First and foremost, never creating a method of teaching that appears mass-produced. Teaching at its best is a personalized experience for each student that challenges and utilizes their strengths, is sensitive to their weaknesses, and is inclusive and relevant to their interests, whatever they may be.

I try to make take concepts slow with a gradual path towards independence. Perhaps I will take the same type of problem, and work through it closely with the student. I may then set up the same type of problem with student but detach myself from the solving of it slightly, and hopefully by the 4th or 5th repetition I can completely leave the problem solving to the student.

Definitely a lot of positive reinforcement. Almost every student has more capabilities than they realize, and I do my best to highlight when a student exceeds my expectation for them, and tell them what it is they did differently that allowed the answer to come so easily to them - perhaps they took their time, didn't overthink a problem, or applied some new mathematical strategy that we'd previously discussed.

I love to relate questions back to the student's interest. This is why I often seek out students with an interest in sports, because sports are so easily transferable to mathematics/statistics, and replacing confusing math terms with familiar terms the student knows from everyday life is far more effective.

I love to utilize the online platform - the drawing feature, graphing feature, and the ability to collaborate with students back and forth. Aside from that, it's usually just the student's notes and classwork, as well as a calculator.

I typically try to gauge the tone and style that a student will be most responsive to, and I try to get a feel for how the student feels about the subject. While a foundation for student learning is trying to be built, I would say I'm more focused on my learning about the student in the first session than the student's learning of the subject - which sets up for a highly beneficial long-term approach.

First and foremost, I try to reinforce that I do not mind the process of helping the student or answering their questions. Students so often worry about judgment from their teachers for not knowing their material, and I find that the most effective way to get them actively asking questions is to reassure them that not knowing how to do something is perfectly okay.

I don't run into this a lot as a math tutor, but I typically just try to make them feel as normal and comfortable as possible, and casually help them as I see appropriate so as not to make a scene.

Creating my own questions, or combining questions with past concepts typically acts as a great way to test comprehension, and the repetition helps build long-term familiarity.

Positive reinforcement all the way! I do all I can to go at a student's individual pace, and when they impress me for what I understand their skill level to be, I let them know it!

Tone of voice, body language, and general questioning is all crucial in figuring what does or doesn't work for a student. Typically, the more 'peer-peer' I get with a student, the more vulnerable they are able to be on their individual needs.