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In a typical first session, I will usually sit down with a student (and their parent if they are under 18) and ask what the student expects to get out of the sessions. What goals do they have for our meetings? As well, I ask students to provide a bit of a background on their schooling and the methods they use to study. After that, depending on the subject, I will give a small test to determine the student's strengths and weaknesses. From there, we will work together to develop a schedule and an action plan to achieve those goals.

I will offer internet resources for the student to use in their free time between sources that are engaging and fun. There are quite a few review games that can make learning even the most repetitive information entertaining. As well, I will work with the student on organization skills and time management to develop a daily schedule that incorporates some sort of review or study.

I will not only provide positive feedback, but I will also try to connect what we are studying to the student's own interests and future goals. Students work best when they have a concrete goal to work towards in my opinion, so we will first determine that goal, and then develop a plan with smaller "checkpoints" along the way to that goal.

I typically use the internet, online quizzes and tests, textbooks from the student's school/my personal library, and worksheets that I create based on the student's specific needs.

I believe that, as a teacher, my job is to inspire students to find their own passions and to take ownership of their own learning. I provide an environment for students that is challenging, nurturing, and encouraging. Tutoring sessions are driven by the student's own needs, and I use a collaborative, project-based style that puts the focus on student autonomy with teacher support. I believe that students in today's society must be technologically literate and able to use computers and the internet to continue their own study. Computers are a necessity in today's workforce, but despite the prevalence of social media/smart phones, many students are unable to use vital programs like Microsoft Word or Excel. I believe part of a teacher's job is to teach these skills in addition to their specific content area.

Students who struggle with reading comprehension are often missing fundamental skills in phonics and vocabulary. I work with these students to develop phonics skills in order to sight-read words. We also work on context clues, antonyms, and synonyms to understand unknown or difficult vocabulary words.

I believe that sitting down with a student and creating a contract is the best way to start. Together, we decide what we both want to get out of the sessions, our goals for the sessions, and student/tutor responsibilities. We then will both sign the contract to provide a sense of responsibility and ownership.

Depending on the age of the student, I would try to connect the subject to possible career goals or things that they want to achieve in the future. I would also offer a reward by studying something they enjoyed for a period of time after we covered the subject they were struggling in.

I would have the student attempt to explain the subject to me as if they were the teacher. This way I can check for gaps in understanding. I would also use small quizzes or games that check for comprehension.

While working towards a larger, overall goal, I would set several "checkpoint" goals that would encourage a student's confidence. This way the student can see their own improvement.

There are several diagnostic tests available to evaluate the student's needs. I would use one of these, depending on the situation. I would also ask a student if I could see their past test/quiz scores or homework from their classes in order to see their strengths and weaknesses.

In the first session, the student and teacher should talk about learning styles and needs. This way, I can develop an action plan that serves the student's specific needs.