My philosophy is that any student can learn any material with the right approach. The right tutor will seek the approach that works best for you.

Firstly, I would assess what goals the student has. Secondly, I would attempt to assess the types of errors or oversights that have caused the student to struggle in the past and address them accordingly.

In order to learn independently, it helps to first understand the basic rules of the subject material. By knowing the best resources, how to use them, and the basic rules one must first know, independent learning is easy!

It helps to re-emphasize that many people struggle with the subject material and that only through self-application will the situation improve.

I would provide examples and seek alternative ways of explaining the concept.

I teach students who struggle with reading how to break down massive bits of information into smaller ones and how to analyze each fragment. Also, I teach the student to stop periodically and ask basic, crucial questions.

I have found that making sessions personable really helps. By learning the student's name, a little about their goals and interests, and their goals for the assignment at hand, I form a rich bond with the student. I also express my goals for the session and sessions to come.

I have seen students become excited about the subject material when I have successfully triggered a "eureka!" moment. Once a difficult topic finally becomes clear to a student, they feel as if they can actually participate and keep up with the course material. Competence yields confidence!

I would ask related questions and summary questions in order to verify a student's competence. Additionally, I enjoy thinking of potential test questions or essay topics, giving them to the student, and guiding them through the answers. This builds a "big picture" for the student, allowing him or her to zoom out from the minute topics on which they have been focusing.

By raising a student's overall competence, I have raised the confidence of many students. I have found that confusion is typically what drives a lack of confidence. Self-doubt also drives it, but this also stems from weak knowledge of the subject material. This is an easy fix!

By first understanding the goals of the student, I compare what he or she currently knows to what he or she wants to know. Furthermore, the goals of the professors/teachers, which can be found on assignment sheets, a syllabus, or a rubric, can help clarify where the student needs help most.

If I find that this student struggles with the common approaches, I often create one that is catered to the situation. Some students learn by hearing, some by watching, some by writing, and some by trial and error. Each person has a best approach, so if one approach is not fruitful, try another one.

Before arriving at the session, I like to create small exercises and a lesson plan. By organizing my thoughts before the session, I have a coordinated plan of attack. Graphs, charts, exercises, and practice quizzes are great resources for me.