Travel to students' homes, libraries, or schools to conduct tutoring sessions.

“Travel to students' homes, libraries, or schools to conduct tutoring sessions.” is a supplemental task performed by Tutors. Among the occupation's 19 rated tasks, workers place it 3rd by importance (#17 most important). About 64% of workers say it is relevant to their job.

This is a single occupation-specific task statement from O*NET. The figures below describe how central the task is to the job and what independent studies measure about AI and this kind of work — not a prediction that the task will be automated.

Work activities this task rolls up to

O*NET groups concrete tasks into broader work activities shared across many occupations.

• Teach academic or vocational subjects. in Training and Teaching Others

AI exposure

The OpenAI / Eloundou “GPTs are GPTs” study rates this task E0. No direct exposure — current language models give little or no time savings on this task.

Exposure measures whether a model could meaningfully speed the task up — it is an estimate of overlap with model capabilities, not a measure of whether the work will be done by software. The study's intermediate score (β) for this task is 0.00. Automation potential label: T0.

Other tasks in this occupation

• Provide feedback to students, using positive reinforcement techniques to encourage, motivate, or build confidence in students. · importance 4.9
• Review class material with students by discussing text, working solutions to problems, or reviewing worksheets or other assignments. · importance 4.7
• Assess students' progress throughout tutoring sessions. · importance 4.7
• Teach students study skills, note-taking skills, and test-taking strategies. · importance 4.5
• Provide private instruction to individual or small groups of students to improve academic performance, improve occupational skills, or prepare for academic or occupational tests. · importance 4.5
• Participate in training and development sessions to improve tutoring practices or learn new tutoring techniques. · importance 4.2
• Collaborate with students, parents, teachers, school administrators, or counselors to determine student needs, develop tutoring plans, or assess student progress. · importance 4.2
• Monitor student performance or assist students in academic environments, such as classrooms, laboratories, or computing centers. · importance 4.1
• Schedule tutoring appointments with students or their parents. · importance 4.0
• Organize tutoring environment to promote productivity and learning. · importance 3.9
• Communicate students' progress to students, parents, or teachers in written progress reports, in person, by phone, or by email. · importance 3.9
• Maintain records of students' assessment results, progress, feedback, or school performance, ensuring confidentiality of all records. · importance 3.8
• Identify, develop, or implement intervention strategies, tutoring plans, or individualized education plans (IEPs) for students. · importance 3.8
• Prepare and facilitate tutoring workshops, collaborative projects, or academic support sessions for small groups of students. · importance 3.6

See all tasks on the Tutors page.

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-task-17019,
  title  = {Travel to students' homes, libraries, or schools to conduct tutoring sessions.},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130. Accessed June 7, 2026},
  url    = {https://singulariki.com/tasks/task-17019}
}