My philosophy is that the tutor must plan before the lesson, be flexible and think quickly during the lesson, and reflect on how to improve the lesson afterwards for next time. To understand math, students should observe, question, and access prior knowledge during each lessons. A math tutor should be aware of cultural diversity and students’ particular needs in the classroom. Taking these accommodations into account is of the utmost importance to ensure each student being appropriately challenged. As problems arise during a lesson, tutors need to be able to think quickly. For example, I may need to speed up or slow down the pace of instruction based on feedback from students. Beginning sessions with a “hook” that assesses what the students should know and be able to do, as well as captures their interest, is an excellent way to determine how well students understand a concept and get their attention. After this “opener” to a session, a short time instructing should follow that helps students prepare for a discovery-based lesson. I believe students learn best when they can discover concepts for themselves with minimal guidance. This is also an important time to discuss different routes to solving a problem, as well as how to help students work out their ideas when they are having difficulties.