Meeting a new tutor for the first time can feel slightly daunting, especially when a student is unsure what they will be asked to do or how much Spanish they will be expected to speak. Some students arrive feeling confident and keen to talk, while others worry that they will be tested from the moment the call begins.
My initial consultations are designed to feel relaxed, friendly and useful. Students do not need to prepare anything in advance, and the conversation is adapted to their age, current level and individual circumstances.
We begin with a conversation in English
I normally start by speaking to the student in English. This gives them an opportunity to tell me about their Spanish studies in their own words and helps them settle into the conversation before we use any Spanish.
We may discuss what they are currently studying, the exam board or course they are following, the areas they find most difficult and what they would like to improve. I may also ask about previous results, upcoming assessments and how they currently feel about the subject.
This part of the consultation often provides important information. A student might explain that they understand Spanish when reading but struggle to produce answers independently, that speaking exams make them nervous, or that they know vocabulary but find it difficult to use different tenses accurately. Parents and students are also welcome to raise any particular concerns or priorities during this conversation.
A few simple questions in Spanish
Once the student feels comfortable, I usually move on to a few questions in Spanish. These are deliberately straightforward and are chosen according to the student’s likely level.
A GCSE student, for example, might be asked a couple of familiar questions about school, family or free time. An A-Level or IB student may be invited to give a slightly more developed answer or express a simple opinion. I adjust the questions as we go, depending on how the student responds.
There is no expectation that every answer will be complete or grammatically perfect. If a student needs time to think, asks me to repeat something or does not understand a particular word, that information is useful too. The purpose is to observe how they currently understand and use Spanish in a normal conversation.
What I can learn from a short exchange
Two or three carefully chosen questions can reveal a great deal about a student’s current level. Their answers allow me to observe their comprehension, vocabulary, pronunciation, grammatical control and ability to develop ideas. I can also see whether they rely heavily on memorised language, how confidently they respond and which areas are likely to require the most attention.
Students often know considerably more Spanish than they initially believe. A relaxed conversation gives them space to show what they can do without feeling that they are sitting another school assessment.
In many cases, this short exchange gives me a clear initial picture. If I need a little more information, I may introduce a brief activity or ask a more specific question. This could involve looking at a sentence, discussing a familiar topic or trying a task related to the student’s course. I explain everything clearly and keep the level appropriate throughout.
A calm and pressure-free experience
I want students to leave the consultation feeling that they have been listened to and that the next steps are manageable. For that reason, I keep the atmosphere easy-going and adjust the pace whenever necessary.
Some students are naturally talkative, while others need a little longer to become comfortable with a new tutor. Both responses are completely normal. Years of working with students at different levels have taught me how much information can be gathered through a calm conversation without making someone feel scrutinised.
The consultation also gives the student an opportunity to meet me, experience my way of communicating and decide whether they would feel comfortable working with me regularly. A productive tutoring relationship depends on trust, clear communication and an approach that suits the individual student.
What equipment will the student need?
A laptop or tablet is normally the best option for the consultation and for future lessons. A larger screen makes it easier to talk comfortably while viewing any exercises, examples or documents that I may share through Google Docs.
The online tools I use are straightforward and require no technical knowledge. I provide the necessary links and explain how everything works, so students can concentrate on the lesson itself. I also provide all the learning materials used during our sessions, including exercises, documents and any additional resources needed for independent practice. Students therefore do not need to purchase textbooks or prepare their own materials before the consultation.
What happens after the consultation?
By the end of the conversation, I will usually have a clear idea of the student’s main strengths, the areas requiring further work and the kind of support that would be most helpful.
I can then explain how I would structure the lessons and what our initial priorities might be. Depending on the student, this could include strengthening essential grammar, developing speaking confidence, improving exam technique, expanding vocabulary or working towards a particular grade.
Parents and students can ask any remaining questions about lessons, availability or the practical arrangements. There is no preparation required beforehand. Bringing information about the student’s exam board, current predicted grade or recent schoolwork can be useful, although the consultation can still go ahead without it.
The aim is simple: to understand where the student is now, where they would like to go and how I can help them make steady, meaningful progress in Spanish.
