I think that it's essential to establish a productive, relaxed environment for students in a one-on-one structure. From there, we can begin working to create the friction necessary for learning.

In a first session, I establish a comfortable and professional tone, and begin in general terms in order to identify the more specific areas that need concentration. Usually, the next appointment is when we begin making great strides, after the student has had time to digest the first session.

The most important part of tutoring, in my opinion, is not teaching knowledge but rather how to practice. In helping a student learn how to practice material and identify what methods are typically most effective for him or her, I am confident that the student becomes more independent.

Motivation becomes far easier when a student has full understanding of assignments, frequent or prior methodology they can call upon, and an awareness that tasks can only be accomplished one at a time. I make it one of my goals that the student gains these three elements during the sessions.

I have often worked with students of varying backgrounds and cultures, and understand that certain boundaries arise when attempting to grasp concepts. I frequently take a step back when a student is struggling to better identify where the struggle is occurring, and relate the issue to something the student might better understand.

Reading comprehension is often a tricky skill to acquire; it takes patience and diligence. I work with a student to identify the level of reading he or she currently occupies, and attempt to reconcile that with the level he or she desires. This reconciliation takes place through repetition and various practice techniques.

One of the most successful strategies I've employed is to realize that each student is different. Once you can identify which students work at which rates and in what stages each student may be, the process is more manageable.

It can be difficult to get a student engaged in the material. I often begin with making sure they are engaged in the process of tutoring itself, and the relationship between tutor and student. Having conversations with students to learn about their interests and hobbies is exponentially beneficial; they can help establish the relationship above, and provide an outlet for comparisons for subjects a student is struggling to grasp.

Making comparisons to a student's interests is a great way of making sure the student understands a concept of a theoretical level. Another great way is to simply rehash elements of the session. This takes place during the middle of the session to make sure the student isn't dragging at the end, as well as at the beginning of the next session.

Confidence is not built overnight. It's most often a lengthy process whereby a student can digest the items he or she has learned after each session. If the tutor makes a point of going over prior lessons and promoting understanding the material rather than simple regurgitation, the student's confidence level will be bolstered in time.

Evaluating a student's needs is crucial in the first and/or second appointment. Depending on the subject and area of study, there are various exercises that can help illuminate problem areas, even when perhaps the student is not aware of them.

Each student is different. This fact is maybe the most important concept in tutoring. Exercises that have worked previously may not work as well for others, but I always work first on identifying the nature of the student's needs so that the exercises I choose fit.

I typically use previous student work (essays, resumes, assignments, etc.), as well as online resources I choose that can be adapted to exercises that can help in improving academic skills.