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In my experience as a tutor, I adjust my lessons by focusing on each student’s individual needs and learning pace. I simplify complex concepts by breaking them into smaller, manageable steps, and I adjust my speaking speed depending on the student’s level.

I also make sure to give students more opportunities to speak by asking open-ended questions and encouraging them to express their ideas. When needed, I balance correction and encouragement so they stay confident while improving.

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Adjusting lessons effectively usually involves shifting the focus from rigid curriculum to the student's specific goals, whether that means prioritizing "situational" practice for professionals or integrating topics like technology and pop culture to maintain engagement. I focus on modifying the delivery by breaking complex concepts into smaller tasks, adapting the pacing based on the student's energy levels, and tailoring the feedback style—balancing immediate corrections with natural conversation—to ensure the student stays confident and motivate

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I adjust my level based on my student's level and I also follow the things I've learned from these materials in order to conduct a great lesson

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making sure to provide the best approach based on my students’ needs. For example, when I have a beginner student, I deliver my instruction very clearly and at a moderate pace. On the other hand, for students who already have a strong command of English, I adjust to their pacing so they won’t get bored and the lesson becomes more interactive. When I’m not sure about a student’s preference, I ask whether they would like me to speak at a normal speed or at my usual pace.

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I always save personal notes on every student.

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I always save personal notes on every student.

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I take specific notes on each of my student's traits as they do their lessons with me. I note the level they're at with descriptions of how they want to learn. For example, if they like to be asked a lot of questions, or if they need more time that usual to explain their ideas.

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Im my experience, I heighten my sensitivity to my students in order to know what they need the most during the lesson so they could learn effectively from me.

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In my experience as a tutor, I’ve learned that lessons work best when they are flexible and centered on the students’ needs rather than strictly following a fixed plan. Not all learners understand concepts at the same pace, so I often adjust my teaching style depending on their level, confidence, and learning preferences.

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I adjust my lessons based on my students. It always depends on their preferences and requests. I also change the speed of the lesson depending on how fast or slow the student learns.

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As an ESL tutor, I adjust my lessons based on my students’ needs and level. I change my pacing, simplify explanations, and focus on topics that are useful for their daily life or work. If a student struggles or feels shy, I give more support and encouragement to help them speak with confidence. Being flexible helps me make each lesson effective and engaging.

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As an ESL tutor, I adjust my lessons based on my students’ needs and level. I change my pacing, simplify explanations, and focus on topics that are useful for their daily life or work. If a student struggles or feels shy, I give more support and encouragement to help them speak with confidence. Being flexible helps me make each lesson effective and engaging.

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Adjusting my Lessons according to the needs of the students. 

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Adjusting my Lessons according to the needs of the students. 

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As a tutor, I’ve learned pretty quickly that one-size-fits-all lessons rarely work, so I adjust my approach a lot. I change the pace depending on the student. Some need to slow down and revisit basics without feeling rushed, while others get bored if we don’t move fast enough. I also vary how I explain concepts. If a student doesn’t connect with a explanation, I’ll switch to real-life examples, visuals, analogies, or step-by-step problem solving.

I adjust based on confidence levels too. For students who are anxious or discouraged, I build in more encouragement, low-stakes practice, and reminders that mistakes are part of learning. With more confident students, I challenge them with harder questions and ask them to explain ideas back to me. I’ve also learned to adapt to learning styles and goals. Some students want deep understanding, others are focused on passing an exam or finishing an assignment, so I tailor lessons to match what success looks like for them. Overall, the biggest adjustment I make is staying flexible and listening closely, because the best lessons usually grow out of what the student actually needs in that moment.

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I always pay attention to my students pace of speaking and the words the vocabulary they use in order to adjust my approach accordingly.

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I mirror my student's pace and English level to match them.

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I just try my best to become the kind of tutor my students would want, and everything else will follow.

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I just try my best to become the kind of tutor my students would want, and everything else will follow.

