My approach is to listen to where the student is at and try to work with them at their level and learning style. I believe that there are many ways to solve a math problem, and the best method is the one that works best for that individual. I also like to introduce easier methods of calculation and focus on the bigger concept rather than rote memorization. I believe that math can be learned at any level by everyone. If math isn't fun, it's just because something got in the way!

I think an important part of coaching is to not only instruct but also to step back and let students do problems by themselves, so they do not become conditioned to only do math with someone helping them.

I believe that the greatest motivator is watching themselves be successful. So even if it is only a small success, play it up so they can feel proud of themselves!

I try different approaches. Sometimes just asking the student what he or she is thinking can reveal what's blocking the way. Breaking it down into smaller pieces, until the student is able to understand even the most basic concept and taking small steps from there, usually works too.

Vocabulary is often a roadblock to reading comprehension, and I will explain not only what words mean but also sentences and paragraphs. Then I let the student re-read that portion so they can see how it is interpreted.

Observing and listening are the best ways to get to know a student. If I step back and let them lead the way, they will usually either show in their work or just say what the problem is for them.

Small successes are always encouraging. Also relating concepts to the real world of science, geometry and physics can help them relate to math as a 'real' science.

Always start with what the student knows and bring that to their attention. They already know some things! Then highlight any success, no matter how minimal.

I'd try get to know a little a more about the student, their interests, style and where they are coming from in terms of their academic challenges. Generally, but especially in the beginning, I try to approach questions in a collaborative style, working on each problem together.

Sometimes I use leading questions in a Socratic method; other times I use direct teaching. It depends on the student. I try to tailor the method to the individual student.

I start by asking the student what he or she needs. If they are not sure, I go over some problems with them and see if I can observe a pattern or issue that is coming up. Ultimately, it usually becomes clearer over time.