It's said that one hundred percent of shots not taken are missed, so ask questions, seek answers, and don't be afraid.

After introductions and amidst learning about the student to provide examples relevant to them, there is usually discussion regarding what the student struggles with specifically and methods of learning they find most effective.

In addition to doing the quick Google search here and there during sessions, I also show students online websites and tutorials that may be beneficial.

Continuously reminding them that understanding the material is a process and a little bit at a time is required some times. I find that students have a much better understanding than they think they do, so reminding them of this helps.

I would take it step by step and try to relate the skill/concept to something they identify strongly with, or apply the skill/concept in a real world context as much as possible. I'd be sure the student knew that I'm more than willing to take as much time as they need going over the material and implore that they ask as many questions as they want/need to.

In addition to reading through material with students, I take time to explain each answer in depth so students can get a better understanding of not only what they're reading, but also patterns in which questions are phrased/picked.

The feeling of triumph when finally understanding a concept is amazing. I make it my goal to assist clients in having those "eureka!" moments. My first session with students involves getting to know them, what kind of learners they are, and what they're passionate about. In every resulting session, I draw from that passion and relate it to their studies. Be it drawing parallels between Major/National League contact sports and the Classical Microeconomics model, or between NASCAR and Calculus, as a tutor I stress the importance of understanding concepts to best know how to apply them. I am open to the needs of my students and finding systems of learning that work for them.

I would find out what excites/engages them and relate the subject matter to those passions as much as possible. For instance, relating Major/National League contact sports and the Classical Microeconomics model, or NASCAR and Calculus.

I would go through and quiz them about the information, then ask them to explain the answer. For instance, if I were helping a student with trigonometry and quizzed them on Trig identities-- tangents let's say-- I would want to know why the tangent of an angle is equal to the sine of the angle over its cosine value.

I frequently make it known that students have strengths, even in subjects they may not feel they do as strongly in. For instance, if a student struggles on their math tests, they may be amazing at understanding concepts, but get overwhelmed when having to pick information out of a question to understand what the questions are asking. I constantly applaud students when they show they understand concepts or are working toward understanding. If an answer is wrong, I stray from telling students they got the answer wrong, rather I ask them how they reached the conclusion they did to place value on the process of their thoughts more than just the outcome of those thoughts in the form of a letter: A through E.

During a session I frequently touch base with students, asking them if I'm moving too fast with the material. I prefer for tutoring sessions with students to be a conversation, led by the students. I observe them and have them work through problems, observing to see where they may need additional guidance: comprehension, time management, study skills, organization, etc.

I understand people have different styles of learning and are at different stages of need when it comes to their desire for tutoring. So, I figure out where students are at in terms of their need and assist them in strengthening these areas, so they can reinforce their confidence in areas they are already doing well in. For students who need to go back three chapters and get a refresher on that material to better understand the current material, I go back three chapters. For students who are juggling five aspects of their life and just can't seem to find time to study enough before an assessment and wind up cramming the night before, getting little to no sleep, then forgetting most of what they crammed, I go through and help them organize a calendar, prioritizing activities and helping them set up a schedule where they can study a little bit each night, or every other night, etc., to allow ample time to prepare for the quiz/test. Some students just don't know how to study, so I go about figuring out what way they learn best, and match their learning style with a way to reinforce what they learn while incorporating how they learn.

Typically, the textbook, homework/supplement assignments, and whiteboards are used in my math sessions. With English and language sessions, I use the textbooks. Depending on the student's needs, I bring additional material they can keep after the session to reinforce what they learn in the session, such as a diagram.