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It's not that easy since he was really fluent in English because he studied and lived abroad for a long time and just taking lessons to not forget the English language. I almost ran out of questions! There were minimal corrections but it's a good thing that he was able to express himself very well during the class. It came out a fun and interesting lesson.

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I make sure to listen closely to their introductions. In addition to their profiles, this gives me a good idea of how to tailor the session more effectively.

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Initially, I read my student's profile, which will give me an idea of how I should handle the class, and then check the notes from the student's previous tutor. Furthermore, I try my very best to make the class engaging

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First, I read my student's profile and take note of any requests. Second, I try to look at notes other tutors left. Third, during the lesson, I try to build rapport and try to know the student more by listening and remembering what's been said. Lastly, I use my experience in teaching students by matching their needs.

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Constant Assessment and Needs Acknowledgement 

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Constant Assessment and Needs Acknowledgement 

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I've had students with different levels of competencies. With this in mind, I always make sure to assess the first class I have with a student: vocabulary, sentence construction, speaking, and critical thinking. Doing such, it will be easier for me to perform level adjustment.

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I learned to adjust to my students speaking speed.

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I learned to adjust to my students speaking speed.

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I had to adjust by becoming more like a learning chameleon. Each student brings a different color to class with their goals, mood, and learning style, so I adapt my approach to match. Some days I become a storyteller to spark interest, other days a coach who helps them speak with confidence. I have also learned to read the unspoken cues, like when a student needs encouragement or when it is time to challenge them more. These small adjustments make every lesson personal, natural, and meaningful.

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Reading the student profile helps me adjust and prepare for the class. I try my best to utilize the first few minutes in building rapport and gauging the student's speaking pace or level.

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I adjusted my lessons by being a good listener. First, I look at the students’ information to understand their preferences. Second, during the actual lesson, I pay attention to their speaking pace, choice of words, and pronunciation, and I check whether their information matches the actual situation. Having this information allows me to adjust to their level and become more effective in my teaching methods. All it took for me was to have a listening ear.

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I had to adjust by assessing my student's English level then matching my speaking pace to theirs. I also make sure to use simple words in defining words, and teach new expressions/phrases that are relevant to the lesson so they get more out of the topic.

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I had to adjust by assessing my student's English level then matching my speaking pace to theirs. I also make sure to use simple words in defining words, and teach new expressions/phrases that are relevant to the lesson so they get more out of the topic.

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First, I always review the student's profile and tutoring notes of the previous tutor. Next, I really make sure to listen carefully to the student during introduction so I won't miss any detail about their interests and from there I will know what to ask and how to connect with the student. As our conversation naturally progress, that's when I can already assess the student's level and adjust accordingly.

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At the start of a lesson, I make an effort to build rapport with the students. I pay attention to the speed at which they speak and adjust my speech accordingly.

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Firstly, I always try to observe more on the student's speaking pace during the introduction and warm-up questions. Then, I also observe the student's vocabulary to match theirs. The overall mood of the student is also important since I try to adjust that as well.

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Prior to commencing my lessons, I carefully review the student’s profile and examine the tutoring notes provided by previous instructors to gain a clear understanding of the student’s current proficiency level. During the rapport-building stage, I closely observe the student’s speaking pace and adjust my own accordingly to ensure effective communication throughout the lesson.

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Prior to commencing my lessons, I carefully review the student’s profile and examine the tutoring notes provided by previous instructors to gain a clear understanding of the student’s current proficiency level. During the rapport-building stage, I closely observe the student’s speaking pace and adjust my own accordingly to ensure effective communication throughout the lesson.

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In my experience as a tutor, I’ve had to adjust in different ways depending on the student. For example, with pre-teens, I slow down my speaking pace and use TPR to keep them engaged. I also simplify my word choice so they can easily follow the lesson. With teens, I make sure to balance talk time by asking open-ended questions that encourage them to speak more. Sometimes I also rephrase difficult words or provide examples in the chat box to make instructions clearer. These small adjustments help my students feel more comfortable and confident in using English.

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I had to adjust by assessing in the first few minutes or seconds the proper pace or level of vocabulary to use throughout the lesson.

