The guiding question I always ask myself while teaching is, "How can I support students to face their challenges and fears so they can take on cultural activity that awakens rather than anesthetizes them?"

I might spend some time getting to know the student and having them get to know me. I would set expectations and guidelines for the process and outline how we will proceed. And, I might, time permitting, ask the student to provide a sample of work so that I can get a sense of their current skill level, as well as determine what specific issues need to be addressed.

I do two things to foster independence. The first is to make sure to build academic or learning skills while we practice the more subject specific skills. The second is to build opportunities for metacognition into the learning—reflection, goal-setting, and self-evaluation.

This is specific to the student—there is no one-size-fits-all motivator. Knowing the student, their personal struggles, likes and dislikes, personality, and character shapes the nature and type of motivation. Sometimes, it's as simple as an encouraging word. Sometimes, I might negotiate a deal or offer a reward. Sometimes, having the student reflect on their own growth process facilitates motivation.

Often, difficulty arises from the student trying to grasp too much at once. As such, I would break down a difficult skill or concept into smaller pieces and help the student practice and master the smaller pieces before putting it all together.

Again, this varies depending on the student—some students merely lack motivation and confidence, while others need practice with specific and targeted reading strategies.

In addition to spending some time getting to know the student personally, I have found that having the student set their own goal, and then periodically returning to that goal, facilitates tremendous success.

Again, this is specific to the student. But, in general, I might help the student with what they are struggling with by connecting it to something they are passionate about.

I would use formal and informal assessments to confirm understanding and, ultimately, mastery. Informal assessments might be as simple as having the student explain, in their own words, what they have learned. Formal assessments might be essays, quizzes, or exams.

Again, this varies depending on the student, because low confidence can be caused by many factors. If it is an issue of past failure, we might explore and work to defeat a bad past pattern of thinking. If it is more personal, I might give opportunities for goal-setting and reflection that will demonstrate for the student their own growth.

Depending on the skill or issue being addressed, I might perform a formal or informal pre-assessment of the student's skills or ask for a work sample to evaluate.

I adapt tutoring to the need of the specific student by building strong relationships, using pre-assessments and assessments to evaluate growth and mastery, and letting the student themselves engage in goal-setting.

The materials I would use are dependant on the need, the subject, the skill, and the student. It might be as simple as pen and paper, or as complex as charts, graphs, special websites, craft materials, or even physical tools.