If a student is not learning by the way we teach, then we must teaching in the way they learn.

In the first session, I would like to get a general idea of what the student feels in their struggle with the subject. Through that conversation, I am able to learn more about them in terms of confidence and overall outlook as a student. By keeping the topic focused on the tutoring the awkward meet and greet can slowly develop through the session. Meeting the parents is equally important so we can establish a rapport together in support of the student.

It is essential for a learner to learn how they learn!

In order to stay motivated, I would set shorter obtainable goals. Success will lead to success. Many times, tasks may seem overwhelming by the time students have reached out for help. So, divide and conquer will be the strategy to staying motivated.

The strategy I would use depends on the age of the student and topic being covered. Some students may need to learn a skill in a concrete way and to connect to familiar topics to first understand the concept before presenting the concept more abstractly.

There are many reading strategies naturally used such as context cues and understanding vocab as well as having an overview given before starting to read.

I have found it is best to help each student become aware of their best learning style and apply that strategy when planning interventions and support of topics.

I like to use more favorable ways of learning in other subjects they are successful in with the one in which they struggle.

Quick assessments such as restate concepts in your own words, demonstrate how to work through a problem, or list a certain number of key and important concepts covered.

A student can find success in smaller, more attainable goals that are set together. Once successfully guided with support, the student can then complete the tasks independently which proves to themselves they are capable of learning but perhaps in their own way.

In math specifically, evaluating student's needs can be based on pre-assessments, skills inventory, and then particular needs such as organization, independent thinking, etc. can be determined.

The sessions are student driven based on immediate needs, such as struggling with the current concepts being learned. Other sessions can be adapted based on the previous needs assessments, which may include determining the student's academic level compared to goal level.

Hands on concrete manipulatives can easily be incorporated in many math lessons. Other math materials such as graph paper or geometry tools are many times a must.