Abstract
The article describes the endeavours of three further education tutors to improve their ability to work effectively with students who have mild to moderate learning difficulties. The tutors sought the assistance of researchers at Oxford Brookes University who were developing a Communication Styles Questionnaire (CSQ) as a means of helping teachers to direct their own professional development. The CSQ gives tutors valid and reliable feedback about how they tend routinely to interact with learners. This may be used in a process of reflection, preferably with colleagues, leading to action to improve teaching and learning.
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