One of the most valuable aspects of tutoring is the ability to provide immediate and meaningful feedback. Unlike in a traditional classroom setting, where students might have to wait days or even weeks for a response on their work, tutoring offers a unique opportunity to guide students in real time, helping them refine their understanding and build confidence.
Effective feedback goes beyond simply pointing out mistakes, it should be constructive, encouraging, and focussed on growth. Recently, I worked with a student who had been struggling with essay writing. They’d received low marks on previous assignments and felt quite disheartened, believing they just weren’t “good at English.” Instead of merely correcting errors, I focused on highlighting what they were doing well and offering targeted suggestions for improvement.
For example, rather than saying, “Your argument is unclear,” I reframed it as, “You’ve made an interesting point here, but how might we expand on it to make your argument even stronger?” This small shift in approach helped the student view feedback as a tool for improvement rather than criticism. We also worked together revising their work, discussing why certain changes made the writing clearer and more effective.
Feedback is most powerful when it is specific and actionable. Instead of general comments like “Work on your structure,” a more helpful approach would be, “Your introduction sets up your argument nicely, but let’s try make sure each paragraph clearly links back to your thesis.” This kind of targeted guidance helps students understand exactly what they need to do to improve.
Ultimately, feedback in tutoring is about building a student’s confidence and ability to self-correct. By making feedback a positive and interactive process, we can help students develop the skills to assess their own work, take ownership of their learning, and approach challenges with a growth mindset. In the end, good feedback doesn’t just boost academic performance, it empowers students to become more independent and resilient learners.
Isabella Naumovski
