Every person learns differently. The key to being successful in any subject is to find what works for you and build on what you already know.

I will ask the student where he/she perceives a need: what has worked, what does not work, or what is frustrating about the way he/she studies now. I want to know the student's methods and goals for studying.

Organization and recognition of patterns of success (x way worked really well for retention; z way was hard to stay focused; m way did not help me do well on the test) will set the student up for success long after their need for a tutor is done.

Try different approaches to studying; praise & recognition when something is done well; reminding of student's self-identified goals.

Approach the concept from another way, or use different analogies that resonate with the student. Ex: law of diminishing return in Economics explained with cookies-the 1st cookie tastes the most delicious, most amazing cookie ever. The second cookie eaten is perceived as very good. The third cookie is only fine. The fourth cookie is not really tasty. "Too much of a good thing".

Take turns reading aloud. example: When I read, what do you understand? When you read, what do you understand? Break down the components of the passage and look for key words. Build slowly on the small points to achieve an understanding of the whole.

Repetition & taking the time to make sure the question is understood before attempting to solve it. Many times, too quickly read leaves part of the question unknown.

I would work to make connections in the difficult subject with something the student enjoys, or something they understand. For example, one who struggles with types of triangles in geometry but loves soccer: use physical body placement to create & identify different shapes (goal is one point of the triangle; student is another point; ball is the third point. What kind of triangle?

Written questions, in the general style of an exam. Writing it down on paper is another great way of "practice makes permanence." Oral questions: without it written down or worked out on paper, different parts of the brain are engaged. Demonstrate it: use a tangible aid (measuring cup, ruler, paperclip, paper cut outs, etc.) to show what the student practiced.

Repetition is important for being confident in knowing a particular subject, or a specific type of problem. Letting the student know I believe in them, that they can do it, is key. When in doubt, we might look back at some of the easier problems (2+2; Salem is the capital of Oregon; etc.) they have already mastered, to remind him or her of just how far/how much he/she has already accomplished.

I will ask his opinion of strengths/weaknesses. Using what he thinks in comparison with what tests show, we move from there. He might know the material and perform poorly on tests, which would alter the focus of our sessions to test strategies, not material.

Each student's situation is going to be different, just as each person responds individually to learning styles. Written repetition might prove most effective; visual aids might offer the greatest help in understanding; verbal dialogues/conversations might resonate best. Taking time and trying is the only way to find the happy mix for the best result.

Depending on the session: I would bring or send paper practice sheets with example & practice problems; a textbook, if I have one relevant. Any visual aids previously used or potentially beneficial, again depending on the session/subject discussed.