5. What if I am tutoring and the material is not fresh in my mind?
This happens frequently, both at the beginning of the year after a summer away, and even during the year when you find yourself tutoring many different math courses simultaneously. Here is a good strategy for coping with this situation. First, admit your situation to your student. Then quickly add that you've done this many times before, and that it is sure to "come back" to you quickly. Third - and most important - ask the student to "teach" you what he/she already knows. This role-playing methodology (you don't have to tell the student that this is what you are doing) often empowers the student as they take on the role of teacher. Ask them to teach you the basics of the lesson at hand, showing you examples as you go. Many times this will both refresh your memory enough so that you can successfully re-enter the active tutoring mode, and - in some cases - it may eliminate the need for the tutoring altogether as many students - as with all people - learn best when asked to teach.
If you happen to have a student for whom “teaching” may provoke anxiety, it may be helpful to replace the word “teach” with the word “show” when you are asking for the review of material. On the other hand, some students will really perk up when they have the chance to play the role of the person who is in possession of all the knowledge. Since students vary, this is an assessment that you as tutor will have to make on a case-by-case basis.