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I had to adjust by assessing in the first few minutes or seconds the proper pace or level of vocabulary to use throughout the lesson.

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In my experience, I try to establish rapport in the first few minutes of the lesson. I try to observe their speaking habits and adjust my pacing accordingly.

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Before starting my lessons, I take time to read the student’s profile and review the tutoring notes from previous tutors to gain an overview of their current level. During rapport-building, I observe the student’s speaking pace and adjust my own to match theirs throughout the lesson.

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Before starting my lessons, I take time to read the student’s profile and review the tutoring notes from previous tutors to gain an overview of their current level. During rapport-building, I observe the student’s speaking pace and adjust my own to match theirs throughout the lesson.

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I adjust my lessons by making things easier to understand, bringing in real-world examples, going faster or slower depending on how the students are doing, and including activities that fit their interests and learning styles.

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I adjust my lessons by simplifying explanations, using real-life examples, slowing down or speeding up depending on the student’s pace, and incorporating activities that match their interests and learning style.

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I have adjusted to my students by adjusting my speed and even the material at times. I have found that sometimes going back a lesson or two is a good way to fill in any holes in their knowledge and build their confidence in their ability to learn.

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In my experience as a tutor, I have adjusted my lessons in several ways to meet the needs of my students. For example, I simplify or expand explanations depending on their language level. With beginners, I use more visuals, gestures, and real-life examples to make concepts clearer, while with advanced learners I focus on accuracy, fluency, and critical thinking. I also adapt the pace of the lesson—slowing down when students need more practice, or moving faster when they are confident. Additionally, I personalize activities based on their interests, such as using news articles, songs, or role-plays that match their goals. Overall, I adjust my lessons to ensure students stay engaged, motivated, and able to apply what they learn in real-life situations.

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In my lessons, I adjusted the lesson based on the material and students within the class. Not only that, but after understanding each class and their learning abilities, I simplify the teaching methods.

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I adjust my lessons based on the student’s level and learning style. I make them easier if needed or more challenging if they’re advanced.

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I adjust my lessons based on the student’s level and learning style. I make them easier if needed or more challenging if they’re advanced.

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In my experience as a tutor, I have learned to use more gestures (TPR) to explain words especially to Pre teen students as this helps them remember and also helps them understand.

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I adjust myself depending on the learner's proficiency. 

# data[].attributes.subject
I adjust myself depending on the learner's proficiency. 

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I adjust my lessons based on the student’s level, pace, and interests, using simpler explanations, added examples, or more engaging activities to keep them motivated and learning effectively.

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In my experience as a tutor, I’ve adjusted my lessons by simplifying instructions. I also slow down or speed up depending on their pace.

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I’ve learned to adjust the way I speak and align my persona with my students. I believe it's much more effective to mirror their tone and energy, especially during free conversation or when discussing daily news articles, as it helps them feel more comfortable and engaged during the lesson.

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I change my pace and use of words depending on the student's level.

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In my experience as a tutor, I've learned to adjust my lessons by:

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In my experience as a tutor, I've learned to adjust my lessons by:

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1. Checking the student's level assessment.

2. Check the lesson notes and materials used in their previous lessons.

3. While building rapport and during introduction, I listen to their tone and speaking pace.

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When tutoring a student, don't be afraid to adjust your speed and engagement as a lesson progresses. If a student appears to easily understand the material in the lesson, challenge them. Talk at a more natural pace and ask follow-up questions.

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During free conversations or news article discussions and if my student cannot understand the questions, I adjust by asking follow up questions or restate the question.

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I adjust by checking my student's profile and past tutoring notes. I also assess their English level in the first few minutes of the lesson. That way, I can tailor the lesson to their needs.

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I adjust by checking my student's profile and past tutoring notes. I also assess their English level in the first few minutes of the lesson. That way, I can tailor the lesson to their needs.

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I adjust based on student's profile and previous tutoring notes. This helps me understand what my student needs. I also observe as we go along the lesson. It is important that you establish rapport because students tend to produce more output when they feel comfortable with their Tutor.

