One of the most effective strategies in tutoring is also one one of the simplest, which involves getting students to explain concepts in their own words. Although it sounds straightforward, the impact it has on learning is often underestimated.

Many students believe they understand a topic because it feels familiar. They have read their notes, highlighted concepts to remember and followed examples given to them. But familiarity is not the same as mastery. True understanding reveals itself when a student is asked to explain an idea clearly, without relying on notes or prompts.

This is where explaining content back as a method is rather powerful.

When a student teaches a concept, whether it is analysing a quote in English or solving algebraic equations in Maths, students are required to organise their thoughts, identify gaps in their knowledge, and make connections between ideas. If they struggle to explain something simply, it usually means they do not fully understand it yet. That moment of hesitation is incredibly valuable because it shows exactly where learning needs to happen.

In tutoring sessions, this strategy often shifts the dynamic. Instead of the tutor doing most of the talking, the student becomes an active contributing student. They move from passively listening to actively constructing knowledge. Over time, this builds confidence as well as competence in understanding the content.

Importantly, explaining does not need to be perfect. In fact, mistakes are part of the process and are a good way to learn. When students attempt to articulate their thinking and get something wrong, it creates an opportunity for clarification and deeper understanding. It also normalises the idea that learning is a process, not a performance.

This technique can easily be applied outside of tutoring during the week. Students can explain concepts out loud to themselves, teach a friend or even a family member. The method remains the same, if you can teach it then you understand it.

Overall, in an environment where students typically take on passive study habits, explaining content back stands out because it requires engagement. In particular, it turns knowledge into something active, flexible and truly understood for students.

Annie Bulkeley