A tutor's guide to teaching and learning at UQ - TEDI - University of ...

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2 A Tutor’s Guide to Teaching and Learning at UQMeeting with the Course CoordinatorAt your initial meeting with the course coordinator, make sure that you ask about thefollowing things:♦♦♦♦♦♦♦What skills and knowledge you will need to tutor on this particular course? Isthere any training available? Does the School or Faculty have a designated TutorTraining Coordinator?The tutorial program – is there a plan/schedule for the entire semester? How aretutorials conducted? Is there a structured program or learning guide for tutorials?Are you required to develop tutorial plans and materials? You may ask for pastexamples of tutorial activities so that you can familiarise yourself with your role.Can you have copies of all teaching materials, such as textbook/s, course outline,lecture notes (if produced for students), references/readings, lab manuals etc, sothat you can prepare in advance of class?What is the assessment for the course, and are you are required to mark students’work? – If so, is there a marking scheme/criteria for the assessment task/s, andwhat is the expected turn-around time for marking?Are you expected to attend lectures? Is this part of your paid work or expectedas part of your own preparation?What resources are you allocated as a staff member – office, phone,photocopying/printing allocations, stationary, library card, parking permit, etc?Will you be required to undertake, or be subject to, an evaluation of yourperformance? If so, in what form, when, and how?It is also a good idea at this initial meeting to ask your course coordinator if they wouldbe willing to set a number of meeting times with you throughout the semester. Havingthis regular contact with them serves several purposes, for example:♦♦♦You can keep the course coordinator up-to-date with how students are going inthe course, as you are most often the first ‘port of call’ for students;You can keep the course coordinator informed about your work, and you havean opportunity to discuss any difficulties you may be experiencing;You have an opportunity to clarify your understanding of particular aspects ofthe course such as the assessment, before any problems arise or become worse;If face-to-face meetings become difficult to schedule,keep contact via email or a brief written report on howyou are going. It’s OK to take the initiative to contact thecourse coordinator, and they will usually appreciate theeffort that you make.
Section 1: Getting Started 3“Good tutor” attributesStudent feedback indicates that a good tutor is someone who:♦♦♦♦♦Is enthusiastic;Is approachable, and accessible for consultation;Acknowledges students as individuals, values studentsand creates a welcoming environment;Is confident, organised and prepared;Is positive about students and student learning, and notcritical;♦♦♦♦♦♦♦♦♦♦♦♦Is knowledgeable of the relevant course topics, course details, organisationalissues (e.g., policies, resources and services);Gives clear explanations (of learning material and assessment criteria andexpectations, and is willing to discuss them with individual students);Uses a variety of teaching and learning methods;Uses purposeful activity (for the learning that is important for the session;Utilises the knowledge and experiences of individuals in the group;Manages group dynamics well;Treats students equitably and fairly;Facilitates student interaction (and has appropriate resources/facilities prepared,such as the set up of the room);Asks questions and is able to generate but not dominate discussion – leads thegroup through the material, not ‘lecturing’ but gives students opportunities toanswer questions and ask other questions, and checks whether students have anunderstanding of the material;Doesn’t assume prior knowledge, and encourages people to ask even “stupid”questions without fear of ridicule;Is supportive, takes some interest in each student’s progress, and givesconstructive feedback to individuals not just the whole class;Reflects on their own performance as a teacher and seeks to continuallyimprove.If this seems like an overwhelming list of attributes for you to have as a tutor, don’t beconcerned. Being a good teacher is something that develops over time, and no one couldexpect a new tutor to have all of these skills and abilities from the start. In the section on“Evaluating and Improving Your Teaching” you will be introduced to a variety ofstrategies for getting information about how you are going as a tutor, and what to dowith this information in terms of your own professional development.
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The University of QueenslandBuildin
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