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Tutor and Demonstrator Training

Management of Small Group Teaching and Learning

Tutorial vignettes
How would you approach giving a tutorial when forced to use someone else's (e.g. lecturer's) materials/problems sets, which on the face of it are overwhelming?
  1. Identify/filter out main topics
  2. Look for just one example for each main topic, the "key" which works, based on your experience
  3. Reassure the class that not everything needs to be done/attempted in one hour.
  4. Exploit the differences in levels of difficulty, and act as a mentor or guide for the student passing from the elementary to more advanced levels.
  5. Look for one thing or "essence" which can then be applied with variations or to different kinds of problems.
  6. Tutor can give guidance to students as to the most effective use of the materials in preparing for assessment.
  7. Think about how the hour will be structured, to strike a balance between talking to the class as a whole and individual and group work
  8. Identify problems most suitable for group discussion, and those more suitable for individual work or work after class.
  9. Think about broader theory and applications, and explaining context and the relationship to further years of study and research.



  • "Coverage is the enemy of understanding" (Biggs)






  • "Assessment drives learning" (for better or worse!)







  • "The tutor/guru can provide guidence for the student's pathway"
You are tutoring an evening class of 22 students, most of whom are part-time, mature age students. As a result you are younger than most of your class. In a particular tutorial you have finished showing a video, and are trying to inspire a discussion when one of the students claims to 'have worked in a job just like this, and this is not what we did'. The student proceeds to tell the class exactly what they think about the issue, is hard to interrupt, and argues quite viciously every time you or another student tries to interject.

At the end of the class the student asks to have a word with you and says that they are dissatisfied with the way the class is being taught and they intend to complain if you do not change your teaching style.
Issues
  • respect
  • what is their problem, motivation?
Actions
During one of your first tutorials you notice a student holding an English-Chinese dictionary struggling to keep up. At first the student very obviously asks a colleague to translate what you are saying to them, but when this becomes too disruptive, the student interrupts and ask you to explain almost everything again. Moans are heard from several other members of the class.
A student with a degenerative illness comes to you for help in preparing an assignment that is due the following week. You already know that he has major difficulties working sufficiently fast to keep up with the class. He explains that he has only had the energy to work through two of the set problems and he still does not understand the principles
Issues
  • this is not an issue for you as the tutor
Actions
  • refer to the Faculty office for any issues to do with special considerations

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Last Update: Wednesday, 06-Aug-2008 11:38:28 EST
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