That every student has the ability to learn. Teachers and tutors are in place for additional classroom support. Sometimes teachers lack the ability to give continuous one on one assistance. Tutors are beneficial because they can focus on a student and work on their weakness individually as needed.

My first session with a student is geared toward: building a working relationship. Learning as much as I can about them. Understanding what is difficult for them, and why. Finally, how I can best be of assistance.

Once I know a student, I teach them tools to help align them to problem solve independently. I want to see them slow down work until it is mastered. With many subjects, there are patterns in the learning process that lead to the next step-or the next level. Good study, and good work habits will propel my students into independence.

Motivation is always important. I see many students forget why they need to learn certain assignments. When this happens, I listen to them...then, I try to find a real-life example of when that assignment is necessary. In other instances, I have observed interests and hobbies of theirs, and I reward them with breaks, snacks, and anything that might give them extra incentive.

When this happens, I find another approach. I will continue to differentiate instruction until I find what clicks for the student. I never let them feel like there is no hope. If a break is needed, we take a break, and then dive back into a new strategy.

Start with the basics...make sure they understand phonetics, phonemes, and context clues. Teaching reading involves a combination of modeling, guidance, and repetition.

Number one, my students know that I really care. Because they know this, they work harder for me. Again, relationship building is a proven strategy. Also, I have to remind myself to pace the instruction, so if I lose them, I can easily refocus their attention. Organization is a big one. My most organized students tend to be the ones with less missing assignments. I do work with them on staying organized and prioritizing assignments in accordance with due dates.

A lot of their struggle can be attributed to their attitude about their weakness. I help them think positively about how we can turn these moments into strengths. Often, once they master one or two difficult assignments, they realize that they can indeed master challenges.

Chapter reviews are fantastic. I always refer to those when available. If not, I may question them to see what they know.

Lots of positive reinforcement! Encourage their efforts, encourage when they get an answer correct, and don't dwell on mistakes...keep the lesson moving, and keep them smiling.

Through a combination of teacher observations and available data (test scores, etc.). Anything a parent has addressed a concern about. Anything the student has addressed a concern about.

I stay open-minded so that I can gauge where they are at and what they need. If I don't see progress when I expect it, I'll modify anything, from how I form my questions to how I present the material.

Visual cues are important. Anything with a pictorial breakdown of the lesson is great. Examples I use can be in the form of a PowerPoint, the Internet/technology to research relevant subject matter, or a dry erase board to show step by step processes.