This tip sheet offers guidelines for instructors who are working with a tutor for a student who is deaf or hard of hearing. It is assumed that the tutor is not fluent in sign language, the student's primary mode of communication is signed communication, tutoring interactions do not take place in the classroom, and the tutor is either a teaching faculty member or a special education staff member. Guidelines for course structure/presentation stress the importance of clear expectations being stated in the course syllabus, and use of peer notetakers to help the student concentrate on the professor and class. Characteristics of an ideal tutoring session are identified, including: the student has a basic understanding of supporting concepts; the student has realistic time expectations for tutoring; and the tutor has a full understanding of the subject/concept in question. Also specified are legitimate expectations for tutors to have of students (such as seeking tutoring assistance early), and for students to have of tutors (such as being available on a regular or as-needed basis). Other tips for tutors include sitting across from the student being tutored, using many visuals, and focusing on unfamiliar vocabulary. (DB)