I believe that because every student learns in a unique way; instruction should be tailored to maximize learning potential. One of my favorite aspects of tutoring is developing that individualized approach for each student.

In a first session, I start off by getting to know the student - personality, learning style, interests, and aptitudes. That 'getting to know you' time is very important to develop trust and rapport between tutor and student. Then, I ask students specifically what they're struggling with, what they're finding success with, and what goals they hope to accomplish with the tutoring. Again, it's all about the individualized approach and letting students know that I am also invested in their success.

To become independent learners, students needs to be taught and shown a concept and then be given the opportunity to try it themselves, first with guidance, and then with encouragement as they gain confidence and ability in that concept.

I would help them see the small successes along the way as they're going for their ultimate goal. This may take the form of a two-point increase on an ACT practice test on their way to a five-point increase. Or, getting an 'A' on a quiz in a class they've struggled with all school year.

It may be necessary to teach the concept again in a different way - to explain it in different terms. If a student struggles with the abstract nature of Algebra, I'll show them how to make the problems visual. If they find understanding the main idea of a reading passage difficult, I'll show them strategies for seeing the big picture.

The key to this is to pinpoint the specific reading skills that are preventing understanding. For example, I would work with the student to determine if vocabulary needs work, or if the student has difficulty remembering details or picking up on inferences. Then, we can focus on those struggle areas to bring up their comprehension ability.

I try to understand their learning style and present the material accordingly. Depending on the topic, there may also be opportunities to relate the subject to an interest or hobby of the student. Additionally, I strive to relate the concept to the 'real world' and let students know how they might use the ideas and skills in everyday life.

Rather than simply asking, 'Do you understand?' or 'Does that make sense?', I have students show they understand by answering specific problems/questions on their own after we've gone over the material and worked through it together.

Encouragement, Encouragement, Encouragement. Then, when they do find that success, their confidence will grow naturally as they start to see that they really can do it.

It's important to talk with a student as a sort of self-assessment - What does he or she view as strengths and weaknesses in the particular concept? Then, throughout the tutoring session, I analyze not only the types of questions a student answers incorrectly, but why he or she answered them incorrectly. Is there a pattern, a particular question type, etc., that can be pinpointed?

I've worked with students at such varied abilities and levels that I'm able to tailor the concept and content to what they specifically need. For example, a higher-level student may be able to complete the first half of the ACT math section with little to no assistance, so we'll focus on the second half of the test. Another student may be better served building those missing foundational skills to maximize their success on the first half of the test.

For ACT and SAT tutoring, I use a combination of concept, skill, and strategy practice, along with applying those concepts and individualized strategies to test questions. For subject tutoring, I'll work with the student's classroom materials and bring in additional worksheets and exercises as needed to supplement.

Developing a good rapport and having students know I truly care about their success are key. Then, it's important to talk through how we'll structure the tutoring to reach their goals. And, I always let students know that questions are a good thing, and to always feel comfortable asking to go over something again or do additional practice in a particular skill or concept.