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SOC 25-3041
Tutors provide academic tutoring to individuals or small groups, supporting course learning and exam preparation. They need to explain knowledge accurately, listen to the learner's reasoning, adjust prompts, and record progress; the learner's age, the course, and the organization determine the applicable regulation and practitioner requirements.
Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((75+25+50)/3+0.5)=50; fermatmind-ai-impact-v1; 2026-10-18.
Observe whether the person can explain knowledge accurately, hear the reasoning behind an error, give prompts that do not over-answer for the learner, and record actual evidence of their work. Subject knowledge, teaching patience, scheduling, and compliance conditions need to be considered together.This occupation corresponds to O*NET25-3041.00 and provides individual or small-group academic tutoring that supports formal courses or exam preparation. School classroom teaching, adult basic education, self-improvement courses, and university teaching assistants should be compared by their different duties.
This is editorial career exploration, not a teaching qualification, an organizational permit, or an assessment of real teaching results. One simulated exercise cannot prove long-term learning progress, and it cannot replace employer training or actual position review.
What is worth exploring is helping a learner understand a specific problem, not just producing the right answer for them. Observe whether you can listen to their reasoning, verify the teaching materials, design prompts, and accept that teaching plans need repeated revision.Positive signals are a willingness to verify answers, let learners state their reasoning, adjust questions based on feedback, and admit what they have not yet mastered. Progress records are specific, the language is respectful, and the person is willing to maintain the confidentiality boundaries of learning materials.
Tutors provide academic support to individuals or small groups, assisting with formal courses or exam preparation. The work includes verifying objectives, preparing materials, listening to explanations, providing prompts, checking independent work, and recording progress; the course, learner, and actual organization determine the working conditions and applicable requirements.
One-on-one misconception tutoring and small-group review support share knowledge verification, questioning, feedback, and recording. The following flow is an editorial summary, not a uniform curriculum or a standard that guarantees learning results.
Career direction comparison
First compare the learners, teaching objectives, actual outputs, and scope of responsibility. In the table below, two entries are task directions within this occupation and four are adjacent occupations with their own O*NET codes; do not assume identical qualifications just because all of them teach.
| Career direction | Core work and outputs | Key difference | Which choice fits better |
|---|---|---|---|
| One-on-one misconception tutoring | Adjust prompts, practice, and follow-up support around one learner's specific work and explanation. | A task direction within this occupation that focuses more on individual comprehension difficulties; it is not a separate occupation code or a uniform entry level. | First complete the adult L01 fraction exercise, showing how to revise the teaching assumption based on F1 feedback. |
| Small-group review and learning support |
AI effects on the occupation
Tools can be studied for assisting with generating questions, practice, or records, but humans still need to verify the knowledge, learning objectives, and material permissions. The specific math tutoring experiment provides learning result evidence and cannot yield a nationwide adoption rate or a date for teacher replacement. AI Impact Score 50% is an editorial estimate. Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((75+25+50)/3+0.5)=50; fermatmind-ai-impact-v1; 2026-10-18.The three tasks, ratings and sources are listed in the FermatMind method source record on this page.
FermatMind AI Impact Score estimation method v1
FermatMind / 费马测试 · 2026-10-18
Mainland China salary reference
Chinese wage basis
Historical campus notices and the national gap
Insufficient evidence: a nationally comparable wage distribution for tutors in China has not been obtained. The National Bureau of Statistics 2025 urban unit data are published by broad industry categories and do not list this occupation separately, and they exclude the self-employed and freelance workers; the two historical campus samples cannot represent the whole country either.
Historical notice from the Shanghai Jiao Tong University School of Computer Science dated 2025-12-18: tutoring pay of 110 yuan per hour, limited to the school's student talent pool and subject to review; guaranteed hours, tax treatment, and annual income are not disclosed and cannot be annualized.
US salary reference
The 2025 US median wage for this occupation is 43350 US dollars per year and 20.84 US dollars per hour, from the BLS2025 national wages listed by O*NET. Both units are statistical values, not an individual's annual take-home income or a Chinese tutoring quote.
| Wage position | Annual / hourly wage statistics | Personal income boundaries | How to understand it |
|---|---|---|---|
| P10 | 29430 US dollars per year; 14.15 US dollars per hour | Not a starting salary or a minimum wage | P10 is 29430 US dollars per year and 14.15 US dollars per hour, describing a lower percentile of US employee wages; it is not an entry level, a starting base pay, or a minimum guarantee. |
| Median P50 | 43350 US dollars per year; 20.84 US dollars per hour | Does not guarantee an individual's paid hours all year |
Career fit guide
Look first at accurate knowledge, listening and questioning, feedback revisions, and material boundaries, then verify real qualifications and scheduling. Many personalities can tutor; assessments only help with questions and are not used to filter for a so-called single teacher personality.Use the adult L01 paper exercise to compare the three versions of the plan, the simulated results on two problems, and unresolved difficulties; this only explores interest and the preparation process, and does not rate talent or diagnose.
Worth experiencing further： The O*NET interest code for this occupation is a single S, Social, reflecting a teaching, helping, and communication orientation; it is not a hiring standard or a personality conclusion about any individual tutor.
Check the real conditions first： One failed application or a learner still answering incorrectly cannot be used to judge your personal worth wholesale. Record the teaching steps you can improve separately from position identity, qualifications, and scheduling conditions.
Do a small experience first： Complete the adult L01 exercise, point out which assumption F1 changed and what F2 removed while keeping what, then explain why 1 of the two exit problems is correct and 1 is wrong.
Work pressure, risks, and occupational boundaries
Mainly verify the accuracy of knowledge and prompts, student rights, material scope, training compliance, and pay conditions. The exploration on this page uses only adult fictional materials; real work requires separately verifying the organization, course, and learner group.
Chinese regulation and organizational practitioner rules each state their applicable scope, NIST provides a general tool risk framework, and the wage and campus samples only support their own pay disclosures; the controls below are editorial verification suggestions.
Typical scenario：Uploading named homework, grades, or chats to an external tool, or putting them directly in a portfolio.
Main positions：Tutors, organizations, and authorized responsible persons
Possible consequences：Identities and learning information may leak; one tutoring conversation is not public authorization.
Entry, certificates, and career development
To enter the field, first verify subject knowledge, listening, and feedback, then verify the real learner group, course, organization, and jurisdiction. You can start with the adult fictional paper exercise on this page; a complete work sample does not replace practitioner conditions or real teaching assessment.
Career prospects and pivoting to related occupations
To judge prospects, first distinguish the US occupational projection, teaching technology research, and Chinese historical campus recruitment. None of the three scopes can directly give an individual's probability of getting tutoring work.Pivoting to an adjacent teaching occupation requires verifying the new objective's course and responsibilities and separately verifying qualifications and actual recruitment; a shared interest in teaching does not automatically earn an appointment.
United States · The exact occupation projection for 25-3041 Tutors
-0.2%
Employment change for this occupation
The US 2025—2035 employment projection for this occupation is -0.2%, the OOH shows 0% as a whole number, and the annual average of 34200 openings includes replacements; this does not mean 34200 new positions each year.
The US projection for this occupation is not a Chinese employment probability, and the official displayed values are rounded; the overall change cannot be attributed to AI alone.
Provide academic support to individuals or small groups, verifying objectives, preparing examples and practice, listening to explanations, checking independent work, and recording progress. A correct answer is only part of the output and does not equal the learner's long-term mastery.
Adult basic education, elementary teaching, self-improvement courses, and university teaching assistants each have their own learners, course objectives, and responsibilities. Compare the real outputs and entry conditions, and do not merge duties just because all of them teach.
Choose a real task from this page for a small practice project or a conversation with someone in the field. Use the planning guides to set a date, an output and feedback questions before deciding whether to continue.
