I believe the most important and useful kinds of learning spring from conversation. I strive to set up a comfortable space where students want to express their opinions because they believe in them and believe the tutor is committed to understanding their perspective.

The first session should accomplish two things. First, the tutor and the student should be able to identify what makes the student’s perspective unique in order to strengthen their approach to each assignment. Second, the tutor and student should identify problem areas that need to be addressed with the students individual learning style.

A student's independence begins with a foundation of confidence. Showing a student where there strengths are and how to rely on those strengths will help them feel more inclined to branch out on their own.

Motivation tends to lessen when a student does not feel a connection between their life and the subject. By broadening a student's cultural horizons they will understand the ways the subject affects their lives and how they can offer something to the subject.

I would begin by bringing the lesson back to a foundation that the student does understand so that she or he regains confidence. Next, I would attack the aspect of the lesson that is causing problems from more than one angle to help the student learn the subject from their unique perspective.

In our world we place such a premium on speed, but often times deep reading and comprehension takes time and patience. I would show the student that it is OK to take their time while working through the subject and prove that this method will help them in the long run.

I have found that finding common ground provides the student with a greater chance to engage with the text. Our sessions will become less about memorizing data and more about sharing experiences.

I would try to show them how an understanding of the subject is beneficial to mastery of something that they are interested in learning and doing. I think students would be surprised how much Math has to offer English and vice versa.

I believe that using dialogue that is formed freely as though it were simply an open conversation teaches the student to use the material in a casual and personal way that demonstrates understanding.

When students understand their strengths and believe they are connecting with the material beyond simple memorization, their confidence grows because an understanding of their abilities also increases.

I evaluate student’s needs through meaningful conversation that takes place outside of the textbook or a teacher's assignments. Here the student presents me with their strengths and weaknesses without the support of classroom structure.

When you identify strengths and weaknesses you can adapt lesson plans that begin with a student's strengths and slowly begin to incorporate their weaknesses.

The tool I rely most heavily upon is the student's imagination. Their imagination will infuse diagrams, texts and other technological devices with more wonder and power than they may have thought they possessed.