I believe that there are three skills that drive learning. Those skills are critical thinking, analytical reading, and expository writing. Experts do not simply memorize facts about their field or work according to a formula. Experts think creatively and critically, and when it comes to expressing what they know, they do so clearly and succinctly. Every learning experience aims to build expertise, and for that reason, I think it is never too early to begin thinking like an expert.

While I try to not think of the first session as radically different from any other session, I do find myself working harder to learn more about the student I hope to tutor.

Becoming an independent learner is about developing a certain kind of character. The two character traits I find most widespread among scholarly people are skepticism and commitment. An independent learner does not need to be prompted to learn. An independent learner yearns to discover what's new.

A lack of motivation is the biggest obstacle to learning. Unfortunately, motivation is not something a tutor or any teacher can force or imprint upon a student. What a tutor or teacher can do is to put both long-term and short-term goals into perspective. Focusing on specific goals has a huge impact on overcoming 'learning inertia.'

When a student has difficulty learning a concept, my first move is to 'repeat' my original move. If the difficulty still persists, then I investigate my student's learning process by prompting metacognition. Students need to think about how they are learning. This usually helps me discover what concept they find difficult. Once I know the difficult concept, I work to demonstrate the concept differently, perhaps multi-modally.

Depending on the reading level of the student, I employ different guiding reading practices. To develop fluency, my students and I usually read together. To develop analytical skills, I usually start by showing students questions I have when I think through a text, and I encourage them to gradually take on that responsibility. Finally, I like to have my students write penetrating responses to what they read. Putting what we read into writing is far more effective than answering arbitrarily selected multiple choice questions.

I frequently check for understanding during my lesson. While sometimes this looks like just talking, by engaging my students in dialogue about our lesson content, I can see what their practical grasp of the content is. The key to being a good student is not to remember what you learn but to apply what you learn.

Free-writes are a huge part of my learning plans. Free-writes help me see where a student's overall command of language lies. After the student's use of grammar and mechanics are proficient, we can then discuss the finer points of writing (how to stick to a topic, how to add detail, how to make an introduction that will hook a reader, etc.).

To increase engagement I strive to show real-world applicability and relevance of academic subject matter.

Good feedback centers on what was done well, what can be improved, and how what can be improved can be improved.

I typically assess my students verbally first. If they can communicate something intelligent about what we study, then that's a great start. From there, we move into free-writing, and then formal assessment of individual skills.

All students have different needs, and tutoring offers a great opportunity to develop individualized learning maps. I usually aim to have students guide their own learning, and my goal is to consistently redirect their thoughts back to the formal, academic application.

I typically use notebooks, worksheets, and, books the student regularly reviews for her coursework.