First verify the learner's age, course content, organization, and local rules. Out-of-school academic tutoring for minors involves approval and practitioner requirements; using the names “tutoring”, one-on-one, or after-school care does not automatically exempt you from regulation.Caution signals are doing the homework for the learner, explaining errors with humiliation or labels, promising a guaranteed score increase, or ignoring rules for tutoring minors. When comparing income, also ask clearly about paid teaching hours, preparation, cancellation, and settlement conditions.
Use the fictional adult L01 fraction problem from the entry module to complete the first version, the F1 misconception feedback, and the F2 time-reduced revision. Use paper and pencil or offline documents only; do not recruit real students, charge fees, record other people, or diagnose learning disabilities from this.Compare the changes across the three versions of the plan, questions, and prompts, check the simulated results on two independent exit problems, and then state what still needs practice. Use a verifiable process to judge whether the person is willing to keep doing teaching support.
Explanations, practice, and progress records for the difficulty being understood this time
Group activity materials, individual understanding records, and review arrangements
The identity for this occupation is tutors, O*NET25-3041.00, providing academic learning support to individuals or small groups. Elementary school teachers, adult basic education teachers, self-improvement course teachers, and university teaching assistants each have their own scope of duties and are not interchangeable just because all of them teach. One-on-one tutoring can more easily adjust prompts around an individual's errors, while groups must balance shared objectives with differences in participation. Both should verify knowledge, let learners work independently, and record real evidence; whether Chinese out-of-school tutoring regulation applies must be verified by the learner group and the actual content.
| Dimension | Main direction | Comparison direction |
|---|---|---|
| Core purpose | Provide subject support for one learner's difficulty in understanding, helping them explain their reasoning and gradually complete tasks independently. | Organize review around shared course objectives while identifying each learner's understanding and follow-up needs. |
| Main subject and basis | Course objectives, teaching materials, one learner's work and explanation, time, and the confirmed teaching arrangement. | Course materials, group members' starting levels, shared difficulties, participation conditions, and the activity scope set by the person in charge. |
| Core process | Listen and verify the misconception, choose examples, questions, and prompts, gradually withdraw support, then check understanding with independent work. | Explain objectives, organize discussion and practice, allocate participation opportunities, check understanding individually, and adjust follow-up support. |
| Main outputs | Tutoring plans, practice targeting the misconception, feedback on the work, and specific progress records. | Group review materials, activity records, individual question lists, and follow-up arrangements. |
| Responsible party | The tutor is responsible for accurate knowledge and feedback and for respecting task and material boundaries; teachers or the organization are responsible for curriculum, assessment, and management according to the actual division of work. A tutor cannot diagnose learning disabilities on their own or promise admission. | The tutor organizes activities and records differences in understanding, and the program lead confirms the curriculum arrangement; group average performance cannot replace evidence of each individual's mastery. |
| How to coordinate | Confirm with the learner whether you understand their reasoning, clarify with specific questions, and report unresolved points to the applicable teacher or person in charge. | Coordinate the discussion order and practice time, avoid focusing only on the most vocal participants, and refer cases that need extra support according to the program's arrangements. |
| Delivery boundaries | Providing prompts and explanations does not mean submitting homework, taking exams, or completing tasks for the learner that they should do themselves. | One review session does not guarantee that everyone has mastered the material, and it does not replace formal courses, legal practitioner requirements, or long-term learning assessment. |
Check the teaching materials and existing work, listen to the learner's explanation, and clarify the objective for this time and the causes that remain unknown.
Choose materials that fit the objective and starting level, verify answers and difficulty, and avoid content with unclear copyright or unsuited to the grade level.
Use questions, examples, and feedback to support understanding, gradually withdraw support, and protect independent work and academic integrity.
Support learning strategies such as reading, note-taking, review, and exam preparation, and adjust the plan with objectives and feedback.
Record the problems, the work, and what still needs practice, communicate with the applicable teacher, parent, or person in charge, and do not promise a guaranteed score increase.
Arrange tutoring times, coordinate with the relevant people, and store and share learning materials within lawful limits.
Judgments must be grounded in course objectives, the learner's explanation, and independent work. Below is the editorially designed work self-check; when qualifications, fees, and material handling are involved, the actual jurisdiction, organization, and authorization must also be verified.
The editorial suggestion is to listen to the explanation first, then verify the knowledge and objectives, choose examples and prompts, and arrange independent work. An error may have many causes, so keep asking rather than attaching labels such as careless, lazy, or learning disability.
Work inputs include course objectives, teaching materials, existing work, the learner's explanation, available time, and the teaching arrangement. First confirm what is to be understood this time, and distinguish an observed error from an unproven cause of the error.
Individual tutoring can adjust its pace to one learner's reasoning, while small-group tutoring requires attention to different starting levels, participation opportunities, and time allocation at the same time. Online and offline conditions differ, and platform, material, and communication permissions must be verified separately.
| Organize discussion and practice around shared course objectives, and record understanding and follow-up needs separately. |
| A task direction within this occupation that must account for differences in participation; group average performance cannot replace evidence of individual understanding. |
| Try designing a division of work and independent checks for the same objective; a real classroom requires carrying this out according to the organization's arrangements and qualifications. |
| Adult basic education, adult secondary education, English as a second language | Adult basic education, adult secondary education, and teaching English as a second language, helping adults or out-of-school youth develop basic academic and language skills. | The adjacent occupation 25-3011.00 teaches basic education, language, or equivalency courses to adults and others; tutoring in this occupation mainly supports existing courses and exam preparation. | If you would rather design ongoing basic education courses, verify the target position's curriculum, appointment, and adult teaching requirements separately. |
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| Elementary school teachers | Classroom teaching of the elementary curriculum, arranging instruction and learning assessment, and carrying school position duties. | The adjacent occupation 25-2021.00 carries out elementary classroom teaching; tutoring experience does not automatically convert into school appointment qualifications. | If you like classroom teaching and ongoing curriculum responsibility, verify school recruitment, teaching qualifications, and practicum requirements, then produce the corresponding teaching materials. |
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| Self-improvement course teachers | Teaching non-degree courses aimed at personal interest and self-improvement; whether an actual course involves Chinese non-academic tutoring must be verified separately. | The adjacent occupation 25-3021.00 focuses on leisure and self-improvement, usually not for the purpose of earning a degree or occupational qualification; the Chinese training category must be judged by the actual course content. | If you care more about interest-based courses, choose specific content and verify professional capability and teaching rules, rather than judging permits by the job title alone. |
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| University teaching assistants | Assisting with teaching support tasks such as material preparation, discussion, exams, and grading under the guidance of a university instructor. | The adjacent occupation 25-9044.00 assists university instructors with teaching support, with the work constrained by course and supervision arrangements, and does not automatically become an independent course leader. | If you care more about university teaching collaboration, verify student status, course background, and school conditions; a campus peer tutoring sample also does not automatically equal a teaching assistant position. |
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If you like helping individuals untangle misconceptions, start with the paper tutoring exercise on this page; if you prefer ongoing classroom or basic education courses, verify elementary or adult education positions instead. Interest courses and university teaching assistants also have their own real tasks and entry conditions.
After choosing a direction, use that direction's specific teaching outputs to verify your interest and foundation, then verify the learner group, organizational requirements, and real recruitment conditions.
Editorial ratings use the existing occupational responsibilities and AI task analysis on this page. They are not adoption rates, measured effects, job-disappearance or personal-unemployment probabilities, or official scores from Stanford or another external institution. No measured time weights or future robot deployment are assumed.
Task exposure means that some preparation, explanation, or recording steps can be supported by tools, which does not mean the entire tutoring position is replaced. This page has no nationally comparable exposure score for this occupation, and an employment loss probability cannot be calculated from the number of tasks.
Real adoption requires organizational or usage survey evidence. Tool access in the specific Tutor CoPilot experiment is not a nationwide adoption rate; this page has no nationally comparable adoption rate for this occupation in China, and prevalence cannot be inferred from software features.
