32 A Tu<strong>to</strong>r’s Guide <strong>to</strong> Teaching <strong>and</strong> Learning <strong>at</strong> <strong>UQ</strong>The neg<strong>at</strong>ive studentYou may also experience different kinds <strong>of</strong> neg<strong>at</strong>ivity, either overt (such as challengingthe class discussion or activity in a neg<strong>at</strong>ive manner) or covert (such as remaining silent<strong>and</strong> not particip<strong>at</strong>ing). Try methods such as those above (under ‘the expert’) for dealingwith the overt neg<strong>at</strong>ive student, <strong>and</strong> try bringing the covert neg<strong>at</strong>ive student in<strong>to</strong> thegroup activity by methods such as asking them directly <strong>to</strong> give their opinion, etc. Ifthese kinds <strong>of</strong> techniques don’t work, then try talking with the students individually.You might actually find th<strong>at</strong> there is a particular reason for the neg<strong>at</strong>ivity, <strong>and</strong> th<strong>at</strong> byaddressing this with the student you are able <strong>to</strong> facilit<strong>at</strong>e a change in <strong>at</strong>titude quiteeasily.The truly ‘disruptive’ studentWhile the above two kinds <strong>of</strong> students are usually quite disruptive <strong>to</strong> the healthy flow <strong>of</strong>the tu<strong>to</strong>rial session, you may also have <strong>to</strong> deal with a truly disruptive student <strong>at</strong> sometime. This student’s behaviour is much worse <strong>and</strong> can involve direct disagreements withother individual students (possibly physical), verbal outbursts, cursing or otherdisruptive actions. Obviously, this kind <strong>of</strong> behaviour is not something th<strong>at</strong> you can ‘justsee how it goes’ with subtle management techniques.Instead, try using silence <strong>to</strong> direct the student’s <strong>at</strong>tention <strong>to</strong> you <strong>and</strong> <strong>to</strong> the situ<strong>at</strong>ion(usually, the rest <strong>of</strong> the class becomes silent also, thus making a bigger impact), politelyask for his/her co-oper<strong>at</strong>ion, <strong>and</strong> use the ground-rules set up by the you <strong>and</strong> the class asa way <strong>to</strong> direct your request. Otherwise, meet with individual students priv<strong>at</strong>ely – askthe student (or students) <strong>to</strong> stay after class <strong>and</strong> talk <strong>to</strong> them about how disruptive theirbehaviour is <strong>to</strong> you <strong>and</strong> <strong>to</strong> other students. Draw their <strong>at</strong>tention <strong>to</strong> the Student Charter,<strong>and</strong> review wh<strong>at</strong> their responsibilities are as students as this <strong>University</strong>.Helping students find supportBecause <strong>of</strong> the n<strong>at</strong>ure <strong>of</strong> your role as tu<strong>to</strong>r, <strong>and</strong> your rel<strong>at</strong>ionship <strong>to</strong> a small group <strong>of</strong>students, students <strong>of</strong>ten see you as an important person in their lives as a student, <strong>and</strong>may approach you with problems or issues other than those directly rel<strong>at</strong>ed <strong>to</strong> the courseyou are tu<strong>to</strong>ring in. While it’s important <strong>to</strong> deal with students emp<strong>at</strong>hically, don't feelth<strong>at</strong> you must help (or solve) all <strong>of</strong> their problems for them. If a student approaches youwith a need, problem or concern outside the scope <strong>of</strong> your role as a tu<strong>to</strong>r, it’s importantfor you, <strong>and</strong> for the student, th<strong>at</strong> you direct them <strong>to</strong> the appropri<strong>at</strong>e student supportnetwork or section. Students will always have concerns or needs external <strong>to</strong> their courseor program <strong>of</strong> study th<strong>at</strong> are best dealt with by other people, such as those in studentsupport services.
Section 3: Effective Small Group Teaching <strong>and</strong> Learning 33Most universities have policies <strong>and</strong> sections <strong>of</strong> the institution th<strong>at</strong> deal with thefollowing student support issues. However <strong>of</strong>ten not all teachers <strong>and</strong> students are aware<strong>of</strong> the range or extent <strong>of</strong> services, or indeed th<strong>at</strong> some exist. For example, <strong>at</strong> <strong>UQ</strong> thereare services th<strong>at</strong> provide the following:♦♦♦♦♦♦♦♦♦♦♦♦♦academic skills programscareers advicecounsellingdisability servicesindigenous student supportintern<strong>at</strong>ional student supportstudent equityIT traininglibrary skillsaccommod<strong>at</strong>ionfinanceenrolmentstudent unionAs a tu<strong>to</strong>r, you might like <strong>to</strong> summarise some inform<strong>at</strong>ion about the kind <strong>of</strong> supportservices th<strong>at</strong> are <strong>of</strong>fered <strong>at</strong> your institution, <strong>and</strong> provide this <strong>to</strong> students <strong>at</strong> the firsttu<strong>to</strong>rial session. Section 6 (Inform<strong>at</strong>ion about the <strong>University</strong>: Resources, Services, <strong>and</strong>Policies) in this booklet provides an overview <strong>of</strong> many <strong>of</strong> the services for students <strong>at</strong><strong>UQ</strong>, including contact details <strong>and</strong> links <strong>to</strong> more comprehensive inform<strong>at</strong>ion.
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