ABSTRACT
When a teacher interacts with a student on a one-to-onebasis, there is inevitably a set of decisions that have to bemade. First, there is a set of plans that have to be generated before the interaction begins: these include decisions about what the tutoring is intended to accomplish, what approach is to be used to accomplish this task, and what tutoring protocol is to be used. Second, there is a set of plans about the lesson content and the issues that will give the most help to this particular student. Then during the tutoring process, there are many more decisions to be made about appropriate ways to ask questions, how to respond to student errors as they occur, and how to help the student remedy suspected misconceptions. Whatever the case, what the expert tutors do is a product of their experience tutoring in this domain.
