"I am very proactive about tutoring. The first thing I do is assess the student’s academic strengths and weaknesses, specifically in the class I am tutoring. This assessment should include a learning style inventory. I then develop a working relationship with the student. This relationship is one that mutually supports the desired end product or outcome. This relationship can include getting to know the student’s likes and dislikes as well as to determine his/her self-esteem level, anxiety level, self-efficacy level and locus of control (internal or external). This enables the student and me to feel more comfortable within the tutor–tutee relationship. We are working toward the same end—success in the particular class. This mutuality therefore supports the relationship and simultaneously enhances the learning process.

I also model appropriate learning behavior. This modeling is critical to the learning process. I address the subject matter in a format most conducive to the learning style of the student. I become aware of how the student interacts with his or her academic world through control of self-regulation. I also match my tutoring style with the student's learning style. Learning style refers to the highly individualized ways we take in, process, and organize information. Our preferred learning style is the natural channel we use to learn most quickly, easily, and effectively. I introduce the material in the format best suited to the student learning style and learning is enhanced.

Once the information is provided to the student, I have an opportunity to allow the student to reflect the information back to me. For example, once a section is completed, I may ask the student to provide feedback or instruct me. Using all facets of learning styles, it is beneficial to encourage a student to return tutoring, thereby, learning as they instruct.

I also communicate effectively. Students who are anxious often do not attend to instructions very well. Realizing this, I must convey information through verb" less...