Much of my teaching was based on the belief that 'all students can learn'. Maybe not in the same way, at the same pace, the same amount, with the same instruction, and they may not love to learn (at least not the way I love it), but every student can leave a lesson, a unit, a class knowing more than they did when they entered it. I strive to find out what students' goals are for the tutoring (individual, group, or class), and work to determine a good structure and timeline for achieving those goals. Proof of results are not only for parents or other entities to see how the student has improved or completed a task; it is also imperative for the student as one tangible measure of his/her success. It's not my goal to make students know as much as I do about English; instead, my goal is to help them understand why it is important for them to know some of it. Whether it's syntax or Shakespeare, even the most disinterested or unmotivated student can walk away knowing some ways they will use it.