It usually takes a few sessions, but I use a method of commitment and follow-up to determine how a student handles challenges and goals. It can take some time before I find out where the threshold of their comfort zone is. Once I've found it, we can work there and help them move forward.

I try to meet with students on their level. The first session is my chance to find out where that level is. I may offer some ideas about how our work together might best be pursued, but I spend most of the first session listening to the student to learn about his or her needs and goals.

I help students develop strategies that play to their strengths, and that opens their minds to using resources they might never have considered, or feel too intimidated to pursue. If they need guidance, I'm more than happy to provide that.

I see motivation as an important part of how a student learns and works. If that fails, the whole system of how they function can falter. Games have a lot to teach us in this way. Games are fun because their primary function is to make you feel empowered and motivated. There's no one-size-fits-all strategy here, but I don't shy away from experimentation or divergent thinking when it comes to keeping a student motivated to achieve.

We do a lot of talking. Since speech is our earliest contact with language, I find that it's an effective bridge for students to cross to comprehension. I may also incorporate art, music, or other forms of expression to help them get there.

I ask a lot of questions. For instance: where do they like to study? How are well are their current habits working for them? What do they really want out of the class or project they're working on? The seed of success are already inside the student. My job is to help them find it.

I begin with what does interests them; with what already excites them. If I can tie the subject to what they already love, it creates an opportunity for an emotional connection that will lead them to success.

This is always difficult, but the key is to ask them open-ended questions. If I've done my job right, they can teach the subject to me.

Every class is like a game. If they're frustrated, it's because they don't find the game to be so rewarding. As a tutor, I have the power to provide those small rewards. I can use our time to change the rules of the game and help make the class a game they can win.

I spend a lot of time asking questions, especially in the first visit. I ask them what they're already doing and see if there are ways I can improve upon or even radically change their current approach. I never stay married to any one method. If something isn't working for the student, I'm eager to move on and try the next thing.