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In my experience as an online ESL tutor, I adjust lessons based on the student’s level, interests, and learning style. I keep lessons engaging. I also speak more slowly or clearly when needed and give extra practice on grammar, vocabulary, or pronunciation depending on what the student needs most.

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In my experience as a tutor, I’ve learned to adjust my lessons based on the student’s level, goals, and personality. Some students enjoy a structured lesson with clear grammar points, while others prefer more casual, conversation-based learning. I try to observe their speaking habits and adjust my pacing, vocabulary, and activities accordingly.

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I always start by checking what they already know—like their grammar, vocabulary, and speaking confidence. If they’re beginners, I use simpler words, speak slowly, and focus more on listening and speaking. For higher levels, I add more conversation, reading, and grammar drills. I also watch their reactions—if they look confused, I slow down or explain in an easier way. I believe it’s important to match the lesson with their pace so they don’t feel overwhelmed.

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I always start by checking what they already know—like their grammar, vocabulary, and speaking confidence. If they’re beginners, I use simpler words, speak slowly, and focus more on listening and speaking. For higher levels, I add more conversation, reading, and grammar drills. I also watch their reactions—if they look confused, I slow down or explain in an easier way. I believe it’s important to match the lesson with their pace so they don’t feel overwhelmed.

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Before the lesson starts, I review the RJ Student Profile, Lesson Request, and Requests of the students for the Tutor.

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Before the lesson starts, I review the RJ Student Profile, Lesson Request, and Requests of the students for the Tutor.

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Additionally, if allowed to build rapport in the introduction, I observe and adjust myself to match the student's energy. Through this process, the student and I will have a harmonious and effective lesson with a positive outcome or experience.

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I've learned to adjust to my students by first building good rapport

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I've learned to adjust to my students by first building good rapport

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I've learned to adjust to my students by first building good rapport, starting with casual conversation to set a comfortable and friendly mood before diving into the lesson. I also make sure to provide feedback at the end of every session to support their learning progress.

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I’ve adjusted my lessons in several ways to suit the unique needs of my students. One of the most important adjustments is matching the lesson to their English proficiency level. For beginners, I use simpler vocabulary and speak slowly and clearly. For advanced learners, I include more complex grammar and example.

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I adjust my lessons by creating a comfortable environment where my students feel heard and supported. I use simple words or definitions, and I make sure to smile and show that I’m genuinely interested in what they have to say.

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I adjust my teaching approach by checking my student's profile and previous tutoring notes.

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I adjust my teaching approach by checking my student's profile and previous tutoring notes.

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I adjust my lesson by checking my student's profile including his/her preference, the curriculum he/she is enrolled, and the requested lesson material. Furthermore, viewing recent tutor feedbacks helps me a lot in anticipating the kind of session I will be having with the student. In that way, I can better prepare and adjust to the students' level.

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I adjust my lesson by checking the previous tutoring notes.

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I adjust my lesson by checking the previous tutoring notes.

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1. Check the previous tutor feedback and materials used in their previous lesson.

2. I skimmed its major correction areas like accuracy, fluency, and phonology. With this, I can imagine what the student looks like and how the student speaks.

3. When doing an introduction, I will let the students introduce and speak for me to be able to catch their pacing.

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I always check the Lesson Request and Requests of the students from the Tutor.

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I always check the Lesson Request and Requests of the students from the Tutor.

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This way, I will have an idea about what to teach and how to build rapport with my new students.

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Firstly, I check the student’s profile and past tutor feedback, use a fun tone, and encourage the student to talk more during the lesson. I also speak slowly and clearly by using simple English and speak at a slower pace. I check understanding often by asking small questions to make sure my students follow. Then I apply "Repeat and review" strategy. I go over important points more than once.

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Review the profile to gain a deeper understanding of the student through the introduction, and then match the student's phase.

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These are the things I do when I meet a new student and how to adjust my skills and approach based on their preference & level of fluency.