Employment effects require distinguishing replacement, demand, service scale, and other factors. The US BLS projection for this occupation discusses how AI may reduce some demand, but the overall projection is not an independent AI contribution and cannot be extrapolated directly to a layoff rate in China.
| Work direction | Task | Candidate uses and evidence boundaries | Human control points |
|---|---|---|---|
| Material preparation | Choosing explanatory examples and practice | Tools can draft multiple examples, which is a candidate use; quality and time savings were not tested on this page. | Humans verify the problem statement, answers, difficulty, and copyright, and keep the version that fits the course. |
| Misconception identification | Listening to the learner's explanation | Tools can suggest follow-up questions, but they cannot determine the cause or a learning disability from one error. | Listen to the person's reasoning first, record evidence and unknowns, and avoid labels and diagnoses. |
| Teaching questions | Giving prompts rather than answering for the learner | The CoPilot study supports human-machine tutoring strategies in a specific setting; it does not mean automatic prompts work for every problem. | Verify that prompts match the starting level, gradually withdraw support, and check independent work. |
| Small-group review | Organizing participation and practice | Draft materials can support discussion preparation; this is an editorial analysis, not a nationwide group effectiveness experiment. | Distribute participation opportunities, check understanding individually, and avoid looking only at the vocal participants. |
| Progress records | Organizing problems and work | Tools can organize records that are permitted as input; summaries may omit or misstate things. | Check item by item against the problems and the original work, and distinguish what was observed from what was inferred. |
| Follow-up plan | Adjusting objectives based on feedback | A draft can list practice suggestions, but one correct answer does not mean long-term mastery. | Choose tasks based on the specific misconception and follow-up evidence, and do not promise a score increase or admission. |
| Material communication | Reporting to the applicable responsible person | A draft can help with wording, but it does not automatically grant permission to share materials or upload them to external services. | Share within lawful limits and organizational rules, and restrict identity information and real student materials. |
Below are the task definition, the specific experiment, US future demand, and the general risk framework. Each source answers a different question; improved learning results and a projection of reduced demand for some services can coexist and do not substitute for each other.
One-on-one prompts, group materials, and progress records have different tool uses. The following is an editorial task analysis; applicability must be verified against the learner's starting level, the organization, material permissions, and independent work arrangements.
What AI mainly changesCandidate uses are follow-up questions and draft examples; no time-saving test was done on this page.
Still a human responsibilityVerify knowledge, listen to the person's explanation, adjust prompts, and protect independent work.
What AI mainly changesCandidate uses are drafts of activities and tiered practice; one output cannot cover every starting level.
Still a human responsibilityVerify differences in participation, individual understanding, and the actual course arrangement.
What AI mainly changesA candidate use is organizing approved materials; real program identity and training conditions must still be met.
Still a human responsibilityVerify enrollment and capability requirements, the material scope, and the program lead's arrangements.
To judge human-machine division of work, first verify the teaching objective, content accuracy, the learner's explanation, and the material scope. Generated prompts can be a reference for the tutor, but they cannot judge the level of understanding, protect rights, or confirm compliance conditions on the tutor's behalf.
State the course, subject, objectives, and materials; first verify whether the real organization permits it.
Independently verify answers and examples, check difficulty and grade level, and do not trust an output that claims to be correct.
Let the learner explain and complete it independently, and record actual evidence and what remains unknown.
Adjust the plan based on understanding and feedback, and refer to the course lead or a professional when necessary.
Note the material source, human revisions, and sharing scope, and do not disclose student identities or fabricate results.
The learner may learn an incorrect rule.
Control method:Work it out independently, verify the teaching materials and the problem statement, and do not use an erroneous draft.
The prompt difficulty does not match the starting level and hinders understanding.
Control method:First verify the learner's existing knowledge, try revising the prompt, and observe independent explanation.
The homework gets finished without understanding, and academic integrity may be harmed.
Control method:Control the degree of prompting, and preserve the learner's own reasoning and independent exit problems.
Learning records or identities are improperly uploaded and made public.
Control method:Use only fictional or approved minimal materials, and comply with organizational and applicable protection requirements.
Claiming that one correct answer or an experiment's result guarantees a score increase, admission, or replacement.
Control method:Distinguish simulation from real testing and learning results from employment, and do not invent causal claims or nationwide percentages.
Start with the adult fictional paper problem and verify answers and feedback independently; there is no need to buy software or recruit students.
Verify practitioner conditions with the real organization, and show knowledge, questioning, revisions, and material boundaries.
Choose one approved small use, record the original draft, the human verification, and specific failures, then decide whether to keep using it.
Clarify course quality, material permissions, and review responsibility, and do not judge results by output volume alone.
Drafting materials, suggesting questions, and organizing records can serve as candidate uses; actual teaching must be adjusted to the course and the learner. O*NET only supports task identity and does not prove that tools are already widely used or can complete teaching independently.
Source:O*NET Tutors 25-3041.00Original material ↗
The Tutor CoPilot v2 study examines specific online math tutoring in the United States, randomly giving tutors tool access, with both groups receiving human tutoring; the probability of mastering the after-session problems rose by 4 percentage points overall, and this is not whole-course achievement or a Chinese effect.
Source:Tutor CoPilot: randomized experiment on human-machine collaborative tutoring, v2Original material ↗
It does not follow. BLS discusses how digitizing practice and test resources may reduce some demand, and Tutor CoPilot studies assistance within human tutoring. Neither type of evidence can directly determine a specific organization's layoffs, an individual's charges, or employment effects in China.
Source:BLS OOH TutorsOriginal material ↗
Insufficient evidence: there is still no national AI adoption rate, comparable time saving, or independent AI employment causal figure for this occupation in China. Learning results, tool adoption, and employment effects are different subjects, and a 4 percentage point learning result or an overall employment projection cannot be used to fill them in.
Source:BLS EMP occupational projection and characteristics: 25-3041Original material ↗
First work it out independently and verify the teaching materials, the meaning of the problem, and its difficulty, then check whether the prompt over-answers. The fraction problem reference on this page uses paper-based human verification only; no AI was called for testing, and the simulated example is not written up as a real tool trial.
Source:NIST AI Risk Management Framework 1.0Original material ↗
This page's editorial suggestion is that the tutor confirms objectives, listens to the learner's explanation, decides prompts and follow-up support, and protects materials and academic integrity. Tool suggestions do not automatically acquire the authority of a teacher, organization, or formal assessor.
Source:O*NET Tutors 25-3041.00Original material ↗
First verify subject knowledge and the course, practice listening, questioning, and accurate feedback, then learn tool review within what the actual organization permits. Show your judgment with original or approved materials, and avoid treating one set of prompts as the whole of your teaching ability.
Source:BLS OOH TutorsOriginal material ↗
First be able to verify knowledge, design questions, and check work independently, then learn to review tool drafts under real organizational rules. Not knowing a particular piece of software does not automatically remove teaching qualifications, and using a tool does not automatically prove teaching competence.
Historical recruitment for Peer Tutors at the Shenzhen Technology University Writing Center in 2024—2025: eligible students may apply for work-study and receive a monthly payment, with the amount undisclosed; it cannot be assumed that every tutor is paid, nor can the other school's hourly rate be applied.
