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Overall, good teaching consists of leaving students with more knowledge, more insight, and more tools to take on their future goals. Three main objectives are vital in carrying out this task. First, it is important to challenge the students to think critically and develop higher-order teaching skills that will allow them to see the world in new ways. Second, I believe it is important to help students learn not only the concepts of the topic at hand, but how to apply those concepts to real world situations and how those concepts apply to them in their everyday lives. Finally, it is important to help students foster an interest in the topic, an interest in learning in general, and a personal responsibility for their learning and their work.

I would first try to get to know the student to learn a bit about the student and his/her history with the subject, as well as the student's goals for our sessions. I would want to identify the area(s) within the subject that he or she reports to struggle most with. To do this, I might start with a general assessment or might walk through a homework assignment with the student.

I believe that confidence is built through successful performance. The pressures a student may get in the classroom are absent with me, so the student is left with a place to make many attempts at the subject matter without judgment for errors. During sessions, they will be given feedback that will lead them to trust me in guiding them through the learning and themselves and their own abilities.

Much of what makes a student an independent learner is having the motivation and the resources to seek out information on his/her own. My goal is for all of my students to become independent learners. I try to foster an interest for the subject in my students, while also providing them with those resources and giving them practice using them in our sessions.

Breaking up a task or a subject into mini parts can help a student to stay motivated. With smaller units that a student is tackling one at a time, he or she is able to feel the achievements and the progress of their learning. I think that this can help keep the student motivated to continue on.

I would approach the topic from a different viewpoint and try to relate the concept to something relevant in the student's life.

Getting to know a student and their particular strengths and what they struggle with within the material can help me adapt to each student's needs. With tutoring I really get a chance to develop an individualized approach - I first have to assess what the student needs and wants out of a session and then I create a plan to address student learning goals.

I often refer to the materials a student has for the course since those are the materials that the student is used to and has immediate access to. I also use textbooks, as well as computer programs (such as in statistics). Sometimes (depending on the subject) there are online sources that can be used. Additionally, I use lectures and PowerPoint slides that I have already prepared during my time teaching.

I would dissect passages word by word in order to help the student find the commonalities in language and detect what part of the passages the student is struggling with. We would then be able to target and discuss the readings by their parts.

To begin with, I would listen to what they identify as their goals for each session. I would also evaluate within a session by asking questions and having the student lead me through his or her thought process so that I could evaluate reasoning and identify what areas a student may need more assistance in.

I think there is an aspect of every subject that triggers a bit more interest, however, it varies for each subject and for each student. I would assess to find that aspect for each student. I also have hope that my own excitement for a subject might catch on and I like to talk to students about what makes a particular subject cool or interesting or important and useful.

Listening to determine the student's goals for learning the subject is an important strategy. Some students are looking for help with one particular concept or assignment while other's goals may be an understanding of the body of material. Therefore, understanding the goal that the student has helps me to more efficiently help the student. Another strategy I like to employ is to have the student explain to me his or her understanding of the subject. I have he or she solve the problem and I like to play the role of a guide, leading them to the answer rather than providing it.

My goal is to assess the student by asking him or her questions and by playing devil's advocate in order to get the student to come to a conclusion on his or her own. When one has to reason through a problem, he or she will have a better understanding of it and will likely remember it better than when a solution is provided.