In no particular order:
Sometimes, it is important to address affective as well as academic needs.
Reinforce the purpose of the writing process and its recursive nature. Let students own the process.
Be willing to say that you don’t have all the answers.
Help students become metacognitively aware of why they are improving.
Some strategies just don’t work. Use the process of elimination to determine which ones do.
Getting to know a student can help the us understand how they interpret what they read.
Catch on to a student’s “lack of buy in.”
Don’t be afraid to contact a tutee’s teacher early in the semester.
Don’t assume that you know or understand an instructor’s definition of good writing.
A tutor can be quiet. Don’t give in to the temptation to “fill the silence” with your own voice.