Historical notice status
| Program and scope | Fee and disclosure status | Applicable conditions and gaps |
|---|---|---|
| Shanghai Jiao Tong University School of Computer Science academic tutoring talent pool | 110 yuan per hour; enrollment and course grade restrictions | The Shanghai Jiao Tong University sample is aimed at undergraduate, master's, and doctoral students in the school, requires an overall grade above 90 in the course to be tutored, and lists an hourly rate without guaranteeing assignments; it is not a community part-time job open to anyone. |
| Shenzhen Technology University Peer Tutor | May apply for work-study; amount not disclosed | The Shenzhen Technology University sample is aimed at 2022/2023 cohort Peer Tutors and requires evidence of writing ability and a training assessment, with at least one slot of no less than 2 hours each week; work-study eligibility and the amount must be verified separately. |
| Verifying specific pay | Preparation, cancellation, settlement, and guaranteed paid hours verified separately | Comparing quotes also requires verifying whether preparation, training, cancellations, and settlement are paid. Conditions not disclosed in the notice cannot be filled in as confirmed benefits, after-tax income, or annual teaching hours. |
| National wages for this occupation in China | Insufficient evidence; the two campus samples cannot be used to estimate it | The two historical campus programs are not a national probability sample. Without coverage, comparable paid hours, and an income distribution, no national median or uniform high-low pay threshold can be given for this occupation. |
The Shanghai Jiao Tong University notice dated 2025-12-18 lists no closing date, and whether recruitment continues now has not been verified. The Shenzhen Technology University item is historical recruitment for a 2024—2025 program. Neither is treated as a verified current opening, and undisclosed guaranteed hours and tax treatment remain unknown.
When discussing pay, first verify the course, the learner group, qualifications, and organizational conditions, then verify the pay unit, whether preparation and training are paid, cancelled sessions, payment, and costs. The hourly teaching fee, the price the student pays, and your own net income are not the same quantity.
Total receipts from self-employed services must also separate costs, taxes, and actual paid time; this page does not assume uniform teaching hours, commissions, or a fixed number of working weeks per year. Whether it is lawful to run actual tutoring also cannot be decided by a quote.
A higher hourly rate does not mean tutoring assignments will continue. Record confirmed teaching hours, preparation, and payment separately from unknown arrangements; calendar time or scheduling requirements cannot be used to infer guaranteed paid hours.
Technological change cannot be converted directly into a pay cut for this occupation in China. Tutor CoPilot tests learning results in a specific US math tutoring setting, and BLS discusses US future demand mechanisms; neither provides Chinese individual hourly fee changes, a national adoption rate, or an independent AI employment causal estimate. Specific pay still requires verifying the course, real paid arrangements, and the contract.
| The median sits in the middle of the statistical distribution; it is not an average wage, a starting salary, an after-tax amount, or a guarantee of paid hours all year. |
| P90 | 75990 US dollars per year; 36.53 US dollars per hour | Not a seniority or hiring level | P90 is 75990 US dollars per year and 36.53 US dollars per hour, a high percentile of US wages; it does not mean someone will certainly reach it, and it does not guarantee paid work throughout the year. |
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Pay · P10：29430 US dollars per year; 14.15 US dollars per hour；A 2025 US national percentile, not an entry level.
Pay · P25：35000 US dollars per year; 16.83 US dollars per hour；The BLS2025 national P25 listed by O*NET, not interpolated from other percentiles.
Pay · P50 median：43350 US dollars per year; 20.84 US dollars per hour；The middle position of the 2025 US national distribution.
Pay · P75：54860 US dollars per year; 26.38 US dollars per hour；The BLS2025 national P75 listed by O*NET, not a seniority level.
Pay · P90：75990 US dollars per year; 36.53 US dollars per hour；A high percentile does not guarantee an individual's paid hours.
OEWS typically forms statistical annual wages on the basis of 2080 standard hours, and this page keeps the official annual and hourly values; this statistical conversion must not be taken as an individual's actual paid time. Part-time work, preparation, and cancelled sessions affect personal income.
OEWS wages exclude the self-employed, business owners, and private household employees. The fact that occupational tasks can take place in homes does not mean tutors hired directly by private households are included in the wage survey; the populations for the employment projection and the wage statistics also differ.
A percentile describes a wage distribution; it is not years of experience, course difficulty, or a job level. Regions, organizations, tasks, and paid arrangements differ, so personal pay must be verified against the specific agreement.
First confirm teaching hours, preparation and training, cancellations, payment, and costs, then compare amounts on a consistent unit. Statistical annual wages, employer hourly teaching fees, student payments, and your own net income cannot be mixed.
| Industry | Median annual wage / coverage status | How to understand it |
|---|---|---|
| Primary and secondary schools; local government | 49380 US dollars per year | 49380 US dollars per year, covering tutors in this occupation in the local government elementary and secondary school industry, not the wages of all elementary school teachers. |
| Educational support services; private | 43070 US dollars per year | 43070 US dollars per year, covering tutors in this occupation in the private educational support services industry, not a specific employer's current hiring offer. |
| Other schools and instruction; private | 41490 US dollars per year | 41490 US dollars per year, covering tutors in this occupation in the private other schools and instruction industry, and it does not cover all self-employed tutoring income. |
| The self-employed and private household employees (coverage note) | Not included in OEWS | The wage survey excludes the self-employed; this row explains the coverage gap and is not included in an industry wage ranking. Private household employees are also excluded, and the values for the first three industries cannot be used to infer them. |
Most US tutors work part time, and schedules may change with the school year, exams, evenings, or weekends. To compare a specific opportunity, verify the actual paid hours, preparation, and cancellation rules, and do not look only at the price of one hour.
Course content, preparation and feedback work, training, and material use must be verified per the actual position. Whether an employer's quote covers this labor is a different question from the statistical annual wage.
Location, commuting, online conditions, and schedules affect personal choices. An industry median is only a grouped statistic and is not enough on its own to decide which workplace suits you better.
EMP25-3041； the employment population differs from the wage survey.
The exact EMP figure is -0.2%, and the OOH shows 0% as a whole number； it is not a personal probability.
34200 includes replacements for career changes and retirements and is not a net increase.
Does being Social S mean you are certainly suited?
O*NET lists S interest for this occupation, which only indicates an occupational interest orientation; an individual still needs to verify knowledge, teaching, and real conditions.
Do not use it this way:Treat interest as an exploration lead, not a type as a fixed destiny.
Understand my occupational interestsMust you be very outgoing or score extremely high on some trait?
This page has no uniform personality threshold for this occupation. Observe behavior through preparation, listening, and accurate recording, and do not infer teaching results from a personality label.
Do not use it this way:After receiving F1, confirm the difficulty first and then revise the prompt; the F2 time reduction still needs to keep the independent check. Whether feedback is acted on is easier to observe than self-declared patience.
Understand my Big Five traitsIs only one MBTI type suited to tutoring?
There is no evidence on this page supporting a single type; specific knowledge, teaching arrangements, and feedback are more direct.
Do not use it this way:Do not use type to exclude yourself or to replace verifying qualifications.
Understand my personality preferencesCan type show whether someone is patient or responsible?
A type description cannot replace observable teaching behavior; record specific questions, feedback, and revisions.
Do not use it this way:Do not give a personality or career fit score based on one simulation.
Understand my motivation leadsIs there a uniform IQ threshold?
This page has no uniform IQ threshold for this occupation. Course knowledge, reasoning, and explanation can be verified with actual problems and cannot be settled by an IQ label.
Do not use it this way:Seek appropriate training when support is needed, and do not diagnose learning disabilities on your own.
Understand my cognitive performanceDoes being good at comforting people mean being good at tutoring?
Supportive language helps, but accurate knowledge, appropriate prompts, and evidence of independent understanding are also needed.
Do not use it this way:Small-group support must balance different starting levels and ways of participating; being quiet does not mean not understanding, and being outgoing does not mean being able to teach. Use independent work and explanation to check understanding.
Understand my communication leadsBetter match:Can ask about the specific reasoning and revise prompts based on feedback.
Note:Avoid determining a cause from one error or answering directly for the learner.
Better match:Willing to distribute participation opportunities and check understanding one by one.
Note:Avoid treating the most active participant or the group average as the whole result.
Better match:Willing to keep preparing adult basic or language courses, and to understand different learning histories.
Note:Adjacent occupations require separately verifying the curriculum and appointment conditions; tutoring interest is not a substitute.
View related occupations:Adult basic education, adult secondary education, English as a second languageBetter match:Willing to organize classroom courses and take on ongoing teaching responsibility.
