I like to teach with patience above all else, because I think there is nothing more troublesome to a student than frustration. Taking a problem slowly is sometimes the best option to fully developing their understanding of the issue.

I would ask them about themselves, first of all. I would ask them what their hobbies and interests are. Maybe we would be able to connect about something (video games, movies, sports, etc.); that would make our tutoring sessions more fun.

Helping a student is key, but sometimes testing them on whether they can tackle a part of the problem by themselves is a good way to exercise their independence. I will, of course, always be there to come in and help, but sometimes I feel like giving them 10 minutes to go solo on a problem trains their way of thinking this way.

I know that some subjects can be very dull to students, especially mathematics (this sometimes varies depending on the age of the student as well). Sometimes, finding a way to connect something they like or have an easy time remembering is a good way of getting them to learn a subject or topic. Usually for younger students, incentive and reward is commonly implemented (the motivation to finish their math assignment because then they can go out with their friends).

Like my philosophy states, I would always be patient with the student. I would try my best to relate the concept to something they like. This would obviously work differently depending on the age of the student. But, for younger students and older students alike, sometimes making little rhymes or jingles helps them recall the information easier. I learned a lot of mathematical processes this way when I was in school.

Reading struggles can be tedious and time consuming, and like I've stated in my philosophy, patience is a virtue. have them read it out loud (slowly if necessary) and me help them pronounce anything they can't quite wrap their head around.

When starting with a student, one doesn't always know how they function in a stressful situation or how they approach and/or react to the learning process. That's why I think getting to know the student a little bit is very helpful. I would ask them if they know of their academic strengths and weaknesses, and I would also share mine. It makes me more relatable and I feel like they would be more accepting of a scenario in which they were struggling with a concept.

I would check to see if they would be able to re-do the problem we just finished on their own. If they could explain to me how it was done as if I were the student, then they definitely understand the concept.

Initially, hearing from them about what they think might be a "weak" suit of theirs in a subject helps me to know when and where I can provide more assistance. Otherwise, I would assess the situation based on how long it was taking us to get through a specific concept.