I believe in lifelong learning and that there is no limit to what a student can do as long as they are willing to put in the work to get there. It is critical that they feel safe, happy, and cared for so that learning can take place.

I would set some initial time aside so that I can get to know the student and the student can get to know me. At that time, I can address any questions and concerns about academics and get the history and background of the child. I can also learn more about his or her learning styles and coping mechanisms to find out where he or she is at so that I can best meet his or her needs. We would then do some initial assessment so I can see what the student already knows. Finally, we would make some doable initial goals, make a plan for getting there, and get started.

I can help a student become an independent learner by making him or her cognizant of strengths and areas for growth. I also can help the student try various strategies to see what works best for their personal situation.

There are several ways to help a student stay motivated. One way is to keep our lessons fun and engaging. Another strategy that I use is to let the child see their own successes so that they are aware that this is working and that progress is being made. Whenever possible, I also like for my students to work on projects so that there is a tangible, fun, hands-on way of learning.

If a student is having difficulty, I would backtrack a bit and see if he or she has mastered the foundation material to be able to do the required level of work being asked of him or her. If the student has the foundation and is still not getting the concept, I would then try other methods of teaching that skill. It could greatly depend on the type of learner the student is (kinesthetic, auditory, visual, etc.).

I would assess the student and find out what his or her true reading level is and start from there. Next, I would select quality reading texts that were at the child's instructional level. We would use many comprehension strategies such as guessing the meanings of new vocabulary words in context, visualization strategies, think alouds, and questioning and discussion strategies. If a child I am working with is on the autistic spectrum, I would use other strategies as well such as "feeling" pictures.

The most successful way to start with a student is to know where he or she is at and then meet the student at that level. From that point, we can then build up the skills and knowledge that the student needs to acquire. I also believe that it's important to have some background knowledge of the student's interests and learning styles so that the learning taking place can be as engaging as possible.

I would approach it in a project-based way so that they have a purpose for practicing a certain skill. Projects can include practicing fractions through cooking, learning geometry through Minecraft, writing a play about history, etc. I also believe that learning should be fun. Games, skill building through singing, and body movement can also be really helpful (especially for students in certain age ranges).

I use a variety of assessments for learning. These can include observations, informal discussions, having the student teach the material back to me, as well as more formal assessments (including quizzes and tests should they be requested). I would also frequently review material and ask review questions to make sure that a student retains what was previously covered.

I find out what a student's current skill level is, and we work our way up from there. I make my students very aware of their own successes so that they can see the proof of their progress for themselves. We celebrate every achievement, including effort.

I evaluate a student's needs by listening and watching a student as he or she discusses needs and then by closely observing a student as she or he works.

I adapt my tutoring to a student's needs by providing activities that cater to their learning style; skill set; interests; and environmental, physical, and emotional needs.

The materials I use during a tutoring session completely depend on the students that I work with. I have brought dish soap, wax paper, sculpting clay, laptop, flashcards, magnetic letters, books, whipped cream, phonics cards, M&M's, and whatever will best help the student I am working with.