Note:School qualifications, curriculum, and practicum conditions must be verified against the real recruitment notice.
View related occupations:Elementary school teachersBetter match:Likes specific interest content and can arrange activities and feedback for others.
Note:The actual course category, professional capability, and applicable rules still need verification.
View related occupations:Self-improvement course teachersBetter match:Likes preparing materials, supporting discussion, or supporting assessment under an instructor's guidance.
Note:Teaching assistant tasks depend on course supervision and do not automatically carry independent course authority.
View related occupations:University teaching assistantsIt requires understanding the problem statement, the objective, and how the knowledge fits together, not just memorizing answers. This page can show whether the person can explain the common unit for the same whole, work it out correctly, and check the learner's independent explanation.
The specific revision process can be observed: F1 asks to turn to the common-unit difficulty, and F2 reduces time on the F1 version while keeping the objective and the independent exit problems. Understand the feedback first, then point out the changes and the reasons.
Separate the knowledge, questioning, or preparation that can be improved from real position identity, qualifications, and scheduling conditions. Keep the specific feedback and the next step, and do not reject your personal worth wholesale because of one rejection or a missed problem in a simulation.
That is a starting point, and you also need to verify knowledge, listen to the learner's reasoning, and design prompts. Use the paper tasks on this page to observe preparation and the revision process; no teaching result is promised.
This page has no extroversion threshold. Listening, clear expression, and respect for feedback can be observed through specific tasks, and personality labels are not used in place of evidence.
This page has no appearance threshold for this occupation. Course knowledge, accurate explanation, materials, and practitioner conditions are more direct; specific employer requirements must be checked for legality and the real position.
Verify teaching hours, preparation and training, cancellations, and settlement. The US pattern of mostly part-time work with evening and weekend hours is only context, and specific Chinese positions cannot be inferred from it.
Use only the adult fictional L01 and pen and paper to complete the first version, F1, F2, and the explanation of the simulated exit problems; do not recruit students, charge fees, or use real student materials.
No. The assessment questions on this page only help you examine your interests and behavior; they do not establish a relationship between scores and hiring, and they do not replace qualifications and course ability.
State one teaching step you can keep practicing and one real condition still to be verified, then choose a real course or position; verify time, cost, and qualifications separately.
Reducing risk：Learning records include work, progress, and identity information. The editorial suggestion is to store and share them only within lawful limits, and not to use real student materials in public work samples or upload them to AI without permission.
Basis：NIST AI Risk Management Framework 1.0
Typical scenario：Responding to errors with humiliation, discrimination, corporal punishment, or an inappropriate relationship.
Main positions：Tutors and organizational leads
Possible consequences：It harms learner rights and may violate applicable organizational practitioner rules; it must be handled through the chain of responsibility.
Reducing risk：Feedback must respect the learner, and humiliation, discrimination, or corporal punishment must not be used to address errors. Chinese rules for organizational practitioners set out student rights requirements; the specific applicable subjects and organizations are verified separately.
Basis：Ministry of Education Order No. 53: Interim Measures for Administrative Penalties for Out-of-School Tutoring
Typical scenario：Seeing only the hourly fee without verifying preparation, cancellations, payment, and guaranteed hours.
Main positions：Job seekers, the actual employer, or the program lead
Possible consequences：Income may be overestimated; a quote limited to campus status also cannot represent the full-time community market.
Reducing risk：An hourly teaching fee is not annual income. When preparation, training, cancellations, and guaranteed hours are unknown, verify the conditions first, and do not treat one school's historical hourly rate as stable market income.
Basis：Shanghai Jiao Tong University School of Computer Science academic tutoring talent pool recruitment
Typical scenario：Running unapproved out-of-school academic tutoring for minors under the names of tutoring, one-on-one, or after-school care.
Main positions：Organizations, practitioners, and the applicable competent department
Possible consequences：A name does not exempt you from regulation; verify the real learner group, course, organization, and qualifications, and do not use an adult simulation as permission to recruit students.
Reducing risk：Tutoring for minors requires verifying the course category, organizational approval, and practitioner requirements. Operating under names such as tutoring, one-on-one, or live-in teacher does not mean exemption from regulation.
Basis：Ministry of Education Order No. 53: Interim Measures for Administrative Penalties for Out-of-School Tutoring
Typical scenario：Using an erroneous or grade-inappropriate AI prompt, submitting homework directly for the learner, or diagnosing from a single error.
Main positions：Tutors, learners, and course leads
Possible consequences：This may create misconceptions, harm integrity, and misjudge learning needs; answers and the learner's own understanding must be verified independently.
Reducing risk：Answers, the problem statement, and difficulty all need human verification. One error cannot directly diagnose a learning disability, and a tool draft cannot replace the learner's independent work.
Basis：Tutor CoPilot: randomized experiment on human-machine collaborative tutoring, v2 · NIST AI Risk Management Framework 1.0
Typical scenario：F1 requires changing the assumption, and the F2 time reduction still needs checking; real feedback or a rejection may affect confidence.
Main positions：Explorers, tutors, and course leads
Possible consequences：Understand the improvable part of your ability, the actual position conditions, and your personal worth separately, and do not reject everything based on one result.
Reducing risk：Locate the feedback in the objective, the problem, or the prompt, and keep the version and the next step. Not being hired, or still missing one problem, does not mean you have no value; seek the course lead or appropriate professional support when needed.
Basis：BLS OOH Tutors · Shanghai Jiao Tong University School of Computer Science academic tutoring talent pool recruitment
| Entry directions | What you mainly do at the start | Employer requirements and the basis for observation | How to prove ability without experience | Difference from other directions |
|---|---|---|---|---|
| Exploring one-on-one misconception tutoring | Verify the objective, the work, and the explanation, and design prompts and an independent check. | Editorial observation: knowledge is accurate and the revision responds to the specific misconception; real organizational qualifications are verified separately. | Complete the adult L01 first version, the F1 plan, and the F2 plan, and label the material as simulated. | A task practice entry point for this occupation, not a hiring level or permission to recruit students. |
| Exploring small-group review support | Arrange discussion, practice, and individual understanding checks for the shared objective. | Editorial observation: participation opportunities and different starting levels are accommodated, and not only average performance is recorded. | Write a group division of work and independent exit problems for the same objective on this page, without recruiting real students. | It places more weight on organization and differences in understanding; the real position depends on the organization and course. |
| Preparing for campus peer tutoring |
The school's enrollment status and the grade in the course to be tutored are specific historical conditions; they are not generalized into a uniform education requirement for this occupation.
Use the three versions of the L01 plan and the answers to each problem to show accurate knowledge, the response to the F1 misconception, and the trade-offs of F2; there was no actual teaching trial.
E3 states that this page is original, the paper draft is the author's own, the adult learner is fictional, nothing was recorded, and there are no third-party materials; do not fabricate authorization.
The historical Shenzhen Technology University Peer Tutor role has writing evidence and training assessment requirements. The real schedule, identity, pay, and material arrangements are verified separately.
A 20-minute first version, a 20-minute version revised around the F1 misconception, and a twelve-minute version built on F1 and F2; each stage lists the time, the question, the expected answer, the prompt, and the objective.
Explain 1/2+1/3=5/6 and 2/3+1/6=5/6, with independent exit problems 1/4+1/2=3/4 and 2/3+1/6=5/6; do not treat prompted answers as independent results.
E3: original fiction for this page, the author's own paper draft, nothing recorded, and no third-party materials, used for career exploration only; real materials require separate verification of permissions.
