I firmly believe (especially in mathematical settings) that practice makes perfect. I, myself, like to start with the basic principles, theorems, formulas, etc., and solving some of the simpler problems. Once proven an understanding of the fundamentals, then we can toss in a few more challenging questions to where we feel more comfortable with the subject. But even when we get to that point we must continue to practice every single day until it becomes second nature and we can perform the duties in our sleep.

In a typical first session with a student I will always guarantee success. Before jumping into the material we will breakdown all the points where the student may have confusion, and also the points where the student feels spectacular. Most of the time there may be a fine line between both the student’s strengths and weaknesses that may be a great help when working out the problems. Otherwise it’s good to understand exactly where the student needs more attention.

When I help out I like to let the student try to figure out their own misunderstanding by asking leading questions such as, "What numbers do you feel are important?" or "After we receive that value what do we do next?" This way when the student is on his/her own they will ask themselves these leading questions without me having to ask. Secondly I will also help students become better researchers when using their workbook or the internet.

Helping students stay motivated is one of the most important aspects to tutoring. Of course one may succeed in one subject on one assignment, however tutoring is more than getting the assignment done for the next class period. It's keeping the students mind sharp throughout all subjects and all future assignments. Me personally, I like to keep students motivated by keeping in touch with them throughout their schoolwork, even if we aren't meeting for a tutoring session. Also I will try to set goals and standards during the progression of the school year to see higher success.

Difficulties will always occur when dealing with tough subjects. I feel there are a couple of ways to go around this problem. When dealing with difficult concepts one could put the concepts into terms that are understandable. For example, when dealing with fractions and percentages I like to use a dollar as 100% and work with quarters, dimes, nickels, and pennies to show how percentages and fractions can make a whole when together. Depending on the type of student we can try visual representations or we could simply practice problems repeatedly.

Positivity, patience, practice, and persistence. Being positive uplifts the student’s attitude towards the subject, patience gives the student the time needed to understand on their own instead of forcing them, practice makes perfect, and persistence keeps them determined and engaged.

I will always let the student try out a problem on their own to fully understand where their problems come up when answering a question. After that I will ask leading questions for them to think about during the problem solving instead of giving them the solution. After that if they need further assistance, I will redirect them to their own notes or book for clarification to show them how to prepare notes or use the textbook material. Finally I will ask them to do a little more on their own on the next problem so they can show me progression.

Easy, to get a student excited/engaged about a subject, you must show enthusiasm and engagement in it as well. Students won't get excited if you aren't just as excited.

To make sure the student fully understands the material we will look over a list of sample problems and modify them in a way that would change the way they would have to think about it. Once shown they can adjust their critical thinking, then I believe they understand the material.

Guaranteeing them success, being committed to being the best tutor you can be, and encouraging them in all their work, even on small successes.

Make sure I know where they need help the most. Then I try different techniques to see which one the student likes the most.

I like to use the student’s notes, textbooks, and the internet to look up any formulas or procedures we aren't familiar with.