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Choice and control are key issues with adolescent learners. If a tutoring schedule and atmosphere promote collaboration and flexibility, the student gains a voice in determining what, where, when, and how the “work” gets done. Ask the student to discuss his feelings about the tutoring sessions. Are they held at a good time and place? Would he choose to change anything? What does he hope to get out of the tutoring? Some decisions must clearly be yours, like what you can and cannot offer and established start and end times. If you are prompt and dependable, those expectations will also extend to the student. Collaborate with the student to make a calendar of meetings and check that you both have a copy. Clear expectations on both sides will go a long way toward building a relationship based on trust.
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