• Being treated as an equal
• Confidence
• Knows their "stuff"
• Well organised
• Punctuality
• Enthusiasm/energy
• Being approachable
• Putting things in context
• Able to explain things in different ways
• Ability to work out what students are actually asking
• Not getting frustrated

• Putting students down
• No interest in student's questions
• Not flexible
• Getting sidetracked, not focused
• Passing the buck - "dodging"
• Explain "like the textbook does"
• Using non-professional language
• Being difficult to understand
• not able to communicate

• pauses
• approachable - friendly, interested in their learning, enthusiastic, responsive
• engages the students
• learns their names, good relationship with students, chat
• positive attitude to teaching
• appropriate humour
• respects students
• feedback, professional
• throws the questions back to the audience
• punctual
• prepared
• makes the complex, simple

• monotonous voice
• no pauses
• no approachable
• does not have an enthusiastic attitude
• non-engaging, never smiles
• only talks science
• no humour or inappropriate humour
• uses put-downs
• no punctual
• teaching too complex, hard to understand

• enthusiastic, has a passion for the subject, interest in subject fosters students' interest
• interactive, involves students
• finds a point of interest with students which may or may not be directly focused on material being covered, uses relevant illustrations
• puts learning in context
• individualistic, shows personality
• challenges students
• motivates students
• uses a variety of techniques and media
• using discipline to maintain order

• intimidating, hard to approach
• monotonous voice, too much jargon
• jaded tutor - overworked, rushes through material, messy writing, uncommitted
• talks down to students, lack of resepct, belittling

• enjoy teaching
• enthusiastic
• able to explain things differently to different students
• clear explanations - easy to understand
• pitch at right level -> know your students
• friendly but professional
• able to control class
• positive attitude
• work by example
• be prepared for calculations
• work at the students level

• doesn't know their stuff
• lecturer just copies straight out of textbook
• interaction!!
• answering question untruthfully -> admit you don't know -> I'll get back to you OR get the lecturer to explain in the next lecture -> ask rest of class
• overloading students with information
• fraternising with students (no touching!)
• disorganised, unprepared
• lack of control
• do you throw someone out
• negative attitude

• don't turn up or turn up late
• cannot communicate
• showing off - egos
• pay attention to only a few students
• do not respect students
• are extremely vague
• trade off between giving too much and too little information

• enthusiasm, showing a love of the subject
• taking time (but not too much time) to answer questions and cover additional content that may be necessary to understand the topic
• giving a good introduction to the tutorial or prac, preparing the students for the material to be covered
• adapting situations to explore content, learning in context
• respecting students as individuals
• appearing impartial, not making judgements
• being aware of potential problems
• providing good feedback
• having a broad knowledge and being able to transmit that knowledge
• admitting lack of knowledge of a specific topic but being prepared to find out
• being a good facilitator
• being able to guide the students knowledge

• not giving clear introduction
• being late
• teaching to the examination not to understanding of the content
• showing favouritiism
• being judgemental
• giving poor quality feedback
• not being properly prepared

• are well prepared
• are approachable and friendly
• are "caring" within reason
• make sure everyone is at the same level within reason - don't take too long and waste time
• good sense of humour - but don't overdo the jokes
• are motivated and enthusiastic
• contextualise the content with "real world" examples
• have good communication skills - two way communication, listen to students
• are honest with respect to their own knowledge, admit if they do not know the answer
• have patience
• are aware of the physical environment of the learning space

• badly organised tutor and demonstrators
• intimidating - puts a student "on the spot"
• being late or not turning up
• spending too much time
• showing favouritism
• too many jokes
• victimising students, singling a student out
• being condescending
• poor voice control and use

• Different perspectives, different comprehensions
• Everyone involved
• Use of feedback to improve - reflection and adapting
• Enthusiam
• Learning by both students and tutors
• Positive feedback
• Working with people on similar level
• Rapport with students, motivation - students feel you care, trying to help them
• Interaction

• help not easily available, tutor not aware
• Speaking too fast - not being aware of diversity of students
• Nervousness leading to speaking too fast
• Bad group dynamics
• Use of jargon, unclear content, to cover poor knowledge
• control of dominating, support of shy students, engage all students, intimidating shy students

• tutor or demonstrator being well prepared
• tutor or demonstrator being enthusiastic
• good interaction between students and tutor/demonstrator
• good interactin between students and students
• involving all students
• effective time management
• being in control of group dynamics
• use a range of explanantions to address students' different styles of learning

• lack of interest in answering questions
• boring, not interesting and not interested
• disruptive students (lack of control)
• directing activities to only a few
• not approachable
• lack of confidence
• unclear objectives
• lack of alignment with knowledge levels
• tutor unapproachable, intimidating - feeling that questions are trivial or silly

• openness, interaction freely with each other and with the teacher
• enthusiasm of the tutor, eccentricities, "kookiness", makes it more interesting, keeps student's attention
• making it more memorable, involving students, students actively involved, tap into students' experiences
• asking lots of questions especially open-ended questions
• humour in group dynamics
• positive attitude, optimistic tutors
• focussed, organised outcomes
• availability and accessibility of tutors
• not spoon-feeding students
• being inquisitive
• clarification

• very negative, tutor "thumping"
• tutor disorganised, tutorial not cohesive
• tutors who only focus on "good" and "poor" students - need to interact with all students
• disruptive students, poor group cohesion

• opportunity for group participation
• interaction within the group
• tutor/demonstrator is approachable
• material is pitched at the level of the students
• lots of feedback, timely feedback
• good knowledge of the English language
• interesting topic
• enthusiasm
• knowledge of material
• good time management
• preparedness
• purpose is clear
• working towards a common goal
• examples are good and appropriate
• patience, re-explaining
• practical/hands-on

• groups too large
• no group response
• tutors just giving out answers
• boring tutor
• tutors trying to be funny
• information overload
• putting an individual on the spot
• staff not well prepared
• students not prepared (affects the outcome of the group as a whole)
• staff not knowing the answer and not admitting it
• tutor taking over from students (e.g. conducting experiments)
• dominating tutor/student
• unclear goals
• badly defined task
• level and speed of delivery (catering for only the top percentage)
• lack of interactive opportunities
• poor venues
• inconsistent or inappropriate allocation of marks

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