Prior to being a graduate communication center consultant, the author taught first-year composition for two years. As a teacher, she focused heavily on using various forms of communication as tools for learning, modeling effective communication strategies in the classroom, and learning collaboratively. While serving as a graduate consultant the author often found herself in one-to-one tutoring consultations. Tutoring gave her valuable insight on how to navigate one-to-one meetings with students on improving their communicative techniques. Tutors work within the zone of proximal development to support student learning. To accomplish this as a tutor, the author adapted 3 practices from her teaching in order to better support students in her tutoring. She presents these 3 practices in this article: (1) Start by skimming student texts and identifying areas in need of improvement; (2) Teach students how to find and use resources to help them when they are struggling; and (3) Do not give students the answer. As the author learned more about communication center theory, she was able to further refine these practices based upon findings from existing research.