Here are some helpful tips we've compliled about tutoring teaching. We hope they prove useful.

Chains
There are two main types of chains; the first kind is a sentence containing a particular grammar point which a student creates. The next student has to repeat what the first student says, then add another example of the same grammar point. Here is an example:
Causative have:
Student 1: "Yesterday I had my house painted."
Student 2: "Yesterday I had my house painted and I had my car washed."
Student 3: "Yesterday I had my house painted, I had my car washed and I had my hair cut."
The second kind of chain is where the first student creates a sentence using a particular grammar point. The next student creates a different sentence, using the same grammar point but which refers to the first sentence. Here is an example:
Third Conditional:
John got up late, missed his bus, got fired at work, tried to kill himself, was saved by a beautiful girl, fell in love and got married.
Student 1: "If John hadn't got up late, he wouldn't have missed the bus."
Student 2: "If John hadn't missed the bus, he wouldn’t have got fired."
Student 3: "If John hadn't got fired he wouldn't have tried to kill himself."
Both kinds of chains are a useful form of controlled practice, as they offer very intensive practice of a structure, but are more interesting and more contextualized than a series of sentences which must be filled with a particular structure.
Unfinished sentences
It is generally agreed that students focus more on a particular structure during either written or oral practice when the context is very funny, very interesting or personalized. The first two can be quite difficult to create, as what one student finds interesting or funny, another won't, but personalization is easy.
One very easy variation on having students fill in a sentence with an example of a structure being studied is to write a series of sentences which are unfinished. The students may have guidelines on the structure to use when completing the sentence, but none whatsoever on the content of the sentence. The whole idea is that they come up with something from their own experience, the mental effort needed to do this helping consolidate the structure being used in their memories. Here is an example:
Superlative adjectives:
1. The funniest thing I've ever seen is __________________________
2. The tallest person in my family is __________________________
3. The scariest film I've ever seen is __________________________
4. For me, the most difficult part of English is __________________________
5. The worst moment of my life was __________________________

Helpful tips for busy teachers, arranged by skill
Grammar
Vocabulary
Reading Comprehension
Listening Comprehension
Writing
Speaking
Pronunciation