What is your teaching philosophy?

See one, do one, teach one. When you see how something is done, then you, yourself, can do it. The ability to teach is the true indicator of comprehension.

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

I like to introduce myself and learn a little about my tutee. I feel it is important that a student sees a tutor as human and accepting. When a student feels as if he or she is in a safe environment, then he or she will be more comfortable making mistakes and learning. I would also ask the tutee how he or she learns best: seeing, doing, hearing, or a combination of the three. I would then ask the tutee what their end goal was. Is this short-term tutoring or long-term tutoring? With the remaining time, we would begin on the material.

How can you help a student become an independent learner?

Being an independent learner is a skill set all of its own. The first step in becoming an independent learner is realizing what ways an individual learns best. There are three primary learning styles: visual, auditory, and kinesthetic. Some students will benefit from one style, while most students will benefit from a combination of all of them. If a student is unaware of how he or she learns best, I would advise them to take a host of quizzes online (with parental consent where applicable) to help them better understand. If this did not help, then I would tailor my tutoring style in each of the three ways, and then see which way the student learned best. After a learning style is decided, I would show the tutee how he or she could optimize their time and materials to learn accordingly. I would ask leading questions about subject material. I would then point out that this type of thinking is the beginning of becoming an independent learner.

How would you help a student stay motivated?

Motivation is difficult to find and easily lost. My motivational techniques would differ according to what age group I was working with. For example, an elementary school student may positively respond to positive reinforcements, such as high-fives, pats on the back, and verbal accolades. However, this technique may prove to be futile when dealing with a high school or college student. Something I may do for older students: I would initially have them set a goal. I would draw a bar, and I would make marks at 5, 10, 15....and up to 100%. At the end of each session, I would have them color in how close they feel they are to that goal. Overall, my motivational technique would depend on the individual student.

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

Einstein is quoted as saying that doing something the same way over and over again and expecting a different result is the definition of insanity. If a student is having difficulty learning a skill or concept, it would be to that individual's detriment to keep giving them the information in the same way. If a tutor really understands the material, he or she should be able to find a way to tailor the information so that the tutee will understand. Most often, if a student is not understanding, it is because the teacher is not being clear. If I had a student who was having difficulty learning a skill or concept, I would give them the information in various formats and perspectives. I would ask the student what they DO know. I would also try to pull from previous schemas that the student would have in order to make the information relevant to them. I would also give them extra problems to help solidify what they have learned.

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

I am an avid proponent for see one, do one, teach one. If you can teach someone material, then you know that material. Once I have worked a problem for a student, I have them do one individually with as little help as possible. We talk about what they understand and what they do not understand. We will work through more problems until the student feels confident about that topic. I will then pick a problem and have the student teach me as if he or she is the tutor and I am the tutee. I will ask the tutee all kinds of questions as he or she works through the problem. By teaching the topic, the student will see just how much they know, and hopefully see where they need more help.