How to choose a private tutor and track progress

Start with a specific difficulty

Instead of “needs maths help”, write down the grade, topic and situation where the difficulty occurs. For example: “grade 6, follows classroom explanations but cannot solve proportion problems independently”. Keep one exercise and a recent piece of work ready. Remove names and other personal details before sharing them with people you have not yet agreed to work with.

Ask the student what feels difficult too. They may need to catch up on a topic, work faster or explore a subject in greater depth. An adult looking for English tuition might want to handle an interview. The more clearly the request describes the practical goal, the easier it is for a tutor to suggest a suitable plan.

What to ask before the first lesson

Ask for an example explanation or learning plan for a similar level, without information about other children. Experience teaching younger pupils does not automatically demonstrate readiness to prepare students for the baccalaureate. Strong personal exam results alone do not show how someone explains. Reviews provide a starting point; a conversation and first lesson help you assess the fit.

What the first session should tell you

Do not judge a lesson only by the number of pages completed. Notice whether the tutor listens, gives the student time to think and investigates mistakes. A student can copy a perfect solution without knowing how to start the next problem. An independent attempt tells you more about understanding than a full notebook.

At the end, ask what the student can already do, where the gap is and how the plan will begin. EEF highlights the connection between tuition, individual needs and classroom content (opens in a new tab). This means choosing tasks that address the identified difficulty rather than endlessly repeating homework.

Compare the same kind of support

Two prices “per lesson” are not equivalent if one session lasts 45 minutes and another 90. Ask whether lessons are individual, how many students join a group, whether materials and marking are included and how the assessment is charged. A small group may suit students with compatible levels and goals; ask how much practice each person gets.

Calculate a realistic monthly budget: session count multiplied by price, plus any separately agreed materials or travel. Check advance payment, cancellation and missed-lesson terms. Before buying a large package, read what happens to unused sessions. A higher price does not guarantee results, and online lessons are not automatically cheaper.

Choose a schedule you can sustain

For online tuition, test the sound and how the student shows work from a notebook. Geometry may need a clearer view of a diagram; conversation practice needs reliable audio. For home lessons, account for travel and prepare a quiet space. Choose the format in which the student can participate actively, considering age and independence.

Agree what short practice remains between lessons and when the student can do it. An overloaded timetable can be difficult to maintain. If there is no time for practice, discuss that before adding more sessions. For a child, ask what a parent can do to help without solving the work for them.

Clarify working arrangements for a minor

NSPCC recommends professional boundaries and agreed family expectations (opens in a new tab). Discuss communication channels and the presence of a responsible adult. These practical principles do not replace the rules applicable in Moldova.

Check the tutor's identity and stated experience before starting. After the first meeting, ask the child whether they felt heard and could ask questions. Agree separately to any recording or public use of images and results. A public request needs only the grade and general area. Share an exact address, the child's name or school documents privately only when necessary.

Write a request that helps tutors respond

Example: “Looking for a maths tutor for grade 6, teaching in Romanian, online or in Chișinău's Râșcani district. Goal: build understanding of fractions and solve problems independently. Available after 17:00 on two weekdays. Please describe the initial assessment, proposed plan, session duration and cost, and rescheduling rules.” Adapt the area and availability to your situation.

At the agreed review point, compare similar tasks and ask the student to explain a solution. If there is no progress, discuss frequency, practice and method, then decide whether to adapt the plan or find another tutor. If you want to teach, read how to start a tutoring service.