1. Check the previous tutor notes for reference. Check the student profile student's preference.

2. Assess the student's ability based on his/her pace-- Adjust speaking pace.

3. Gauge the personality as well for an effective approach and engagement (shy, talkative, proactive, etc)

4. Communicate the lesson well.

5. Provide avenues for the student to shine, learn & execute in the class.

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I always adjust to the students level during the introduction.

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I usually check the student's profile. If I don't get any help from the profile I check previous tutoring notes. Also, I observe how the student speaks or answers my initial questions then I adjust accordingly.

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For students I meet for the first time, I observe their English level during the introduction and I adjust accordingly. During listening activities, if a student asks me to repeat, it gives me further insight into their listening skills, which helps me make appropriate adjustments.

Before the lesson, I also review as many tutoring notes as possible to get an idea of the student's level.

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For first time students, I always have them introduce themselves to have an idea of their confidence in English.

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I always adjust with my student's speaking pace or level and speed of understanding.

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I always check previous tutors notes and student profile before the lesson or I try to ask a few questions like "how are you/ how was your day" to have a bit of idea about student's English level.

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For beginners, I speak slowly, use simple words, and type important things in the chat box. 

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For beginners, I speak slowly, use simple words, and type important things in the chat box. 

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For advanced students, I ask more open-ended questions and teach useful expressions depending on the material being used. I also correct their grammar and pronunciation more carefully.

If the student is shy, I give them more time to speak and encourage them gently. If the student is talkative, I let them lead the conversation and guide them naturally.

Overall, I try to facilitate interactive lesson-- in which they could share their ideas, opinions and thoughts clearly.😊

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I always check the previous tutor's notes, so I know how to properly talk to the student.

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I always check the previous tutor's notes to gauge the student's level and adjust accordingly during our introduction.

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I always check the previous tutor's notes to gauge the student's level and adjust accordingly during our introduction.

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I usually check the Student's profile but regardless I always speak slowly not unless the student requests to speak faster.

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I always check the previous lesson notes. I observe the student's level so I can adjust to her or his pace. I always adjust my teaching style to meet my student's needs.

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I always check the previous lesson notes. I observe the student's level so I can adjust to her or his pace. I always adjust my teaching style to meet my student's needs.

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I had to adjust by checking at their student profile and previous notes from their Tutor's. Then, when we have a class, I asked them a few questions to observe and assess their answers. It will help me adjust my teaching method all throughout the lesson.

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I check the student's profile and previous Tutor's Feedback, and adjust accordingly.

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In my experience as a tutor, I’ve adjusted my lessons in many ways to fit each student’s needs. For example, I simplify explanations when I notice a learner struggling. I also adjust my speaking pace to match their comprehension.

Aside from that, I’ve created personalized review sheets based on recurring errors, changed the lesson flow when students seemed overwhelmed, and even used real-life situations they mentioned (like work tasks or hobbies) to make grammar or vocabulary more relatable. There were times I had to switch from a formal approach to a more casual conversation style just to make the student feel more at ease.

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I checked the Student's Profile and previous tutors' notes before the lesson. Then, while building rapport, I observed the student's level in the first few minutes of our time.

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At the beginning of each class, I initiate a brief conversation with the student. Through small talk and a few thoughtful questions, I’m able to gauge their English proficiency, learning background, and other relevant insights, thus allowing me to administer/facilitate the lesson to their individual needs.

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Building Rapport

I engage in a short conversation at the start of the lesson both to know the students more and adjust to their level and requests. Some students don't like to be corrected and others prefer to be corrected after the lesson. I also adjust my speaking pace based on how the students speak.

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Adapting Lessons with Experience and Empathy

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Adapting Lessons with Experience and Empathy

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With over 10 years of experience as a RareJob tutor, I’ve learned to consistently adjust my lessons based on each student's needs, goals, and learning style. For beginners, I slow down my speech, use simpler vocabulary, and incorporate gestures or visuals to support understanding. For advanced learners, I shift to more natural conversations, offer deeper corrections, and explore real-world topics such as business, travel, or culture. When students are preparing for something specific, like interviews, presentations, or exams. I tailor the lesson flow accordingly, often creating custom exercises or mock scenarios. I also pay close attention to a student’s energy or mood during class; if they’re tired or stressed, I’ll lighten the material or ease into a more relaxed conversation to keep engagement high. Overall, I believe in co-creating the lesson experience balancing structure with flexibility so that each session feels relevant, supportive, and motivating for the student.

