Tool for the Field: Tutoring Session Protocol and Checklist


This field tool is designed to offer (1) a template for organizing your planning for a tutoring session with one student or a small group of students and (2) a checklist to help you prepare for a tutoring session or to compare your methods of tutoring with recommended methods.

Plan for Tutoring Session


Student(s) to be tutored:
Goal for the session:
Materials needed for the session:
Activities to be used to reach the goal:
Student(s) accomplishments:
Student(s) errors or types of errors:
Recommendations for next session or for classroom instruction:

Checklist for Paraprofessionals Tutoring in Reading

Use the following items to prepare for your next tutoring session or to evaluate yourself by seeing how many of the practices regarded as important to effective tutoring you used in a session tutoring one student or small group of students.

  1. Did I gather materials needed for the session: book or other reading materials that the student is to use; pen or pencil, paper to write notes on, etc.?
  2. Did I greet student pleasantly, using his or her first name, showing that I’m pleased to be working with him or her?
  3. Did I make sure that the student and I could see and hear each other as clearly as possible?
  4. Did I tell the student what the learning goal for the session was and what he or she would be doing to work toward the goal?
  5. Did I hand the student all of the materials needed to begin the learning activity?
  6. Did I explain and give an example of what the student was supposed to do for the activity?
  7. Did I walk the student through the process once or twice to be sure he or she understood what to do?
  8. Did I put easier tasks first, then increase difficulty level as the student became familiar with the process?
  9. Did I attend carefully and encouragingly to student performance?
  10. Did I record learner performance to the extent possible without distracting the student?
  11. Did I help the student correct errors as soon as possible after the student made them?
  12. Did I help the student learn from mistakes?
  13. Did I stay focused on the learning goal and activities and help the student work from the beginning to the end of the session?
  14. Did I build in some success for the student at the very end of the session, going back to easier work, if need be?
  15. Did I end the session by letting the student know I enjoyed working with him or her?
  16. Did I write notes to myself and/or the teacher about student performance and needs for the next session or for classroom instruction?