My approach to teaching is an active one. I engage students in discussions that foster higher level thinking. I believe all children can learn; therefore, I have high expectations for my students. It is always my duty to create an atmosphere that is conducive to learning. I include interesting learning activities into my lessons that grab the attention of the learners and inspire them to learn. I like for the students I encounter to explore meaning, engage in critical thinking, and conduct their own experiences. My ultimate goal is to improve student achievement with a quality of instruction that prepares students to influence the future.

In a typical first session with a student, I would get acquainted with them. We would discuss goals and expectations of both myself and the student. I would be candid with them about how tutoring has been beneficial to me in the past.

I like to come up with little sayings and chants to keep learning exciting. I would also provide constant encouragement.

I would try every method or strategy possible to ensure that a student grasps a skill. I am always willing to go back to the drawing board to find new ways to reach a student.

I like to use strategies such as UNRAVEL U-underline titles, N- now predict the passage, R- read the entire passage, A -are important words circled, V- venture through the passage, E- eliminate wrong answers, L- let the questions be answers to give students a plan and a guide for analyzing passages for comprehension.

Throughout the tutoring session, I would use "checks for understanding." These include a variety of techniques that can be used for informal assessments to let me know if the student is comprehending the content or not. Not every student learns the same way; therefore, when a strategy is not working, I would have to present the information in another way that is more conducive to that student's learning style.

During the gradual release model, the student gains confidence. By the time they are ready to work through a question on their own, they have the assurance that they can master it.

I generally like to see what the student is using in their classroom. I believe in aligning my resources to those as much as possible. However, there is sometimes a need to use extra resources that may not be as aligned to the classroom resources to gain a deeper understanding of the content. During math sessions, I like to use manipulatives (online or actual items). Math is abstract; therefore, students sometimes need to see a visual or touch items to gain a conceptual understanding. I like for the students to create interactive notebooks as a study reference for both reading and math. I also use interactive practice sites and videos as reinforcements and extra practice.

I have found that building a rapport with the student has been the key to successful tutoring/teaching. Once the student feels comfortable with me and understands that my number one goal is for him or her to be successful, the trust relationship is established and the student can be open about his or her struggles and lack of confidence in particular skills throughout the tutoring sessions.

I love to use the gradual release model. I begin with an "I do," in which I model the skill as if I am the student. This process allows the student to see my thought process. Next, we move to a "we do." In this step, the student and I work through the skill. The last step of this model is the "you do." By this time, the student has gained confidence and is ready to attempt the skill on his or her own.