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I believe that teachers and students should be able to work together to arrive at the student's goals for academic success. It should be a process in which the student explains the areas of difficulty, and through a series of questions, the teacher gauges the student's understanding of the material. After this is achieved the teacher can help the student navigate through until the student arrives at a conclusion. I find it to be helpful when the material is presented in a relatable way. A parallel story, a familiar situation, a metaphor-- all can help the student develop a connection with the math. Whichever method works, I find it is important for the teacher to do whatever is possible to work within those parameters.

I will speak with the student to get a little background information before we start to tackle whatever difficulties need attending. I want to see where the student is academically, and what information the student DOES know, so we can apply those tools to the problem.

The student and the teacher are both working in their respective roles. The teacher provides the tools necessary for the student to uncover the tools that they already have. The student then has the responsibility to take those tools, and apply them to the situation at hand. They should begin to assess their own abilities, and how much time and effort they need to put in to achieve the desired results.

The learning process is exactly that: a process. It leads to something-- a goal, a sense of accomplishment. Students should understand what they are doing has a purpose. It is not merely learning math for math's sake. It is much more than that. It is an achievement on a quiz or test that has the student filled with pride. It's a promise of a lifelong understanding of the importance mathematics plays on one's life. It's the ability to help someone else, and that person can help another, and so on.

I would not give up hope that some learning can be achieved. There must be something that can be done to find a reasonable compromise. That is something I strive to do. I want to take help the student achieve as much academic success as possible. I know that everyone has different skills levels, and that is perfectly fine. Each student will get as much attention as necessary to reach potential.

As a math person I understand that comprehending the written word is often necessary. If a student is having difficulty in this area, I will differentiate to allow for the material to be presented in a way that works better.

I have found that gauging an understanding of the key points of the student's academic abilities is a good way to start determining how we should proceed. I also want them to know a little about me, about my understanding of math at that academic level. I want to create an understanding and try to relate to the student.

I think the key to this is relate! How is this subjected connected with an idea in which the student has some level of interest, strong interest the ideal in this case. For example, I could present a word problem or a mathematical story that draws from the student's interests.

I would ask the student to provide any notes or things of that nature that have already been provided. I want to be able to find a way to match the tutoring to the way in which the student was taught in school. If that proves to be a hardship for the student, or they learn better another way, I will see to it that we explore that avenue. I will provide plenty of practice problems, finding questions that are rooted in material that is both agreeable and educational.

Confidence has to come from the student. They have to believe that they can achieve their goals. Through this process and with my guidance I will let the students form their own conclusions, arrive at the answers, and from that they can begin to realize they have what it takes to understand this math. Also, the more practice problems and the more they study, the more they will be able to get this material.

I find out what the student's strengths and weaknesses are and then focus on turning the weaknesses into strengths. I would like to be able to give a student a question in the area of difficulty before we begin, and see what comes of the results. Then I have a better idea of what to focus on.

Whenever I've worked with students in the past, I find what works best for them and try to stay on that route until success is achieved. If they need to be walked through more gingerly, I will provide more detailed solutions to problems. If they need a challenge, I will arrange for the difficulty of the questions I ask to increase. Whatever the need is, I will do my best to adapt.

I will provide paper, writing utensils, practice problems, books (if applicable), and some form of a calculator. Whatever else is needed can be added if necessary.