The Tutor Handbook · Series index
What does the learner need next: a clearer explanation, better practice, a different diagnosis, or less help? The Tutor Handbook follows the decisions a tutor makes before, during and after a lesson. Use this index to find the volume that answers your present question, then return when the question changes.
This index covers Volumes 0001–0052. It links to the published articles without replacing their individual teaching jobs. Volume 0027 is not yet available publicly. The Tutor Classification Model remains the reference for the tutor classes; the Tutorial Class Control Tower explains the wider matching framework.
Choose your question
Which tutoring role fits? · How should lessons and reviews work? · How should practice become performance? · Has progress held, stalled or returned? · What help is needed, and when should it fade? · When should support end or return? · What can we responsibly do and claim?
1. Tutor roles and tutor–student fit
Volumes 0001–0008 examine the different jobs inside tutoring and how those jobs fit the learner. Start here when the question is not simply whether a tutor is good, but what kind of help is needed.
- 0001 · Homework Helper — Task completion and better learning routines.
- 0002 · Explainer — Clarity without replacing the student’s thinking.
- 0003 · Drill Builder — Fluency without mindless repetition.
- 0004 · Diagnostic Tutor — Find the first weak link before adding work.
- 0005 · Route Designer — Put learning in a useful order.
- 0006 · Performance Coach — Reliable output under pressure.
- 0007 · Learning Architect — Connect the learning system without creating dependence.
- 0008 · Tutor–Student Fit — Match the function to the learner’s condition.
2. Lessons, reviews and shared responsibility
Volumes 0009–0016 follow the relationship from the first lesson to the decisions shared by tutor, student and parent. Read them alongside How Teaching Works and the Parents’ Guide.
- 0009 · The First Lesson — Learn about the student before teaching too much.
- 0010 · The Second Lesson — Test the first hypothesis.
- 0011 · The First Month — Build a stable teaching route from repeated evidence.
- 0012 · The First Review — Continue, advance, reclassify or stop.
- 0013 · The Parent Review — Explain progress, uncertainty and the next decision.
- 0014 · The Student Review — Give the learner a voice.
- 0015 · The Learning Contract — Distinguish support from control.
- 0016 · The Handover — End the lesson with a next move the learner can carry.
3. Practice, transfer and examination performance
Volumes 0017–0023 follow evidence beyond the teaching table: return work, fresh attempts, changed questions, mixed sets and full papers. The wider examination route remains Examination Craft.
- 0017 · The Return — Read evidence from outside the lesson.
- 0018 · The Reattempt — Separate recognition, repair and learning.
- 0019 · The Changed Question — Test whether learning travels.
- 0020 · The Mixed Set — Select a method without a topic label.
- 0021 · The Timed Set — Add the clock without confusing speed with learning.
- 0022 · The Full Paper — Read whole-paper performance without losing the weak link.
- 0023 · The Second Full Paper — Check whether the repair survives reintegration.
4. Progress, repair, maintenance and learning history
Volumes 0024–0034 examine what a sequence of performances can reveal—and what it cannot. For the underlying evidence question, see How We Know Learning Has Really Held.
- 0024 · The Trend — Read improvement across several papers.
- 0025 · The Plateau — Distinguish stalled progress from a new bottleneck.
- 0026 · The Breakthrough — Examine a sudden leap without overclaiming.
- 0028 · The Maintenance — Keep a confirmed gain alive.
- 0029 · The Reopening — Decide when maintenance is no longer enough.
- 0030 · The Second Repair — Rebuild without automatically repeating the first intervention.
- 0031 · The New Baseline — Reconsider the learner model after repeated repair.
- 0032 · The Watchlist — Monitor a fragility without centring every lesson on it.
- 0033 · The Retirement — End special monitoring when the evidence supports it.
- 0034 · The Archive — Preserve history without preserving old labels.
5. Diagnosis, support and independence
Volumes 0035–0040 move from competing explanations to proportionate help and independent performance. Begin with How Learning Diagnosis Works or Finding the First Weak Link in Learning for the broader diagnosis route.
- 0035 · The Fresh Look — Reuse history without assuming the same cause.
- 0036 · The Differential — Separate old, new and mixed causes.
- 0037 · The Branch Point — Choose the smallest useful intervention.
- 0038 · The Dose — Calibrate how much help to give.
- 0039 · The Fade — Remove support without sudden collapse.
- 0040 · The Independence Test — Distinguish one unsupported success from stable self-regulation.
6. Release, check-ins and re-entry
Volumes 0041–0046 follow the decisions after routine intervention ends: when to check, when support should return, and how to keep temporary help temporary.
- 0041 · The Release — End routine intervention without ending learning.
- 0042 · The Check-In — Review without rebuilding dependence.
- 0043 · The Re-Entry Gate — Decide whether a new signal justifies intervention.
- 0044 · The Re-Entry Plan — Design the exit from the beginning.
- 0045 · The Re-Entry Review — Continue, change, shrink or end temporary support.
- 0046 · The Stability Window — Hold a route steady long enough to learn from it.
7. Learning budget, scope and evidence
Volumes 0047–0049 examine the limits of time, attention, professional scope and learning claims. Use them when deciding what to attempt, what to coordinate and what the evidence permits you to say.
- 0047 · The Learning Budget — Allocate time, attention and practice.
- 0048 · The Scope Boundary — Know what tuition can and cannot own.
- 0049 · The Learning Claim — Say only what the evidence supports.
8. Decision quality and route changes
Volumes 0050–0052 examine how tutoring decisions are recorded, what a useful intervention may cost, and how a new route can be tested before it becomes normal practice.
- 0050 · The Decision Record — Preserve why the route changed before hindsight rewrites it.
- 0051 · The Intervention Cost — Check whether a helpful fix creates a new learning problem.
- 0052 · The Trial Run — Test a new learning route before making it the new normal.
Return to the wider learning routes
Learning Hall · Education Runtime · How Teaching Works · Learning Diagnosis · Examination Craft · How We Know Learning Has Really Held · Parents’ Guide.
