If the goal is to pass a particular class, then I would point them at works that help build foundation skills.

I generally ask students to describe and summarize details of a work, and then deconstruct said work and pull out themes, imagery, symbols, tropes, etc. All of this is fulfilled through discussion.

One method is showing them work from earlier and what they're producing now. Another method is by pointing to developmental areas where the student's performance has increased dramatically.

I ask them directly what they need or feel they require help on. If it's a writing based interaction, then I will read their work and give feedback according to weaknesses I see in the writing.

I ask the students a number of questions that help me locate what role I'm needed to fill. Then, I proceed to fill said role and change as the situation shifts. It's important to remain fluid and attentive to a student's current needs, and not the needs they required before.

When I instruct in literature, probably books, writing utensil, and a pad to write on in demonstration of ideas as they're needed. Any kind of writing based instruction will have to be done on a platform both the student and I have access to, probably Google docs or Word.