When parents ask me a question like this, I suppose they are trying to figure out if the skills I’m teaching are relevant to help students succeed in their class.
Math is universal, but every student’s journey is unique. I often align my lessons with what students are learning in class as those are the skills students are being asked to tackle. That said, I also have a good sense of what the student already knows, what skills could use some upgrading, and the resources (textbooks, illustrations, exercises) required to get them there.
Basically, I keep the student’s current and upcoming schoolwork in mind, assess the challenges they face in mastering those concepts, and select the most effective materials to help them become confident and capable in their school math.
Math skills are built layer by layer. Students start with basic operations like addition and multiplication, gain an understanding of decimals, fractions, rates, percents, and ratios, learn to apply the above to statistics and geometry, then move on to more complex topics like algebra and calculus. This progression is the same all around the world. As I am from BC, I tend to use local textbooks as a starting point, but I use additional resources that I’ve collected throughout the years.
Every student learns differently, and sometimes they need something more or something different. If a student is ahead in their classwork or struggling with a concept, I adjust the lesson. I might pull out extra worksheets I’ve collected over the years or use tools like Desmos or Polypad to give them a more visual understanding of math.
For my local students, I stay closely aligned with what they’re learning in class. Most of the time, they bring their schoolwork to our sessions, and we work through it together. Since I’ve taught grades 8 through calculus, I know exactly what they’re expected to learn and how their school’s curriculum is structured.
For students outside my area, the approach is just as straightforward. Math concepts don’t change depending on location. If they’re working on a particular topic, I focus on that. If they’re struggling with foundational skills, we take a step back to review the basics until they feel confident enough to move forward.
I like to bring in additional resources to make lessons more engaging and useful. Over the years, I’ve collected plenty of great worksheets and practice problems that I pull out when needed. I also introduce online tools like Desmos and Polypad to show the visual side of math. For example, if a student is struggling with graphing, I use these tools to demonstrate how equations come to life on a graph.
Sometimes, I go beyond math itself. For example, I’ll show students how to use Google Sheets or Excel to analyze data, create budgets, or track trends. These skills not only reinforce math concepts but also help students see how math applies to the real world.
Every student learns differently, and part of my job is recognizing when something isn’t clicking. If I see that a student looks confused, frustrated, or disengaged, I adjust my approach on the spot. Sometimes that means slowing down, using analogies, or explaining the concept in a completely different way. Sometimes it means allowing the student to be honest about what they are thinking.
If a student is missing foundational knowledge, we take the time to fill in those gaps. Math isn’t a straight path. Sometimes students learn concepts outside of tutoring, through their friends, or while working on their own. My role is to meet them where they are and help them keep building, one step at a time.
At the end of the day, my goal is simple. If a student leaves a session knowing more than when they started, that’s a win. Learning math isn’t a perfect process. It’s messy, and it doesn’t always follow a neat, predictable path. That’s why flexibility is so important.
Every student needs something a little different. By adapting to their needs, using a variety of resources, and focusing on their growth, I help them move forward with confidence, whether they’re catching up, keeping up, or getting ahead.
