In my opinion, it is necessary to take a vested interest in the success of every student and to prepare him or her to be a scientifically literate, responsible citizen of our society who thinks before acting. I think this is one of the most important forms of knowledge a science teacher can impart. A good educator shares not just knowledge of the subject matter with his students, but also a grounded sense of reality and a respect for truth and integrity. As a scientist, I strongly support problem-solving approaches, understanding of relationships in systems, skeptical and analytical reasoning skills that can be applied to abstract concepts, and a more complex, intricate understanding of the world on every scale from submicroscopic to universal. Such approaches must go beyond just textbooks to outside material such as primary sources, frequent demonstrations, and regular laboratory activities.

Ask the student what areas they think they need help with and ask why they think they are having difficulty. Then, give them a general assessment to check their mastery of the concepts required to understand that subject. Then, make a plan to fill in any gaps and then tackle the subject again.

Get them interested in a subject related or tangential to the topic in class as it relates to something important in their lives (feelings, relationships, beliefs, etc.).

Provide both constructive criticism and positive reinforcement for signs of improvement. Make sure the student sets realistic goals for improvement.

Explain it from another angle or by using an analogy that the student can relate to. There are many ways up the mountain.

My most successful strategies have been to require additional effort be given to the class subject matter, have the student demonstrate their mastery by explaining what they think the concept or idea means to an imaginary younger person, and make sure I am not doing the work for them, but rather they push at each step or idea of the concept until proficient.

I try to tie the subject matter to an aspect of his/her own life. If a question is somehow relevant to one's experience, goals, or hobbies, then it becomes more exciting.

Practice tests, quizzes, and explanations of the subject matter while not using a book or looking at their notes help to verify a student has truly mastered a topic.

Always give approval for correct answers. Point out growth, and do not emphasize the details that were answered incorrectly, but rather progress toward a greater understanding. If they can do the problem with an arithmetic error, then in essence they are mastering the material. Then the emphasis becomes being more careful to go slowly, read instructions, etc.

I ask them, then I assess their skills verbally, and finally I assess using practice tests or quizzes. The parents and/or teacher may also have useful input in this regard.

The pace is set by the pace of the class and the time allotted. However, that does not mean it can be rushed. Oftentimes a student needs a slower, more methodical introduction to a topic than perhaps was given by their teacher. Once the student is on level again, the pace can be increased.

Handouts, practice tests, homework assigned by the student's teacher, flashcards, and problems I have thought up for the purpose of testing a specific skill.

I have them pick out the words they did not understand the meaning of first. Then I teach them how to say the word properly if they were unsure, and then give them a working definition. After finishing with all unknown words, I ask them to summarize the article out loud with this newfound information.