5 Evidence-Based Tutoring Strategies Every Tutor in Bangladesh Should Know
Introduction
Tutoring in Bangladesh is booming. Parents see it as essential to exam success, and tutors are in high demand. But here’s the problem: too many tutorials still rely on rote memorisation and last-minute cramming. These strategies may scrape a pass, but they don’t build the confidence, critical thinking, and long-term understanding that students truly need.
The good news? Decades of research in cognitive science and education have identified simple, low-cost strategies that improve learning outcomes. At Evidence Based Teacher Development (EBTD), we’ve built our Foundation Tutor Award and Advanced Tutor Certificate around these methods. Here are five strategies that every tutor in Bangladesh should know — and why the evidence shows they work.
1. Retrieval Practice – Strengthening Memory Through Recall
Instead of re-reading notes or textbooks, students should be prompted to actively recall what they’ve learned. This could be through quizzes, flashcards, oral questioning, or even teaching the material back to the tutor.
Evidence:
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Roediger & Karpicke (2006) found that students who practised recalling information performed up to 50% better on delayed tests than those who simply re-read their notes.
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The “testing effect” is one of the most replicated findings in psychology: the act of recalling strengthens memory far more than passive review.
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In classroom settings, regular low-stakes quizzing has been shown to reduce test anxiety and improve long-term retention.
In your tutoring: Start each session with 5 quick recall questions from the previous lesson — you’ll see students’ confidence grow session by session.
2. Spaced Practice – Learning That Lasts
Bangladeshi tutoring often means long, exhausting sessions right before exams. Yet evidence consistently shows that distributing learning across time is far more effective.
Evidence:
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Cepeda et al. (2006) reviewed over 250 studies and concluded that spaced learning improves long-term retention across all age groups and subjects.
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The EEF Teaching and Learning Toolkit estimates that structured revision spread over weeks rather than crammed in a day can add months of additional progress.
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Bjork & Bjork’s (2011) work on “desirable difficulties” demonstrates that forgetting and then re-learning strengthens memory traces.
In your tutoring: Revisit older topics at regular intervals. For example, in week 5, include quick review questions from week 1.
3. Feedback That Moves Learning Forward
Feedback isn’t about how much you write in a student’s notebook. It’s about making sure your comments guide improvement. The feed-up, feed-back, feed-forward model is simple but powerful:
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Feed-up: Remind students of the goal.
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Feedback: Identify what’s been done well and what needs adjustment.
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Feed-forward: Suggest specific next steps.
Evidence:
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John Hattie’s Visible Learning meta-analysis (2009) places feedback among the top ten influences on achievement, with an average effect size of d = 0.73.
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However, the type of feedback matters: vague praise (“good job”) has little effect, while clear, actionable guidance produces measurable gains.
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Shute (2008) found that formative feedback (given during the learning process) is especially effective for keeping students on track.
In your tutoring: Instead of “Your answer is wrong,” try “Your method is correct up to this point — now check the final step against the diagram.”
4. Metacognition – Teaching Students to Learn How to Learn
Metacognition is helping learners think about their own thinking — planning, monitoring, and evaluating their strategies. Instead of providing answers, tutors guide students to reflect on how they solved a problem and why it worked.
Evidence:
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The EEF Guidance Report on Metacognition (2018) shows that explicitly teaching metacognitive strategies can add an average of 7 months’ progress per year, especially for disadvantaged students.
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Zimmerman & Schunk (2011) demonstrated that self-regulated learners not only perform better academically but also sustain motivation over time.
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Flavell’s foundational work (1979) identified metacognition as one of the key differences between novice and expert learners.
In your tutoring: After solving a maths problem, ask: “What strategy did you use? Why did it work? What would you try if you were stuck next time?”
5. Active Learning Through Questioning and Discussion
Tutoring should not be a one-way lecture. Effective tutors ask probing questions, encourage discussion, and challenge students to explain their reasoning.
Evidence:
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Dylan Wiliam’s research on formative assessment highlights questioning as central to diagnosing misconceptions.
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Rosenshine’s Principles of Instruction (2010) emphasise the importance of “checking for understanding” and using guided practice before independent work.
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Studies on dialogic teaching (Alexander, 2017) show that structured classroom dialogue can improve both reasoning and subject knowledge.
In your tutoring: Replace “Here’s the answer” with “Why do you think that’s the answer? What else could it be?”
Conclusion
Tutoring in Bangladesh doesn’t have to mean rote notes and endless repetition. By applying strategies like retrieval practice, spacing, feedback, metacognition, and active learning, tutors can help students succeed in exams while also building confidence and independence.
These methods are at the core of the EBTD Tutor Training Programme, from the Foundation Tutor Award (BDT 3,000) to the Tutor Leader Diploma (BDT 5,000). With the right training, you can stand out in a crowded market — and become the tutor every parent wants, and every student remembers.
🚀 Take the Next Step
If you’re serious about improving your tutoring practice and building a reputation for quality, don’t stop here. Explore our full Tutor Training Programme, designed specifically for the Bangladeshi context and grounded in global research.
