We always start by getting to know one another. I consider tutoring to be an ongoing, supportive relationship, so I want to know who my students are as people, beyond their academic questions. I also tell students a bit about myself and ask them if they have any questions for me. Usually, we find some common ground and mutual interest. From there, I move on to asking for my student's view on the subject matter or material that he or she is tackling. I try to get to the root of where the issues lie; material, confidence, prior knowledge, etc. Then I propose ideas for approaching the topic, based on what the student has told me and the background information I've received. Finally, we dive in and start working! I always end sessions by summarizing what we've done, leaving time for follow-up questions, and planning for the next session.

It's all about asking the right guiding questions and offering support at critical junctures. I often see tutors explain an entire problem and solution, then ask the student if he or she understands, and inevitably the student will answer "yes" and they will move on. I look for proof of understanding. For example, if a student struggles with a complex math problem, I will encourage her to take a step back and think about what she already knows that helped her get to this point. Then we work through the problem step by step. Another example could be in critical reading. I'll ask the student to read but pause in certain places to ask questions like, "Why do you think that sentence is there?" or "What does that quote reveal about the character?" Over time, students learn to ask those kinds of reflective questions of themselves, once the technique has been modeled for them.

Staying motivated can be really hard, especially when a student is struggling with material and doesn't see an immediate return on his effort. I always point out areas of progress, both short-term and long-term. Goal-setting is also a great way to stay motivated, as long as the goals are incremental and achievable. Finally, I try to help the student find a way to connect to the material so that he feels personally invested in his own learning.

When a skill or concept is particularly dense or difficult, I always break it down into component parts. We look at the origin of the concept, how all the pieces fit together, and how the concept fits into the larger picture. For example, many students tend to struggle with using the subjunctive in Spanish because we don't have an obvious subjunctive tense in English; it's a completely new grammatical idea. So, we break down the concept into grammar (i.e. conjugations) and meaning, after comparing Spanish phrases to their English equivalents. Finally, any skill requires practice, and I make use of practice problems and exercises over time to revisit difficult concepts until the student feels confident.

In my experience, reading comprehension issues often come from not having learned how to read critically or actively. Active reading involves stopping, asking questions, thinking about the implications of the text, reading between the lines, and generally interacting with text. Even in the early years, reading a children's book and stopping to ask questions like, "Why do you think the wolf was able to blow down the house made of straw?" or "What's different about bricks that makes them stand nice and strong?" This technique works for far more difficult texts. For example, I used to struggle with science textbooks, so I made notes in the margins of important vocabulary and drew pictures of life forms being described in words. Active reading, reflective questioning, note taking, and drawing are very effective in helping students comprehend any sort of text.

Questions and praise! I always ask students if they understand a particular explanation; if my style is working for them or if they prefer a different approach based on how they learn best (reading, auditory, moving around if they need a break or refresher). Questions help the student feel more in control of his own learning process, which is essential to becoming a more independent learner. Praise is also essential; I want students to see their own progress and know that I believe in them. So often, by the time I start working with a student, she has lost confidence in her own abilities. We have to build up her confidence in order for the learning to stick and for future efforts to be successful.

They have to find some connection with the material, no matter how slight. It's so easy to lose motivation when one is struggling and feels disconnected from the learning process. We work together to find some relevance to the student's life. I also break down the topic into appropriate steps so that the student feels excited and more confident each time he masters a new step. Feeling successful is an excellent way to get excited and engaged in learning.