To be confronted repeatedly with the sort of basic errors mentioned by the tutor at the start of this section is clearly a demotivating experience for the tutor. But it should not be forgotten that it is equally demoralizing for the student who has failed yet again to come to terms with the problem and master the correct form or rule. These situations are a challenge to our pedagogical ability. They require a review of how we provide feedback, how we explain the errors students have made. Questions to ask oneself include:

• Are my explanations clear enough?
• Am I raising too many issues/grammar points simultaneously?
• Am I confusing students by not isolating the point of grammar or whatever?
• Am I using metalanguage which students are not sure about?
• Am I using illustrations that are close enough to the original problem? Do they include needlessly difficult (and therefore distracting) vocabulary?
• Can I try to get the student to reflect on why he or she is making the errors? (This may provide a 'handle' or possible approach.)

As the last point suggests, such situations challenge tutors to 'get down to the student's level', to see the problem through the eyes of the student. With weaker students, in particular, this is very difficult for able linguists to do; it is likely to involve some form of one-to-one discussion with a student and, if your university has one, reference to a Language Advisor who can work through with the student the problems he or she is having.