The simulated exit results in the prompt are one correct and one wrong, and practice in converting different denominators is still needed; state what the two rounds of feedback changed, and do not write up real teaching results or a score increase guarantee.
| Situation | What to check | How to observe | What cannot be inferred from this |
|---|---|---|---|
| Before preparing | Verify the course, the learner, the organization, and material permissions; education, qualifications, and approval are verified separately. | Materials and identity correspond truthfully to the real requirements, and unknown conditions are kept pending verification. | Being well prepared does not mean obtaining a practitioner qualification, training permission, or a job. |
| Receiving teaching feedback | Restate the difficulty, revise the question, example, or prompt, and keep both versions. | On this page, F1 shifts from repeating the rule to explaining the common unit, and F2 keeps the objective and the independent check. | A paper revision cannot prove real learning results; it is not a uniform employer test. |
| Agreeing on cooperation |
| Qualification / preparation item | Who it mainly suits | Realistic role in job seeking | Whether it is a universal entry requirement | Application / processing conditions | Investment considerations | Important limitations |
|---|---|---|---|---|---|---|
| US entry education for this occupation | For readers learning about US occupational statistics | The BLS typical figure is some college but no degree, and actual employers may differ. | A US statistical classification, not a uniform Chinese threshold. | Verify conditions with the real employer, course, and learner group. | Verify the course and feedback quality, and do not invent uniform training costs. | Typical experience and on-the-job training are classified as none, which does not mean no knowledge or pre-job preparation is needed. |
| Teaching and research conditions in Chinese academic-subject institutions |
The fictional L01 is a 19-year-old university learner whose goal this time is to understand the common unit for different denominators and fraction addition. Existing work: 1/2+1/3=2/5. Here only the wrong method is known, not the cause, and no diagnosis can be made.
First 20-minute version for reference: ①4 minutes asking “what unit do the two denominators represent?”; expect to hear the learner's own explanation, and since the cause is unknown, feedback restates first without labels. ②6 minutes asking “when the same whole is in six equal parts, how many parts are in one half and in one third?”; expect 3/6 and 2/6, and check that they add to 5/6; if wrong, return to the same whole. ③6 minutes asking “how do you write 2/3 in sixths, and then add 1/6?”; expect 4/6+1/6=5/6, gradually withdrawing prompts. ④4 minutes for the learner to do two exit problems independently with no prompts; expect Q1 to be 3/4 and Q2 to be 5/6, verify each problem in feedback, and do not declare long-term mastery. 4+6+6+4=20.
F1: L01 says “I can add with the same denominator, but I am stuck on converting different denominators to the same unit”. Revise the 20-minute version from the first draft: ①4 minutes asking “are you stuck at the step of converting units?”; expect confirmation or further explanation, and verify the difficulty first. ②6 minutes asking “why can one half and one third not be combined directly, and how many sixths is each?”; expect that the units differ, and 3/6 and 2/6; the feedback checks the same whole. ③6 minutes asking “how many 1/6 are in 2/3?”; expect 4, then add 1 more to get 5/6; if wrong, return to the common unit, and if right, withdraw the prompt. ④4 minutes for the same two exit problems done independently, expecting 3/4 and 5/6, verified problem by problem. Change the focus of the follow-up questions and examples, and do not repeat the rule the learner already knows; 4+6+6+4=20.
F2 builds on the F1 version and shortens 20 minutes to 12, with the objective and the two independent exit problems unchanged: ①3 minutes following up on F1 to confirm the difficulty, expecting the learner's own explanation, and recording first if it is unclear. ②4 minutes following the same-whole six-equal-parts question from F1, expecting 3/6, 2/6, and 5/6, with feedback checking the conversion. ③3 minutes following F1 to ask how many 1/6 are in 2/3, expecting 4 plus 1 more, gradually withdrawing prompts. ④2 minutes for the independent exit problems, expecting 3/4 and 5/6 with no prompts, then problem-by-problem feedback. 3+4+3+2=12, compressing discussion and repeated practice without removing the independent check; record truthfully if it is not actually finished.
Read E1; produce the fictional adult identity, the objective, the given wrong method, and the unknown-cause card. Do not add a capability diagnosis.
Arrange the questions, the six-equal-parts example, the guidance, and the independent exit problems as 4+6+6+4; list the questions, the expected answers, and the feedback.
Verify the answers to the two demonstration problems and the two exit problems, the same whole, and the total time; produce a worked solution for each problem, and do not call AI to pass it off as a real trial.
Revise the 20-minute version around the common-unit difficulty; list at least two changes to questions or prompts and the reasons, and keep the first version.
Shorten the F1 version to 3+4+3+2 twelve minutes; record feedback and follow-up based on the prompt result of Q1 correct and Q2 wrong, without claiming a real teaching trial.
Compile the three plans, the answers, the simulated progress, and E3; truthfully record that it is original, the author's own draft, nothing was recorded, and there are no third-party materials.
Typical duties：Verify the course objective, the problem statement, and the standard answers.
Advancement evidence：Present the common-unit working and the material source.
Qualification boundaries：An editorial preparation stage; real organizational practitioner conditions are verified separately.
Next step：Continue practicing listening to and recording the learner's explanation.
Typical duties：Ask about the reasoning first, and do not determine a cause from one wrong method.
Advancement evidence：Can distinguish the 2/5 wrong method, F1's explanation, and the unknown cause.
Qualification boundaries：The exercise is not a qualification to diagnose learning disabilities.
Next step：Choose examples and prompts based on feedback.
Typical duties：Gradually withdraw support and check the learner's own work.
Advancement evidence：Keep the prompt and the exit problems in separate stages, and explain the one right and one wrong accurately.
Qualification boundaries：Real teaching authority and course arrangements are verified separately.
Next step：Design follow-up practice based on the error.
Typical duties：Record the understanding and the parts that still need support.
Advancement evidence：Be specific in feedback and do not promise a score increase or admission.
Qualification boundaries：Greater assessment responsibility is verified against organizational and professional conditions.
Next step：Continuously verify course knowledge and material scope.
Typical duties：Verify the group course objective and the different starting levels.
Advancement evidence：List shared materials and individual check questions.
Qualification boundaries：An editorial direction; actual practitioner and course conditions are verified separately.
Next step：Arrange discussion participation and practice.
Typical duties：Distribute participation opportunities, and avoid listening only to the active participants.
Advancement evidence：Explain how to listen to different reasoning and record unknowns.
Qualification boundaries：Real classroom work is carried out under the organization's and the responsible person's arrangements.
Next step：Check independent understanding individually.
Typical duties：Do not let average performance represent the whole group's mastery.
Advancement evidence：Keep individual problems and feedback, and do not make materials public.
Qualification boundaries：Recording and sharing must stay within lawful limits.
Typical duties：Verify enrollment status, the course, and the real notice.
Advancement evidence：Truthfully list completed courses and capability evidence.
Qualification boundaries：Historical campus status cannot be borrowed or generalized.
Next step：Look for the latest program and its specific requirements.
Typical duties：Prepare knowledge and materials according to the program's arrangements.
Advancement evidence：Original explanations, answers, and feedback are traceable.
Qualification boundaries：Training and assessment depend on the real program.
Next step：Complete approved preparation and communication.
Typical duties：Give feedback on specific learning problems and respect the material scope.
Advancement evidence：State your own contribution and the lead's division of work.
Qualification boundaries：Peer tutoring does not automatically equal a university teaching assistant role.
Verify the materials and problems, listen to the learner's explanation, and distinguish the wrong method from the cause; this page explores using fictional adult materials only.
Design prompts and an independent check, revise around the F1 misconception and the F2 time limit, and keep the versions and the specific reasons.
Continuously verify answers, plans, and material scope, base feedback on actual evidence, and clarify what is not yet understood and the follow-up support.
Develop capability according to the real course, learner, and organization; adjacent occupations and greater teaching responsibility require re-verifying qualifications and actual outputs.
United States · The OOH for this occupation and the specific math human-machine tutoring experiment
Mechanism analysis and a specific experiment, not used as Chinese employment causal figures
Technology mechanisms and learning result boundaries
BLS discusses how AI may reduce some tutoring demand, and the specific CoPilot experiment observes learning results in human-machine tutoring. The two study different subjects and cannot substitute for each other or be used to assume a replacement date in China.
