My philosophy on writing and improving writing is that it's a process. I can't stress that enough. Writing goes beyond just having correct grammar and the ability to utilize an exhaustive vocabulary; it is a way of solidifying your thoughts as a small contribution to the world of education and, perhaps, the world at large. I am willing to invest the amount of time needed to polish developing writers and students so that they come away with more than just a corrected essay or some more grammar knowledge; I am seeking to help them hear their own voice in their writing and bring that with them to the next step in their careers.

I might get to know the student a little bit, gauge their interest in the subject, and determine how motivated the student is. I'd try to learn more about them apart from what they're studying to see what I could use as examples in our lesson.

I think motivating the student to invest in what they're studying is the best way to encourage independent learning; beyond achieving this, it may not be useful for them beyond just the course they need help with, and my goal is to try and help build good habits for now and afterwards.

I'd offer them encouragement about their thoughts and also point back to their starting point to show them how far they've come.

I would try to ask them what they're finding difficult to understand, and then see if there's an alternative method of teaching the concept that caters more to their learning type.

I think the most helpful thing to do with reading comprehension is to have conversations with the student about it; encouraging the student to actively be able to summarize what they've read can help boost their discernment of main points in the text.

I've found that listening to their problems both academically and personally, which leads to establishing a trust, has developed the tutor-tutee relationship the best because they become more willing to cooperate and less hesitant to ask questions.

I would try to see if the subject had any bearing on something they're truly interested in, and then I would try to connect the two things so that they would see it from an alternate perspective - hopefully with more interest.

I would ask them to teach me the material; oftentimes, being able to teach a subject displays familiarity and thorough understanding of the concepts.

I would build a student's confidence in the subject by viewing it like learning a language; through frequent usage, the student will herself notice the improvements and progress in understanding.

I evaluate a student's needs with direct communication. Establishing trust with the student is key for this, as it will influence how honest they are about where they're having difficulty understanding.

I adapt my tutoring to the student's needs based on a conscious awareness of what strategies work well and which ones seem to confuse her more.

I typically just use a paper and pencil during a tutoring session. Usually, I try not to touch anything, and guide them to manipulating the paper and pencil on their own to really appropriate the answers they're working through.