My teaching philosophy is that each student is an individual. When a tutor is willing to meet each student where they are in the learning process, and then work together towards meeting goals, anything can be accomplished.

Listen, listen, listen! Allow the learner to express both their pride and their frustrations with their own learning process. I believe that students who feel they have ownership of their own learning are better able to accept and work to overcome obstacles--even the youngest of students.

I can help a student become a more independent learner by having the patience to guide the learner in taking a step back from the content and from answers in order to look at the process of learning as a whole. This can allow a student who is struggling to gain perspective on what and how much they actually DO know. This broader point-of-view can lessen frustration while tackling those areas of learning that need improvement.

I help students to stay motivated by addressing learning in manageable chunks that help to ensure repeated success over time. Trying to do too much at once, or progress too quickly, can actually increase frustration and slow down advancement toward mastery.

When a student faces difficulty in learning a skill or concept, sometimes a pause to reflect and review what has already been learned (prerequisite skills) can bring a needed boost to understanding.

I find students who are struggling with reading comprehension can often benefit from one or more of the following: 1. Slow down! Reading speed will naturally increase with increased comprehension. Don't be afraid to pause at the end of a sentence and reflect on whether you've understood what you read. Read it again, if you need. 2. There is no shame in tracking with your finger to ensure your eyes are following the text. After a bit of following your finger, your eyes will naturally learn to track on their own. 3. Deliberately read out loud, slowly and clearly. Listen to what you are reading. Follow the flow of information. (NOTE: Please do not confuse deliberately reading out loud with unconsciously moving your lips while reading silently. Try to avoid the latter.)

When I begin to work with a student, I like to balance what I am told with the student's thoughts about the situation. I am vigilant to create a learning environment rooted firmly in my guidance, and yet honor the student's ownership of their own learning process. Listening to the student is key.

I find the key to getting a student excited or engaged with the subject they struggle with is to put the student in touch with what they DO know about the topic. Also, finding a connection between the subject matter and a real-world interest of the student can spark engagement.

I find that if a student can both create a meaningful question and discover an answer to that question, then that student usually understands the material.

Focusing on what the student does know about a subject, with more emphasis than is placed on what the student does not yet know about that subject, builds confidence.

My first tool for assessing a student's needs is asking the student. Students are often quite intuitive about what will help them understand.

I begin adapting my tutoring to meet each student's needs by embracing that each learner is unique. I have not convinced myself that any single technique or methodology is the only "right way". I remain present with the learner, in each moment, shifting learning strategies as is needed.