I understand that everyone has different learning styles and learns material at a different pace. Therefore, I first try to figure out the learning style of my student, and then identify their strengths and weaknesses. I make sure to provide constant feedback and act as a cheerleader for my students - consistently encouraging them throughout the learning process.

In a typical first session with a student, I work with him/her to set up his/her goals for tutoring. Then, with the student, I figure out the steps needed in order to reach those goals. I also make sure that I am a good "fit" for that student, so that we are able to work together to reach the student's goal.

When working with students, I never "give" them the answer. I encourage them along and then work with them to identify the steps that led them to the correct answer. I also typically give students homework, so that they also have the opportunity to try the problems on their own and come to me with questions regarding steps where they find they are getting "stuck."

To keep students motivated, I work with them to develop both short-term goals and long-term goals. The short-term goals tend to be more tangible, such as getting 10 problems correct in a row, whereas the long-term goal may be to improve their grades. By setting short-term goals, it keeps the students motivated and helps them see the progress they are making. Additionally, I make sure to provide students with positive feedback, as well as consistently encourage them throughout the learning process.

If a student is having difficulty learning a concept, I spend time to figure out why this is the case. For example, is it because the student is a more visual learning, or is because my explanation/the resources I am using is not explaining the concept in a way that the student understands? Once I pinpoint the reason as to why the student is having difficulty with the concept, I alter my teaching style and will find resources that better match the student's learning needs.

To make sure that the student understands the material, I usually come up with my own set of practice questions that focus on what the student is struggling the most with. I also have the student teach back to me what they learned to make sure that they really get it and feel confident with the material.

When evaluating a student's needs, I often have the student review problems that he/she got wrong and explain to me the thinking that led them to the wrong answer. This allows me to not just explain why an answer is right or wrong, but also to help a student build better critical-thinking skills. I also ask the student what other resources he/she is using and what the student identifies as the obstacles to his/her current learning (e.g. it could be that the student does not understand the teacher's explanations).

During a tutoring session, I typically use a mix of both the student's resources and resources that he/she could easily access. If a student is struggling with understanding a concept, I may find a video online that explains the concept in detail. Alternatively, I may provide my explanation of the material, but then also give the student a few links to web resources that provide more detail or present the same information in a different way.

One way that I keep my students engaged is by providing them with interesting examples of how the concepts they are learning apply in real life, or using material that incorporate their interests. For example, if a student is struggling with a concept in cell biology, then I will provide them with interesting examples of diseases that are caused when a cell fails to function properly. As an another example, if a student is struggling with reading comprehension and really enjoys sports, then I would find a well-written article about sports that we could work through together.

With a new student, I first work with him/her to identify both their short-term and long-term goals for the tutoring sessions. I then work with them to identify their weaknesses and determine how we can create a schedule/work plan that will allow the student to conquer his/her weaknesses in order to achieve the goals we laid out. When first working with a student, I also try to figure out what learning style works best for them, and then tailor my lessons towards that learning style. For example, if they are more of a visual learner, then I will make sure to find videos or create visual representations of the information for the student.

If a student is struggling with reading comprehension, I first identify the strategies that might be the most beneficial for them. For example, perhaps they are simply reading too fast or getting lost in the passage, and therefore simply doing an outline might dramatically improve their scores. I also have the student explain to me their logic of thought so that I can identify where they tend to make mistakes. Furthermore, I try to find challenging articles or essays that align with their interests. For example, if the student is very interested in sports, I will find a well-written article regarding sports from a source such as the NY Times or the Economist, and work through the article with the student.

Based on the student's needs or learning style, I change the resources I pull from and/or my teaching approach. For example, if a student needs a significant amount of encouragement to get through the material, then I may create smaller goals for the student to achieve and devise some type of incentive scheme to push the student along. Another example is if the student is a visual learner; then I would find videos or visual representations to explain concepts to the student.

To build a student's confidence in the material, I employ several strategies. First, I constantly praise the student and acknowledge their successes. Secondly, I set attainable goals for the student and celebrate when the student reaches these goals. Third, I do not interrupt the student when they are explaining a concept to me, even if they are wrong. Instead, I wait for them to finish their thought and then ask them questions to get them to try to realize the error in their thinking, instead of just bluntly pointing out the error. Fourth, I have the students reflect on their progress so that they appreciate the improvements they have already made and are motivated to continue trying. Lastly, I always express a positive attitude toward my students, and encourage them to do their best!