Jennifer Ledwith

Or do you want to show, do you want, would you like for me to show you how I do it?

And that's usually what I do.

Like, usually I don't say, boy, you need to do this, this, this.

Girl, you need to do this, this, this, and this.

I'm not going to do that.

I just start with, because the thing is, by the time my students come to me, they've been in school for, you know, 11 or 12 years.

They've been on this earth 15, 16, 17, 18 years.

They do have some knowledge now.

I don't want to and I want to respect their knowledge.

I want them to know that I honor their knowledge and I will ask them, OK, how do you want to approach this?

Do you want to try it on your own first or do you want me to walk you through my process?

And that and then sometimes even I'll ask, would you like to walk through your process and then have me critique you while you do it?

So I give them options.

I want them to know that I'm listening to them in the back of my mind.

I know, I know the response.

I know what they're going to tell me.

But what I have to do is I have to get them in a space where they feel comfortable enough to be vulnerable enough to open up to me and allow me to give them that help.

Yeah, you can use calculators on percent of the math sections.

Allow the calculator.

Well, no, I'm going to tell you this.