I do what I find works for the individual student. For most math concepts, I can usually give 2-4 different methods of explaining how to solve. I tend to be a more visual thinker, so I like to draw out what I am teaching. There are lessons I have some wacky stories with to help learn the process. I utilize mnemonic prompts. I’ve had some kids who     needed kinesthetic movements to remember math processes. This has required phone conversations or emails with teachers to convince them that the kids weren’t cheating or giving other’s answers, it was their process. Sometimes, I will pre-teach part of a lesson to give a foundation for where the subject matter is going, if I think the student needs the visual imagery to grasp the concept. From there, a lot of it tends to fall into place.

Often, a lot of my students have tension in the parent/student relationship around math. My goal is to remove that tension, I want everything math to come to me. I want to hear about homework, anxiety, tests, everything. So to that end, if the child comes to the parent about homework, please ask them to text me. I usually can set them on a good path within a few minutes, talk them off the ledge, or get them settled for the moment with the promise of a more lengthy phone call/facetime in an hour or two. Also, once we get their grades on track, that takes tension out of the relationship too.

I work with students to figure out what the teacher is asking for and needs from the student to grade them well. This is another life skill that my students use after highschool for their educational and professional careers.