I believe that by relating subjects to students' lives, whether it's through their interests, or helping them see how learning a certain thing can help them in the real world, which anyone can learn. I believe in encouraging students to be creative and curious, and that what they learn in school should be at least interesting, if not fun.

I would spend this time getting to know my student. I would want to know what they want to get out of our tutoring sessions, and find out what their interests are, and why they think they struggle with certain subjects. I would then lay down some ground rules to discuss with them.

I will encourage them to ask me questions if they have any, that no question will be considered "too stupid" to ask. I will also make sure to walk them through the steps of whatever task they're trying to achieve, before giving them a similar, but perhaps slightly more difficult task, to try on their own. I might also encourage them to do extra research on subjects that might spark their interest, to help them see that learning doesn't have to just be for schoolwork.

It depends on the child. Based off of my first session with them, I will hopefully know what sorts of things motivate them. I'll often use small gifts (for example, I used to make duct tape flower pens for students who did well), a few minutes of free time, or some sort of privilege if they do particularly well in a session, or if their grades go up thanks to our sessions. I will also make sure to be encouraging even if things don't go well, allowing them to know that my goal is to help them, not make them feel bad if they're not perfect.

I would ask them what their thinking is when they attempt to complete a task relating to that skill/concept. This can help me see what exactly they're confused about. If this is a skill/concept we've gone over together before, I will look for a new way of teaching it that might suit their needs better.

I chunk the text to help them understand the bits and pieces, and then we put all the pieces together.