I believe in developing a stimulating environment where learners go beyond note-taking. Information should be retained and immediately applicable to the real-world. My goal is to teach students to learn on Monday, and apply on Tuesday. I encourage students to probe and push with a curiosity that borders on skepticism, making sure their questions are answered with action. Academia and the real world are often misaligned. My job is to assist students with developing critical thinking strategies to adapt theory to useful practice.

The immediate goal is to establish trust and candor. It is important to make introductions and create common bonds that will lead to a better educational experience.

I believe it takes a village to develop the necessary skills to tackle common and uncommon issues. The key is to actively listen to students, and immerse them with information pertinent to their individual goals. When a student finds his or her passion, there is no stopping them from lifelong learning.

Positive reinforcement and real-life stories help to keep students motivated. My primary method is to illustrate the immediate applicability of what he or she is learning.

It is common for students to encounter learning challenges. When this occurs - and it will - my role is to frame the issues to increase understanding. Ultimately, the formula for academic success is to communicate in terms that the student understands and finds useful.

I had trouble with reading comprehension. Now, I read - and understand - about five books any given month. My job is to bring the words to life. Sounding out, defining, and using words and stories in multiple contexts aid in increasing reading comprehension.

I use every encounter as an opportunity to evaluate, coach and build self-confidence. Everyone learns differently. The objective is to deliver information to the student in the best way they can receive, understand, and use it.

I would begin with a story. When I was in high school, a brand new history teacher began spouting information about carbon-dating. At first, the class thought the lecture was boring. Then, the teacher retrieved an ancient artifact from his backpack and began passing it around the room while he explained how objects' ages are determined. A few minutes into his presentation, the teacher dropped the object. It shattered when it hit the floor. The class fell silent. The teacher then told us that he purchased the "ancient" artifact from a retail store that very morning. His ability to engage the class and get students excited about history was unorthodox. But, it worked. I bring a similar "out-of-the-box" teaching style to the academic arena to encourage students to think, learn, and grow.

Repetition, role-play, and active-listening techniques are strategies I employ to ensure students understand the material.

School subjects can be challenging. A productive way to increase student confidence is to continuously showcase how far the student has come. The student should feel positive about overcoming previous obstacles, and he or she should be rewarded with praise at each level of advanced comprehension.

I begin with learning the depth of a student's understanding of a subject by using probing questions. Afterwards, we work together to build upon what is already known.

Whether the student is a ruler, analyzer relater, or entertainer, he or she needs to receive information in the best format that meets their learning style. After I have identified the student's learning style, I tailor my teaching style to meet their needs for maximum impact.

I use storytelling, images, videos, authoritative sources, and other verbal and nonverbal materials to encourage learning during tutoring sessions.