In my experience as an instructor and learner, we are able to do difficult work when we are the most comfortable speaking about it. If we can process information and then share it in our own way, with our own words, then we have accomplished a good deal of the learning process towards a fuller comprehension and retention.

Being comfortable and open is important to any type of learning. It is necessary to be on level ground, as well. At that first session, we would share a bit about ourselves and our relationships to learning. I specifically ask my students what they want to achieve. It's essential to how we move forward.

If we can communicate our understanding to another person, then we are more than capable of moving independently through all subjects and thoughts. Communication and understanding do not necessarily mean that we agree with everything that we learn about or read or solve. An independent learner will be capable of opening up discourse, asking questions, and posing arguments. I help my students become independent learners by ensuring that they are confident critical readers and thinkers.

Motivation is often tied to our goals and level of interest. I remind my students of the initial goals they set out for themselves in regards to this particular lesson, subject, or work. I also try to be receptive to a student's interests and passions. Oftentimes we can motivate ourselves by finding ways to apply new knowledge to our personal or everyday lives.

Everyone has to take a step back, sometimes five steps. And often times, if we are totally lost, we will have to reevaluate the information or task. We are all human, but we learn in very different ways. My toughest job is paying close attention to how my student is processing and applying new knowledge. Using that student's strengths in one area may enable them to complete otherwise difficult work.

We must all take our time, especially when closely reading a new text. I tell my students to use other techniques they have available to them. For example, students of algebra have to write out and/or memorize long equations and proofs. A student of literature should also be doing more than just reading the words on the page. If a student takes notes while reading, she may start to remember and interpret the work more clearly. Eventually, she will be able to write less and read more.

Interests! Applications! You must find those connections. I've had middle school ESL students become very engaged with reading poetry by sharing material that was specific to their lives, their interests, experiences, passions, and so on. Likewise for my students struggling with philosophy or theory, we ask ourselves questions: How is this useful to my life? Have I ever thought about X? Did I ever do Y?