Anna

What might you do in a typical first session with a student?

In my first tutoring session, I ask students what they are hoping to get out of these sessions. I want to know what you need so that I can tailor these sessions to meet those needs.

How can you help a student become an independent learner?

I help students by teaching study strategies and critical thinking skills. I also help students to understand HOW they solved a problem so that they can use the process on their own in the future.

What is your teaching philosophy?

It is important for me to get to know every student that I work with and understand how they learn best. Based on this knowledge, I adapt my teaching to fit their learning style and help them find resources that best fit their unique needs. I believe that understanding HOW to answer a question is more important than getting the answer. I challenge my students to become better critical thinkers and to develop skills that will help in all aspects of their education.

If a student has difficulty learning a skill or concept, what would you do?

I would help the student break down the concept into small pieces. We would start from whatever the student does know and build from there. I also try to help the student come with examples or analogies that can help them understand.

What techniques would you use to be sure that a student understands the material?

I ask students to explain the material back to me in their own words. I may come up with similar questions to practice on if they were working on problems or my own questions over the material.

How do you build a student's confidence in a subject?

I help students build on what they already know. I start the lesson with whatever prior knowledge the student has and use this knowledge to guide our lesson. This builds confidence because it helps the student connect to the material and build from what they already know.

How would you help a student stay motivated?

I help students see how much they have already accomplished. It’s easy to think that you haven't made any progress if you don't examine what you have learned.