Cannot show：Technology mechanisms and experimental results do not provide a national adoption rate, layoff proportion, or hourly fee change for this occupation in China.
Campus settings in Shanghai and Shenzhen, China · Two institutions and two documents, covering only identity-restricted campus tutoring programs
Historical identity, capability, and pay disclosures
Campus entry conditions and the statistical gap
The two historical campus recruitment notices from Shanghai Jiao Tong University and Shenzhen Technology University provide identity, capability, and some pay conditions; they do not constitute national hiring demand or a verified list of current positions.
Cannot show：The two historical campus programs have identity restrictions and amount gaps; whether recruitment continues now has not been verified, and they cannot represent the full-time community market.
These are capability adjacencies and do not mean automatic promotion or that no further learning is needed.
Transferable：They share explanation, listening, and learning support.
To be built up：Adult basic education, language courses, and the target position's appointment requirements need to be built. Editorial comparison: the course and long-term teaching responsibility must be re-verified.
View occupation detailsTransferable：They share materials, feedback, and understanding checks.
To be built up：School teaching qualifications, the classroom curriculum, and actual recruitment need to be verified. Editorial comparison: individual tutoring experience cannot replace school appointment conditions.
View occupation detailsTransferable：They share activity planning, demonstration, and communication.
To be built up：The specific interest content, professional capability, and course category need to be verified. Editorial comparison: the content and purpose change, so verify against the actual training scope.
View occupation detailsTransferable：They share materials, discussion, and learning records.
To be built up：University course background, status, assessment support, and supervision requirements need to be verified. Editorial comparison: peer tutoring does not automatically equal a teaching assistant or course lead.
View occupation detailsTransferable：Explaining and questioning specific problems is transferable.
To be built up：Designing adult basic courses and ongoing teaching still need evidence. Editorial comparison: verify the new outputs with an adult course sample.
View occupation detailsTransferable：Feedback and knowledge verification are transferable.
To be built up：Classroom management, the full curriculum, and school appointment are verified separately. Editorial comparison: verify capability against school position requirements, with no automatic promotion.
View occupation detailsTransferable：Respecting feedback and arranging participation is transferable.
To be built up：Professional content and actual rules for interest courses need to be built. Editorial comparison: verify with an activity sample in the target content; changing the name is not enough.
View occupation detailsTransferable：Record-keeping and coordination with the person in charge are transferable.
To be built up：University discussion, grading, or exam support is verified under the course rules. Editorial comparison: verify the new scope of responsibility with supervised tasks.
View occupation detailsYou can use the adult fictional L01 on this page and pen and paper to produce the 20-minute first version, the F1 misconception revision, the F2 twelve-minute version, and the standard answers. The prompt simulates one right and one wrong; do not recruit real students, charge fees, or write up real teaching results.
Verify against the real organization, learner, and course. Within the specified scope, academic-subject teaching and research staff at out-of-school training institutions need a corresponding teaching qualification, and non-academic-subject staff need corresponding professional capability evidence; organizational approval and personal conditions are different. Do not apply this to all adult tutoring.
BLS notes that AI may reduce some US demand; Tutor CoPilot studies a specific math experiment in which both groups had human tutoring, and learning results are not a replacement rate. This page has no national adoption, time-saving, or independent AI employment causal figures for this occupation in China.
The 2025 national median for this occupation is 43350 US dollars per year and 20.84 US dollars per hour. OEWS excludes the self-employed and private household employees, the statistical annual wage does not guarantee an individual's paid hours or take-home income, and a percentile is not an entry level.
Insufficient evidence: a nationally comparable wage distribution for this occupation has not been obtained. The historical Shanghai Jiao Tong University notice lists a campus fee of 110 yuan per hour, and the historical Shenzhen Technology University Peer Tutor amount is not disclosed. The two campus programs cannot be annualized or substituted for national wages.
O*NET lists S interest for this occupation, but interest is not proof of qualification or results. Observe accurate knowledge, listening, prompting, and revision, and verify time, organization, and practitioner conditions; this page sets no personality or intelligence hiring threshold.
Exemption cannot be assumed from a name. China's penalty measures cover unapproved and disguised academic tutoring for the specified subjects, including one-on-one, online, and live-in teacher arrangements. The specific business is verified by learner group, content, and organization, and an adult paper exercise is not used as permission.
Check the three versions of the plan, the common-unit answers, the simulated one-right-one-wrong result on two problems, and the E3 material statement. Choose one teaching step to keep practicing, then verify the real course, organization, qualifications, status, time, and cost; one work sample does not prove hiring or real results.
FermatMind career content editor
Reviewed on 2026-10-12: O*NET tasks / S and national five percentiles, the BLS three industries and EMP projection, and the full text of the Tutor CoPilot v2; the two schools' original URLs were read successfully through normal access to verify the fees and conditions. The Ministry of Education original entry returned 403, and the penalty measures were cross-verified with the full text on the Ministry of Education legal-education site; for the practitioner management measures this round had an official search summary, but targeted reading of the full text failed, so this limitation and the organizational scope are retained. The validity of current recruitment remains unverified.
The O*NET profiles for this occupation and adjacent occupations, BLS wages and projections, Chinese training rules, the two historical campus notices, and the specific math tutoring experiment each state their scope; original exercises and editorial judgments are listed separately.
Usage limits：The adjacent occupation material does not provide wages for this occupation and cannot replace Chinese appointment requirements.
Usage limits：The adjacent occupation material does not provide wages for this occupation and cannot replace Chinese appointment requirements.
Usage limits：Wages exclude the self-employed and private household employment; US work arrangements are not extrapolated to China.
Usage limits：This scope is not applied to all adult tutoring; the specific approval and category are verified against the actual business.
Usage limits：It cannot prove qualifications, real teaching results, or a hiring probability; no third-party materials are used.
Usage limits：A historical recruitment limited to campus status; whether recruitment continues now has not been verified, and it cannot be annualized or represent national wages.
Usage limits：The adjacent occupation material does not provide wages for this occupation and cannot replace Chinese appointment requirements.
Usage limits：The education industry average is not a national wage distribution for this occupation and is not used to fill in exact figures for it.
Usage limits：It is not a tutoring-specific experiment or regulation and provides no time-saving, adoption rate, or employment causal figures for this occupation.
Usage limits：The methodology material contains no wage figures for this occupation and cannot be used to infer an individual's paid hours or net income.
Usage limits：US occupational material that does not constitute a Chinese qualification; survey percentages are not national employer requirements.
Usage limits：A specific course and group, not a Chinese or national adoption rate, and not a replacement experiment without human teachers; the sample definitions in the text differ, and the abstract is not used to estimate occupational employment effects.
Usage limits：A percentile is not a starting salary or a seniority level, and the statistical annualization is not an individual's full-year take-home income.
Usage limits：Wages exclude the self-employed and private household employment; US work arrangements are not extrapolated to China.
Usage limits：A historical campus program; not all tutors are automatically paid, and it is not counted together with TA or volunteer roles in the same notice.
Usage limits：The displayed figures are already rounded, and subtracting the two ends cannot replace the official net change; a projection is not an individual employment probability.
Usage limits：A specific course and group, not a Chinese or national adoption rate, and not a replacement experiment without human teachers; the sample definitions in the text differ, and the abstract is not used to estimate occupational employment effects.
Usage limits：Wages exclude the self-employed and private household employment; US work arrangements are not extrapolated to China.
Usage limits：The adjacent occupation material does not provide wages for this occupation and cannot replace Chinese appointment requirements.
Usage limits：US occupational material that does not constitute a Chinese qualification; survey percentages are not national employer requirements.
Usage limits：The adjacent occupation material does not provide wages for this occupation and cannot replace Chinese appointment requirements.
Usage limits：The adjacent occupation material does not provide wages for this occupation and cannot replace Chinese appointment requirements.
