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Become a better tutor · Module 2: The first lesson

Diagnose before you teach

Two students can get the same score for completely different reasons. Find the reason before you pick the topic.

Written by the Brainhub Editorial Team Cites published research Updated 13 Oct 2026 6 min read

The course unlocks one lesson at a time. You can read this now, but it only counts once you’ve finished Tutor, not teacher.

Key takeaways

1. Score versus cause

Consultants don’t prescribe on day one. They gather evidence, form a view of the real problem, test it, then recommend. A past paper does the same job for a tutor, if you read it properly.[1]

A student on 45% might have big gaps in two topics. Another on 45% might know almost everything but run out of time and skip the long questions. The first needs teaching. The second needs exam technique. Teaching the wrong one wastes weeks.

2. Three piles

Go through the marked paper question by question and put each lost mark in one pile.

Knowledge

They didn’t know the method or the fact. Fix: teach it, then test it again later.

Technique

They knew it but lost marks on working, units, command words or timing. Fix: model answers and mark schemes.

Confidence

Blank answers, crossed-out right answers, giving up on long questions. Fix: small wins and steady exposure.

3. Turn the diagnosis into feedback

A major review of feedback research found that the most useful feedback answers three questions for the learner: where am I going, how am I going, and where to next? Feedback about the task and the process helped most. Praise aimed at the person (“you’re so clever”) helped least.[2]

So when you share the diagnosis, use that shape. “Your target is a grade 6. You’re picking up most method marks, but losing about ten marks on unfinished long questions. Next, we’ll practise those under time.”

4. Make it visible

Write a short diagnostic summary for the family: three strengths, three priorities and the plan. It is often the first thing a parent reads from you, and it shows them you have looked closely at their child, not just set a test.

Then re-test the same skills later. A diagnosis that is never checked again is just an opinion.

Try this: Colour-code your next marked paper: one colour for knowledge, one for technique and one for confidence. The biggest colour is where you start.

Try it now

Test yourself on this page

Answer in your head first, then check.

  1. 1. What are the three piles for lost marks?

  2. 2. What three questions should good feedback answer?

  3. 3. Which kind of feedback helped least in the review?

Your next steps

  • Re-mark one student’s latest paper into the three piles.
  • Write a three-strengths, three-priorities summary for their parent.
  • Book a re-test of the same skills in four weeks.

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Sources

  1. Block, P. (2011). Flawless Consulting: A Guide to Getting Your Expertise Used (3rd edition). San Francisco: Pfeiffer (Wiley). designedlearning.com
  2. Hattie, J. and Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. doi:10.3102/003465430298487

This lesson is general professional guidance for tutors. Always follow Brainhub’s safeguarding policy and use your own professional judgement.