Every student has their own learning strategy. Many times, society tries to put people (learners) in boxes that are sorted by analytical people and creative people. This sorting process is ineffective in many cases. I know many people who are analytical and creative but just slightly more on the analytical side. I also know many people who are creative and analytical but slightly more on the creative side. Learning should and needs to be tailored per person. My teaching philosophy is if you're not learning, the material is not being taught or approached correctly.

The first session is all about getting what the student needs from me as a tutor. In the first session, I typically ask students what they want to go over and how they want to structure the session. I ask questions about whether or not they want to do concepts first or start practicing and then explaining concepts along the way. I try to accommodate the structure that works best with the student.

Typically, while I'm explaining something and I think the student is capable, I will stop and ask a question that is at the core foundation of the explanation. I will also come back to topics that we've learned in the past to make sure that there is an understanding. Assigning practice problems or encouraging the student to do problems prior to tutoring and getting help on the ones that they do not understand is another way to make sure learning is independent with a little help.

Motivation through excitement. I get very excited when my students have breakthroughs. I make sure to commend the breakthroughs and try to get a smile out of the student. The achievement of a good grade or a learned concept is a wonderful reward. Sometimes the student needs a little encouragement to see it.

Referring to my teaching philosophy: if a student is not learning, then the approach is not right. I will try my best to reteach the concept in a different manner and make a breakthrough with the student.

As we're working through reading a book, paragraph, or sentence, I stop to reevaluate the words that a student has had trouble on. We go over the words and use real world examples to describe the definition. I always find it makes more sense when you relate to something the student has interest in. Paying special attention to the interests of the student allows for a better connection with the real world relations for reading. Teaching in this way will allow the student to also relate reading comprehension to common things in their lives. This leads to better retention as well.

Listening. I cannot stress this enough. When starting to work with a new student, listening to their needs, wants, and current situation is a must. Listening to how they want to structure a session and how they are currently solving problems is key.

Relating the subject to something that they like is the best way to start getting a student engaged. If the student is particularly into basketball but having reading comprehension trouble then reading an article about basketball is a good place to start. If the same student is having trouble with math, basketball scores are the way to go. An example being, if Kobe scored 50 baskets during pre-season, and Wade scored 70 baskets during pre-season, what's the difference in their scores? A problem like this incorporates multiplication (50x2 and 70x2) with subtraction (140-100) as well as understanding math terminology (i.e. difference).

Asking questions. If the student cannot answer the questions that you ask in the beginning of tutoring, reteach the material in a different way. Ask the question again at the end of tutoring in a different manner. If the student can now answer the question, the tutoring session was successful. Assess them. Mini-tests or quizzes are a great way to test analytical and reading skills.

Encouragement. When a student gets a question right that they had previously been getting incorrect. Celebrate! Celebration is not just for birthdays. Praising a student for their understanding of a concept is a great confidence builder. You got it right! Praise is the same reason that teachers use stickers on the student's papers. Acknowledging an understanding or good grade can go a long way to building confidence.

Most needs become apparent after going over the material with the student one time. However, asking the student what they think they need to work on is a good way to assess how confident and comfortable they are with the material, despite their grades or understanding. Evaluation is a combination of going through the material and seeing their weaknesses, asking the student, and seeing the results from their grades or assessments.

If I have a student who is more introverted, then I will ask more questions to encourage answers. If I have a student who is particularly extroverted, then I will assess everything they are saying and make comments on their explanations or reasonings.

Student assignments, online worksheets, and learning tool website's documents and tools.