Second the observations above - 'tutoring' is an art; knowing is Not enough - and family interactions complicate any 'teaching', especially under duress.

I recall a phys. friend remarking how one kid's problem came down to: not really grokking how/why "cross multiplying" worked! Once that was shown - she flew. Well, at least - glided a bit.

So, the first thing a would-be tutor would do is - take 'inventory' of where she is. Then build brilliantly from there. (I can only admire those who have a gift for ferreting out such blocks and moving on from just-There. I forget most of, how-it-was before I understood X; I think I have a lot of company.)



Luck,

Ashton