Usage limits：The adjacent occupation material does not provide wages for this occupation and cannot replace Chinese appointment requirements.
Usage limits：The adjacent occupation material does not provide wages for this occupation and cannot replace Chinese appointment requirements.
Usage limits：Wages exclude the self-employed and private household employment; US work arrangements are not extrapolated to China.
Usage limits：A percentile is not a starting salary or a seniority level, and the statistical annualization is not an individual's full-year take-home income.
Usage limits：It is not a tutoring-specific experiment or regulation and provides no time-saving, adoption rate, or employment causal figures for this occupation.
Usage limits：It applies to institutional practitioners within the specified scope; it does not assert that all adult or private tutoring has the same teaching certificate requirement.
Usage limits：It cannot prove qualifications, real teaching results, or a hiring probability; no third-party materials are used.
For career exploration. Statistics and historical samples provide no personal income, results, or hiring guarantee, and real qualifications, organizations, and material arrangements are verified separately. Chinese and US statistics, practitioner rules, and organizational rules are verified separately. US statistical annual and hourly wages do not represent an individual's annual net income, and Chinese campus fees do not stand for national wages. Historical recruitment is not treated as a current opening; fictional exercises do not prove real teaching results or training permission.
MBTI (English) · Big Five (English) · MBTI (Chinese) · Big Five (Chinese)
Clarify “I don't get it” into specific steps. On this page, F1 points out that the difficulty is converting different denominators to a common unit, so the revision should focus on that difficulty rather than repeating the same-denominator rule the learner already knows.
Verify the learner's age, the course, the organization, and material permissions separately. An adult paper simulation does not constitute permission to tutor minors, and private materials must not be given to AI or made public without authorization.
Keep the objectives, dates, problems, work, and plan revisions, and state what is not yet understood. Use only fictional or lawfully authorized materials in a portfolio; do not freely make learning progress, contact details, or identity information public.
| The two historical school notices support their own identity, capability, and training conditions. |
| Truthfully list completed courses and writing evidence; original work does not impersonate school experience. |
| An identity-restricted program, not community tutoring open to anyone. |
| Shanghai Jiao Tong University historical talent pool | Apply under the notice for courses you have completed, subject to school review. | School students include undergraduates, master's, and doctoral students, with an overall grade above 90 in the course to be tutored; 110 yuan per hour. | Only those who meet the real identity and course conditions are verified under the actual latest notice; whether recruitment continues now is unverified. | A historical school program; teaching hours and annual income are not guaranteed. |
|---|
| Shenzhen Technology University historical Peer Tutor | Complete the writing tutoring training and assessment required by the program. | 2022/2023 cohort; evidence of writing ability, with at least one slot of no less than 2 hours each week. | The historical requirements describe only that program; the current program is verified separately, and TA or volunteer conditions are not substituted. | Being able to apply for work-study does not mean everyone is automatically paid, and the amount is not disclosed. |
|---|
| Keep the clear agreement and the responsible person, and do not infer undisclosed amounts and hours yourself. |
| Historical recruitment, application, and final arrangements are different, and an earlier step is not treated as a guarantee. |
| Debrief preparation | Distinguish simulated prompt results, personal suggestions, and actual observations. | Show the three versions of the plan, the answers, the progress, and the sources, and state what remains to be verified. | An editorial work sample is not real teaching experience, a qualification certificate, or a national ability ranking. |
|---|
| Teaching and research staff at out-of-school training institutions within the applicable scope |
| A corresponding teaching qualification is required, and practitioner review and other conditions must be verified. |
| A requirement within the specified scope; it is not applied to all adult tutoring. |
| Verify the learner, organization, and course category; serving teachers at primary, secondary, and kindergarten schools are not allowed. |
| Verify time and costs against the real certification procedure and organizational requirements. |
| A teaching qualification does not replace organizational approval, and being called tutoring does not exempt you from regulation. |
| Professional capability for Chinese non-academic-subject institutions | Non-academic-subject teaching and research staff within the applicable scope | Corresponding occupational or professional capability evidence is required. | Verify by the actual content and organizational scope; it does not mean requirements are waived. | Verify the specific specialty, practitioner conditions, and local processing rules. | First verify the real specialty and position, then decide on the training investment. | A non-academic-subject name cannot be used to conceal actual academic tutoring. |
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| Conditions of the historical Shanghai Jiao Tong University campus program | Students of that school include undergraduates, master's, and doctoral students | An overall grade above 90 in the course to be tutored, with school review. | Conditions of that program, not a national certificate for this occupation. | Verify with the actual identity, course, and latest notice; whether recruitment continues now is unverified. | The notice lists 110 yuan per hour, but guaranteed hours and the tax treatment are unknown. | A historical talent pool is not a full-time position or an annual income guarantee. |
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| Conditions of the historical Shenzhen Technology University Peer Tutor role | Students in the designated cohorts for the 2024—2025 program | Evidence of English writing ability, plus training and assessment. | Conditions of that campus program, not a national certificate. | Historically aimed at the 2022/2023 cohorts; different forms of capability evidence are candidates, not all required at once. | At least one slot of no less than 2 hours each week, with the payment amount not disclosed. | Work-study requires an application and meeting the conditions; it is not assumed that everyone is paid or that the role is currently open. |
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| Editorial exploration work sample | People still judging their interest and preparation direction | Show knowledge, questioning, the two revisions, and material boundaries. | Not a legal qualification or an employer hiring requirement. | Pen and paper and the adult fictional material on this page are enough. | Do not buy software, charge fees, recruit students, or arrange sessions with real students. | A complete work sample cannot prove real teaching results, hiring, or permission. |
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Common unit reference: 1/2=3/6 and 1/3=2/6, so 1/2+1/3=5/6; 2/3=4/6, and adding 1/6 gives 5/6. The sixths are all based on the same whole, and the denominators are not added.
Exit problems: Q1, 1/4+1/2, standard 3/4; Q2, 2/3+1/6, standard 5/6. The prompt provides simulated responses: L01 Q1 answers 3/4, and Q2 answers 3/9, so one of the two problems is right and one is wrong. Feedback: Q2 did not complete the common-unit conversion correctly, and whether the denominators were added directly still needs to be heard from the learner; next, ask them to explain how 2/3 is written in sixths before practicing new problems. There was no real teaching trial, so no claim of mastery or improvement.
Submit the first version, the F1 plan, and the F2 plan; each stage lists the time, the question, the expected answer, and the prompt; also attach the standard answers, the simulated prompt results, and follow-up suggestions. Record the source as original to this page, the author's own paper draft, the fictional adult L01, nothing recorded, and no third-party materials, for career exploration only.
The plan and expected answers are designed by the author, and the exit responses are simulated in the prompt, not observed by users. Use paper and pencil or offline documents only; do not recruit real students, charge fees, disclose other people's materials, or diagnose learning disabilities; real teaching and tutoring minors require separately verifying the conditions.
Check the seven-item decision list below and produce one teaching step to keep practicing and one real condition still to be verified; do not score talent.
Next step：Adjust follow-up support and coordinate with the person in charge.
Typical duties：Change materials and arrangements based on differences in understanding.
Advancement evidence：Explain what was kept, what was removed, and the follow-up questions.
Qualification boundaries：Not proof of qualification as an independent course lead.
Next step：Verify the adjacent classroom teaching objectives and qualifications separately.
Next step：Verify course supervision and follow-up arrangements.
Typical duties：Build course and assessment support capability for the target position.
Advancement evidence：Submit lawful materials that match the target tasks.
Qualification boundaries：Adjacent occupations such as university teaching assistants require separately verifying status and recruitment.
Next step：Verified for the specific position, with no automatic promotion.
Usage limits：Editorial ratings use the existing occupational responsibilities and AI task analysis on this page. They are not adoption rates, measured effects, job-disappearance or personal-unemployment probabilities, or official scores from Stanford or another external institution. No measured time weights or future robot deployment are assumed.
