Albert Einstein said, "I never teach my pupils; I only attempt to provide the conditions in which they can learn." I apply this philosophy to my teachings by maintaining spontaneity and flexibility in my methods. Whilst it is important to prioritise the goals set out by students, the methodology of reaching this goal is dependent on the student’s personal needs and abilities. When I take on a new pupil, I usually like to determine their struggles and their strengths. Doing so can help determine which techniques will produce the most effective outcome. For example, whilst working as an English language tutor, I found younger pupils responded to a more creative approach, whereas young adults required more structured and technical lessons. In a history context I believe this is achievable by continuously applying the knowledge students learn to an essay format. Humanities can especially be frustrating for many students who find the requirements of the exam board to be more subjective. Through constant practise and examples, students then begin to understand the writing technique they need to be successful in an exam context. I, therefore, often structure my lessons around exam board requirements, contextualising this continuously in written examples so students can fully understand what is required of them to do well. In my lessons I try to keep your homework to a minimum because of the huge amount of workload students already take on. Ultimately, my technique is to be adaptable and listen to different the needs of my students.