In a first session with a student, I want that student to be comfortable with me. They can ask me questions and tell me about themselves. I will ask them questions and identify what may be a learning struggle or bad habit that is preventing learning. In this way, I can reassure that student that we are going to make progress together.

Becoming an independent learner has several components. The first part is confidence. Every student needs to be reassured of the skills they already posses and their individual ability to learn. Sometimes this reassurance is hard to attain in a large classroom. Second, they also need to know how to gain and process information. If there is anything that prevents learning, I can help to reteach the skills necessary. The last thing they need is practice that eventually guides them to independence.

Being motivated to learn has a lot to do with interest. When learning is more difficult, then either the previous skill needs to be straightened, the current learning needs to be taught in a different way, or hard work is needed to learn something that is challenging. Games and encouragement motivate a student to work hard. After hard work comes success. There is no better motivator than seeing progress.

Reading comprehension is used as the ultimate measuring stick for a child's learning. There is a lot of pressure on students to achieve in the area of reading, especially comprehension. First, I make sure students let go of anxiety. For a student to learn they have to be comfortable. Then, I encourage them. Every student is different, and reading comes differently for each student. I check to see if all the basic elements are learned so there isn't anything preventing progress. Then, we practice. We can read together and talk about the story. We can find books that are interesting and will encourage comprehension. With success comes the motivation to continue working hard so that success is again found.

When I start to work with a student, I find that getting to know each other is important. I want an environment where they feel safe to ask questions and feel encouraged. I like to reassure timid learners. I also want students to know that if something isn't working, we will change it until it is working. I am honest, funny, and upfront about expectations. Students like working with me even if they are uncertain at first.

Getting students excited is age and personality dependent. With some students, we have a cheer for that subject so they start to teach themselves to be excited. With others, they need success first. Some need extra encouragement. Other children need to know they are not alone. Occasionally, I work with a child who hasn't learned a certain skill. I have never had trouble winning over any of the hundreds of students I have taught over the years.

Evaluation comes in many forms. Sometimes asking a few questions is enough. In reading, students need a combination of correct reading, comprehension, and fluency. In math, having them show another problem to check their answer shows a complete understanding. In writing, it is completing a process through idea gathering, story writing, editing, and finally, publishing. There are also formal methods I use with students once they are completely comfortable.

Success builds confidence. There are ways to show skills with easier materials to show a student how much they know in order to move them through more challenging material.

I evaluate student's need by listening to them, asking questions, and having them show me how much they know. I can usually find the main problem quickly. On occasion, a student will tell you what the problem is. Sometimes, there are other less obvious holes in an education. These always show themselves after a time.

My tutoring is based on the needs of the student. The only reason to work with a student is to address their needs and practice the skills until they reach mastery.

Basic materials are all that are needed. Textbooks, homework, reading material, paper, a pencil, and confidence. I bring a little learning magic to the table, which completes the mix.

When a student has difficulty and is working with a tutor, usually that student is nervous and hesitant to learn. The first thing I do is build a trusting relationship with them. Then, I show them things they already know. Lastly, I give encouragement with practice. We celebrate every success and keep going until the student no longer needs my services.

My teaching philosophy is simple. My job is to teach in a way that helps students learn. The student's job is to work hard and apply themselves to that learning. The parent also needs to encourage and provide support to the best of their ability. When we all do our jobs, students achieve and love learning.