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One way: a tutor sees the code and runs it. Then explains what the program actually does versus what it should do. Where the problem sits — a loop, a condition, a method call — depends on the code. Different tutors handle this differently. Some point at the mistake and let the student fix it. Others ask questions so the student finds it on their own.

Sessions vary by tutor. A typical approach: the student shares the assignment description, the code written so far, and a specific question about where things stop making sense. The tutor reads through the code or runs it. Then the conversation focuses on one small piece at a time — not the whole project. The goal is to get the student unstuck so they can continue on their own. A session may end with a working fix or just a clearer understanding of what needs to change.

A lot becomes visible in how a tutor describes their experience. If Java is used only for small syntax exercises, that’s one thing. But when someone has worked with object-oriented design, it usually shows up in references to class structure, responsibilities between objects, or use of design patterns. You sometimes also see this in the type of projects they mention — small applications, simple games, or tools where multiple classes interact instead of just single scripts. A free consultation call is often the clearest test. Once you show a piece of your design, the response usually makes it obvious whether the focus is on structure or just on fixing code errors. Asking directly about experience with class design is often enough to get a straightforward answer.