A tutor's guide to teaching and learning at UQ - TEDI - University of ...
A tutor's guide to teaching and learning at UQ - TEDI - University of ...
A tutor's guide to teaching and learning at UQ - TEDI - University of ...
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Section 1: Getting Started 9♦♦Have students make place cards on the first day <strong>of</strong> class th<strong>at</strong> can sit on the deskin front <strong>of</strong> them.Take a class pho<strong>to</strong>graph <strong>of</strong> students <strong>and</strong> cut them up <strong>and</strong> put their pho<strong>to</strong>graphbeside their name on the class list.♦ Have students introduce themselves <strong>to</strong> the class by a descriptive adjective –eg. Gorgeous Greg, Brilliant Betty.Establishing expect<strong>at</strong>ions or ground-rulesOften problems arise with students because <strong>of</strong> unclearexpect<strong>at</strong>ions about your role as a tu<strong>to</strong>r <strong>and</strong> about theirrole as a student <strong>and</strong> a member <strong>of</strong> the class.Establishing expect<strong>at</strong>ions or ground-rules <strong>at</strong> thebeginning <strong>of</strong> semester can help clarify theseexpect<strong>at</strong>ions <strong>and</strong> help in maintaining a good workingrel<strong>at</strong>ionship between you <strong>and</strong> the group, individualstudents, <strong>and</strong> 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 expect<strong>at</strong>ions.Getting the students <strong>to</strong> gener<strong>at</strong>e the ground rules themselves (with input from you as thetu<strong>to</strong>r, <strong>of</strong> course) can also help <strong>to</strong> establish rules th<strong>at</strong> will be more likely <strong>to</strong> be kept by thegroup, as students will feel like you trusted <strong>and</strong> valued their perspectives.A set <strong>of</strong> ground-rules can be a helpful <strong>to</strong>ol when having <strong>to</strong> deal with difficult situ<strong>at</strong>ions<strong>at</strong> a l<strong>at</strong>er d<strong>at</strong>e – for example, if some students are domin<strong>at</strong>ing discussion or behavinginappropri<strong>at</strong>ely, being able <strong>to</strong> refer back <strong>to</strong> the ground-rules th<strong>at</strong> the students themselvesnegoti<strong>at</strong>ed can be quite powerful in getting back control <strong>of</strong> the class. It’s also quiteuseful <strong>to</strong> review the ground-rules during the semester, <strong>to</strong> get feedback from students onhow they think things are going, if there are any rules th<strong>at</strong> aren’t working or any rulesth<strong>at</strong> should be added.Here are some possible ground-rules (for the tu<strong>to</strong>r <strong>and</strong> the students):♦ everyone will be on time♦ respect each other’s point <strong>of</strong> view♦ listen <strong>to</strong> each other, <strong>and</strong> don’t interrupt when another person is speaking♦ don’t criticise or ‘put down’ another person♦ come prepared for each class♦ turn <strong>of</strong>f mobile phones
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