- "These tutors often manage to avoid ever saying explicitly that the student has made an error. Rather, in the face of an incorrect problem step or a mistaken answer to a question, these tutors are likely to pose a question that indirectly implies the existence of some error and, sometimes, the location of that error. Their goal is to prompt students into retracing their own steps and "catching" their own errors, while avoiding the negative motivational consequences of pointing explicitly to mistakes and failures on the part of the students."
- "These top tutors also seem less likely to provide explicit or effusive praise to students, especially praise directed at the person rather than the process of problem solving."
- "It is important to emphasize that these tutors do most often attempt first to elicit these articulations, explanations and generalizations from their students. Only when these tutors are convinced that such less direct tactics have proved insufficient, will they directly provide their own explanations or generalizations to their students.
These quotes were taken from this chapter by Mark Lepper and Maria Woolverton who studied highly effective tutors: The Wisdom of Practice: Lessons Learned from the Study of Highly Effective Tutors (in Improving Academic Achievement: Impact of Psychological Factors on Education (Educational Psychology)).