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As a tutor, I usually begin where the students are at. Meaning, I will adjust my teaching style in accordance to my students level so the student will not be left behind.

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Adjusting to my learner's needs and level of learning

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Adjusting to my learner's needs and level of learning

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I usually adjust my teaching approach depending on my learner's needs and level :)

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Listen to my student attentively and start assessing my student's English level.

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Listen to my student attentively and start assessing my student's English level.

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I try to ask engaging questions and mirror my student's speaking pace. I should assess my student's level and use words and expressions that match exactly with my student's level.

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In some DNAs, I usually add a few follow-up questions because the student was very active and engaging throughout the lesson resulting to, supposedly finishing the lesson too early. This way I can maximize the time left.

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I regularly assess students’ varying levels of readiness, learning styles, and interests. Based on this, I modify lesson content.

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I adjust my lessons based on each student. If they struggle, I slow down and simplify. If they’re advanced, I challenge them more with deeper topics and conversations.

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I adjusted my lesson by using simple words or looking for synonyms.

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Adjust teaching strategies and style based on the student's interest, prior knowledge and want to know. 

# data[].attributes.subject
Adjust teaching strategies and style based on the student's interest, prior knowledge and want to know. 

# data[].attributes.headline
I often had to adjust to the lessons based on the progress of the student. Sometimes, I have to accelerate a bit more. Sometimes, I have to slow the car down and take it easy.

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I often had to adjust to the lessons based on the progress of the student. Sometimes, I have to accelerate a bit more. Sometimes, I have to slow the car down and take it easy.

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The best thing to do is gauge the student's response to what you are doing. If you find that you have to clarify a lot of your language, use simpler words. If a student seems uninterested or confused, slow down. The reverse is also true. If the student can speak at a quick pace and with a natural rhythm, they are probably at a high level already. In other words, know the student.

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I adjusted my lesson by using simple English and asked questions for comprehension

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I adjusted my lesson by using simple English and asked questions for comprehension

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I use simplified English and speak at a slower pace to support beginner learners.

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I had to adjust by simplifying my explanations, using more real-life examples, and being more patient with my learners' pace.

Some students struggle with grammar or pronunciation, while others need more time to understand reading materials. So, I started incorporating visuals, interactive activities, and even short games to keep them engaged. I also adjusted my speaking speed and always checked for understanding before moving on.

These small changes made a big difference in helping my students feel more confident and comfortable during our lessons. Every learner is unique, so flexibility is key!

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When a students word choice is more advanced than expected, I increased my use of complex words and also paid more attention to the pronounciation of vowel sounds.

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If it's my first time meeting the student, I always start with an introduction then I ask a few follow-up questions regarding himself or herself so that I can assess his or her level and adjust accordingly.

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I adjust my speaking pace depending on the student. I also look at their history and try to adjust accordingly

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I skim through the student's profile especially history and preferences, then I gauge him/her for me to be able to ad just to his/her speakin pace.

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If it's a first-time student with me, I would spend the first few minutes to introduce myself and then ask the student what his/her hobbies/passions are, and his/her reasoning for wanting to learn English. And I would use his/her response to respond accordingly. The idea is to get to know each other better and to relax the person. Because when the student is still stiff or awkward to the new teacher, he/she wouldn't be able to learn as well. And of course, I only have a few minutes to get to know the student so I must use that time wisely, so we have enough time for the lesson.

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Prior to the class, I looked at the student's lesson history on the platform. This gave me information about the student's level, previous classes and preferences. The notes from other teacher's about the student are also a useful source of information. Lastly, during the introduction phase I am also able to gauge the student's level.