What is your teaching philosophy?

Teaching is in many ways a candid form of leadership. In this sense, leadership is not to be followed. Rather, teaching is the form of leadership which hands over the reins to the student as often as possible, having done the work of harmonizing with them at the level they are at and showing them by authority, example, and friendly support just how far they can go until they begin to exceed expectations.

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

First things first; identify and target your goals or create some realistic and sensible ones relative to your interests. Gather and create whatever list of study resources, hard copy or electronic (I can help with that) along with means of tracking your progress. I prefer practice examinations and textbook questions, yet some subjects are handled much better by developing dialogue and verbal cross-examination. Then immediately establish parameters for study -- what are the essentials and what to disregard? I would have you familiar with all the major subject headings and write them down yourself. Finally, an overview of one of the established major subject headings with the aim of increasing your verbal fluency (even regarding mathematics in this sense) and an assignment to be completed in advance of the next session in order to set a basis for evaluating your own strengths with regard to self-study.

How can you help a student become an independent learner?

By having the student practice teaching a concept or process to others or myself. Mastery of a subject includes the confidence that comes with defending its assertions or facts in contrast with unexpected or unique points of view or misconceptions.

How would you help a student stay motivated?

In addition to developing a sense of 'the thrill of the hunt,' I would work with the student to develop multiple realistic scenarios in which their efforts map onto real-world applications and advancement in life. Wherever possible, to also relay how something can be of benefit.

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

There are always more basic building blocks common to a student's experience that can be recruited into the learning process. By analogical examination of what is familiar to the student's comprehension in life, we can create a bridge from that to the difficult skill or concept.