The tutor cannot always just sit there and lecture to the student. For example, if the tutor is working with a visual learner on biology material, he could draw a diagram of the different parts of the body, a plant, an atom and so forth. If a student is visually impaired, the tutor could read selections of a novel aloud to her and then engage the student in discussions about the material.
Although the student and tutor should be working as a team, the tutor is in the position to assess the student's progress. The tutor can recommend extra tutoring sessions or speak with an instructor if a great concern for the student's work grows. Furthermore, the tutor can ask the tutor what he feels his personal strengths and weaknesses in the class are, so the sessions can focus on using the strengths to help correct the weaknesses. For example, if a student has excellent grammar skills in English but issues with Spanish grammar, the tutor can advise the student to see if any of those English grammar skills apply to the other language.
The tutor should never do the student's homework, assignments, tests and so forth for her. Therefore, modeling activities should always be done with sample problems. For students struggling with writing an essay, model how to construct a thesis statement and topic sentences by using a different topic. When dealing with scientific equations, the tutor can show the student how to use a particular formula or method and then have the student complete a question by himself.
The student should be the one who comes up with the answers in the tutoring sessions. A student and a tutor might be correcting a paper together and find a sentence full of awkward wording. The tutor should ask the student what he really means by the sentence, as opposed to simply correcting the sentence for the individual. With multiple choice questions, allow the student to complete them first and then go over them together.