How to tutor students

Tutoring is a hugely fulfilling aspect of many academics’ work. But knowing how and where to start, especially with students just beginning their university journey, can be as nerve wracking for a new tutor as it is for their tutees. There’s no single right way to run these sessions, says Matt Rattley, a lecturer and tutor in biochemistry at the University of Oxford, UK. ‘From a tutor’s point of view, the main purpose of a tutorial is to expose student thinking such that it can be addressed and supported appropriately going forwards,’ they explain. ‘We’re there to answer students’ questions and to push them as far as they can go.’

Below, the experts share their advice for planning and delivering supportive tutorials for any student cohort.

Clarify your responsibilities to the department

Some universities give tutors complete freedom to conduct their tutorials as they choose, while others have a more fixed system with timetabled sessions, assigned groups and standard questions. ‘It’s really important to be clear on where your responsibilities lie so you’re not duplicating work or missing something crucial,’ says Kate Harris, a senior lecturer in drug discovery at Newcastle University, UK.

If you’re responsible for logistical details like room booking, consider the specifics of the session you’re running – the size and arrangement of the room you will need, additional equipment like whiteboards or presentation screens, and appropriate access for disabled students. It’s also useful to establish how much flexibility you have over the content and how you teach it, adds Harris. ‘If you’re teaching for someone else, then speak to them about how they do it and make sure you’re aware of the institution’s policies regarding marking, feedback and extra support.’

Plan your questions carefully

A well-designed worksheet should serve students of all abilities – asking some questions which are accessible to weaker candidates, while simultaneously challenging the strongest to think outside of their comfort zone. ‘I tackle mixed abilities by thinking, what key knowledge and skills must my students have about this subject area?’ says Rattley.

They suggest starting with the accessible fundamentals of the topic and slowly building up to probe the exceptions and usual problem areas. The points at which different students get stuck highlights the gaps in their understanding, creating a good road map for the subsequent tutorial session. ‘It’s also no bad thing if there are a few [questions] which are beyond everyone,’ they add. ‘The whole point is to push students as far as we can get them.’

Create a positive environment

‘Tutorials can seem frightening, but as a tutor, you have an amazing opportunity to change the narrative and the environment,’ says Harris. ‘My goal is always to create a space where everybody feels comfortable being wrong, because that’s where the growth happens.’ She suggests framing the sessions around confidence, understanding and skills, rather than fixating on the final answer, and encourages her students to discuss their thought processes in groups to create an informal and relaxed atmosphere.

Regardless of the environment, there will still be some students who feel too shy to speak before the group. ‘A tutor has to take responsibility for giving people the right opportunities and if there are quiet students who would benefit from participating more actively, you need to find a sufficiently delicate way to help them take that step,’ says Rattley. This might involve a gentle nudge after the session, or rearranging the tutor groups to create a better balance of personalities.

Take a balanced approach to feedback

Policies regarding feedback can vary significantly so it’s important to be clear on what is allowed and expected. ‘Sometimes feedback is capped in order to prevent some students getting more than others. It’s a question of fairness,’ explains Harris. ‘If you give support to one student, are you then going to be able to give that same level of support to anyone else that asks?’

Even where there are no restrictions, it’s still useful to set boundaries, both for your own benefit and that of the students. Rather than correcting work and providing the answers, Rattley suggests instead prompting the student with another question. ‘It’s quicker for me as a tutor, and also much more useful for the student,’ they explain. With an appropriate hint, many students can complete incorrect problems in a second attempt.

You also need to be very intentional about the mistakes you highlight, they add. ‘Students’ capacity to fix problems is finite. If you give them a list of absolutely everything they’re doing wrong, you’ll make them feel terrible about themselves and they will not pick up what they really need to focus on.’

Don’t be afraid to ask for help

There’s nothing wrong with running ideas past more experienced colleagues, says Harris. ‘There’s a trick to getting the right questions. I’ve sought advice from senior members of staff and they’ve always brought something new that improves my ideas,’ she says.

The more intimate environment of tutorials can also highlight pastoral issues that fall outside of a tutor’s direct remit. ‘Appropriate and early signposting to the correct official channel is really important to protect both you and them, and make sure that you don’t accidentally find yourself in a situation that you’re not trained to handle,’ Harris explains. The conflict between confidentiality and welfare can make these situations tricky to navigate but if in doubt, always consult with your senior tutor, she urges.