Mathematics and Science Tutoring; How I Work Mathematics and science classes measure student success based on ability to solve problems and answer questions on paper, often requiring capacity for analysis, synthesis and original thought. Providing learning support in these areas means first ensuring students understand the material. Often there is a massive disconnect between understanding, which (particularly in math) is passive, and active problem solving. The next part of my job is to help students achieve active problem solving skills as well as develop stronger thinking skills. Therefore, I aspire to: • Create a safe place enabling students to feel comfortable making errors and asking any question. • Listen carefully and specifically; be attentive to individual thought processes. • Impart a sense of beauty and excitement about the subject. • Encourage creative approaches. • Use humor wherever possible and appropriate. • Celebrate success and excellence. • Guide students through all available problems and questions, in writing, until they can do them independently. Start with modeling, then “talking through” and withdrawing support gradually. This often requires writing problems and questions after all available via the course have been completed. These have to be tailored to the teacher’s point of view. • Teach students to hold themselves to the standard “could I do this if I saw it on an assessment?” • Ingrain the impulse to work in writing. • Teach students how to read/use a math or science textbook. This type of reading is unique; it has to be specifically taught. • Customize my approach to the needs of individual students. • Discuss test anxiety and math anxiety; develop strategies and give advice to mitigate. • Enrich and expand when time allows. • Guide and advise students as to studying techniques for assessments.