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

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8 A Tutor’s Guide to Teaching and Learning at UQYou can change the characteristics written in the squares to anything that you think willsuit your group, or even the course they are studying. Below are some examples;Learning students’ namesOne of the greatest challenges at the beginning of a new semester is coping with newstudents' names. No matter how large the class it is worth persevering so students have asense that you care about them as individuals, and this can help create the kind ofatmosphere that facilitates learning. Here are some suggestions to assist in coping withthe challenge of learning names (or at least some names):♦♦♦♦Name Badges – These can be given out as people arrive. Write the names inlarge print so that they are easy-to-read. Sticky labels can be used as namebadges.Have students sit in the same seats for the first few weeks until you are able tomatch names with faces. Pass around a seating chart for students to fill in (warnthem that joke names will not be appreciated!).Have students give their name before they speak. This can be continued untileveryone (both teacher and students) feels they know each other.Use students' names as often as possible.
Section 1: Getting Started 9♦♦Have students make place cards on the first day of class that can sit on the deskin front of them.Take a class photograph of students and cut them up and put their photographbeside their name on the class list.♦ Have students introduce themselves to the class by a descriptive adjective –eg. Gorgeous Greg, Brilliant Betty.Establishing expectations or ground-rulesOften problems arise with students because of unclearexpectations about your role as a tutor and about theirrole as a student and a member of the class.Establishing expectations or ground-rules at thebeginning of semester can help clarify theseexpectations and help in maintaining a good workingrelationship between you and the group, individualstudents, and among the students themselves.If you feel uncomfortable using the term, ‘ground-rules’ with university students, assometimes this may seem or be perceived as juvenile, then use the term expectations.Getting the students to generate the ground rules themselves (with input from you as thetutor, of course) can also help to establish rules that will be more likely to be kept by thegroup, as students will feel like you trusted and valued their perspectives.A set of ground-rules can be a helpful tool when having to deal with difficult situationsat a later date – for example, if some students are dominating discussion or behavinginappropriately, being able to refer back to the ground-rules that the students themselvesnegotiated can be quite powerful in getting back control of the class. It’s also quiteuseful to review the ground-rules during the semester, to get feedback from students onhow they think things are going, if there are any rules that aren’t working or any rulesthat should be added.Here are some possible ground-rules (for the tutor and the students):♦ everyone will be on time♦ respect each other’s point of view♦ listen to each other, and don’t interrupt when another person is speaking♦ don’t criticise or ‘put down’ another person♦ come prepared for each class♦ turn off mobile phones
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The University of QueenslandBuildin
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A tutor's guide to teaching and learning at UQ - TEDI - University of ...

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