Learning takes place in many ways and every learner is different. Some learners learn by doing, others by seeing, and still others learn by hearing. Learning is most effective and rewarding when the student-teacher relationship is one modeled on partnership, wherein the student participates in goal-setting. A learning road map and setting clear learning goals is helpful, but always leave room for the unexpected! Learning is a lifelong pursuit, so never rest on your laurels. As the saying goes, the more you know, the more you realize how much you don't know.

It is always a good idea to know some basic background information about a new student, and likewise it is important for the student to know more about their teacher. Learning does not take place in a vacuum, and awareness of socioeconomic, geographic, and even generational influences go a long way in establishing a relationship of trust with a student. In the first session it will also be important to assess the student's current level, determine goals, and establish a learning road map.

Someone once told me, "There is a difference between wanting to do something, and feeling like you HAVE to do something." In fact, feeling obligated to do something may just cause a student to rebel. To help a student become an independent learner, it would be important to point out the benefits of learning rather than the consequences of not doing so.

Adult learners who seek out extra help are ahead of the game when it comes to motivation! For young learners, a rewards system and positive reinforcement go a long way.

It is important for a student to not become frustrated when having difficulty learning a skill or concept; if a student were struggling, I would need to mix up my methodology to compensate. Some learners learn by seeing, others by doing, and still others by hearing and listening. Every learner is different. What works for one learner may not work for another.

Often when a student is struggling with reading comprehension it is because they may have trouble with the vocabulary of a passage, particularly words that connect ideas in unusual ways���such as "however, even though, despite." Words that indicate temporal relationships between events also cause problems. It is important to understand how words signify relationships within passages. Other times, students may not be fully engaged in the reading; they may be reading the words but nothing is sticking. Full engagement with the text would be important and various exercises and manipulations of the source material would lead to improved comprehension.

The learning process should never be static. Instead, it should be a journey with a reward at the end; this reward is the "aha" moment that learners of all ages enjoy. Every learner learns in their own way, but a feeling of accomplishment is universally satisfying.

Learners of different ages and backgrounds find motivation in various ways. The more applicable the learning is to the learner's everyday life, the more engaged he or she will be. A rewards system helps younger learners stay focused and engaged on completing the learning tasks at hand, while positive reinforcement mitigates discouragement.

At the end of a tutoring session it would be important to assess a student's comprehension of material. A simple "what did you learn today?" goes a long way, but more specific tests and challenges act to both confirm and clarify understanding.

Positive reinforcement and a rewards system help build a student's confidence in a subject. The student should also be challenged appropriately, but material clearly beyond the student's level should be avoided. In other words, don't make the material too easy, but don't make it too difficult. If the material is too easy, the learner might feel insulted (and bored), but if the learning is too difficult, the learner may be discouraged. Presenting appropriately challenging material that becomes increasingly more difficult in pace with the learner's comprehension is ideal.

Each student is different and has different needs. Some students have a specific learning goal in mind, while others want to improve overall in a particular subject. Questions and assessments are useful.

Every learner learns in different ways. Also, different learners have different time restraints and even have times of day when they are more receptive. I would take these factors into consideration.

I don't have typical teaching materials because the subject matter changes and so does the learner. For younger learners, visual tools and props are more helpful, while with other learners audiovisual and multimedia tools may prove more effective.