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My teaching philosophy centers around engagement and inquiry focused on the student. Ask them to explain, describe, or puzzle out the material in their own words, and you can often find inroads to deeper understanding, or where more attention/tutoring is needed.

In a typical first session, I will seek to get to know the student. I would like to know their current academic goals and situation, where they feel they need the most help, and what they want from me. I would also like to review textbooks, homework, and other materials together so I understand the teaching aims of their class/school/instructor.

The best way to encourage a student to become an independent learning is to help them find their own enthusiasm and fascination for a given subject. I hope to do this by asking the student what areas of the subject attract them, sharing my own enthusiasm for learning, and helping make challenging areas easier so they can enjoy the breadth of the topic at hand.

If a student if feeling discouraged or frustrated, a number of tactics can be employed. First, give them manageable pieces of work or reviews, so they are accomplishing a set goal. Secondly, always try to engage any aspects of the subject that enthuse or interest the student, while still focusing on overcoming challenges. Finally, help the student learn how to manage breaks or change focus to another problem or work, so they can return to whatever is challenging them with a fresh mind.

I would try multiple ways to engage the same skill or concept. If the traditional or textbook methods are not working, trying visual, physical, or audible types of explanations of the concept may be in order. Asking the student to explain their understanding of the skill or concept may also reveal where the misunderstanding is, and enable us to solve the problem together.

I believe the main concern with addressing reading comprehension is comfort and ease with reading and the material. If the challenge was mechanical (grammar, spelling, slow reading, etc.) I would break those down with the student before asking them to re-read a passage. If the problem was more content or engagement with the material, I would try to find ways to make the reading more exciting and comprehensible to the student.

My two favorite strategies are listening and asking questions. Allowing the student to speak for themselves begins to create trust and sense of agency. I want to understand the needs of the student, and to help them feel the success of taking apart and solving a problem.

I would ask the student if there are any aspects of the subject that appeal to them, especially outside of a particular piece of homework or reading. If they are still frustrated, I might try to share some personal anecdotes about why I think the subject is fun or fascinating. Detaching the subject from the frustration, and then using a hopefully newfound interest, will allow the student to address the problem in a new light.

I would ask a student to explain their reasoning on a handful of sample problems or homework questions. In a language learning setting, I might have small conversations or ask the student to use new words or constructions in a sentence.

You build a student's confidence by setting realistic and obtainable goals and benchmarks, testing and engaging to ensure they understand their progress, and always striving to keep the material fresh and interesting for them.

I would consult with the student, their parents or guardians, and, if needed, their teachers or school administrators. I would also try to do a short evaluation with the student (go over a piece of homework or ask a few 'quiz' questions), and use both of these sets of inputs to make a plan for the student.

I try to understand the learning mode of the student (reading, writing, verbal, physical, etc.), and use teaching and evaluation techniques that fit with that student. I also try to understand the student's subjects or concepts that are particularly challenging, and seek to assist and challenge them in these areas to ensure they are gaining important knowledge.

I typically use pen/pencil, a legal pad, grid paper, and a small whiteboard to illustrate concepts. In certain subjects (like language tutoring), I might use audio or video files to practice listening comprehension or assist in speaking practice.