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The Successful Tutorial in a Variety of Contexts

The Successful Tutorial in a Variety of Contexts. September 9th 2010 Dr. Mercedes Rowinsky-Geurts Dr. Catherine Black (SFU) Department of Languages and Literatures Wilfrid Laurier University. “ Teaching without zest is a crime .” Virginia Woolf. Objectives. The challenge

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The Successful Tutorial in a Variety of Contexts

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  1. The Successful Tutorial in a Variety of Contexts September 9th 2010 Dr. Mercedes Rowinsky-Geurts Dr. Catherine Black (SFU) Department of Languages and Literatures Wilfrid Laurier University

  2. “Teaching without zest is a crime.” Virginia Woolf

  3. Objectives • The challenge • Successful tutorials • Use of humour/variety • Attitude • First tutorial • Communication • Class participation • Issues in the classroom • Marking

  4. The Challenge • Different types of tutorials - one on one - lab setting - computer lab - seminar - (guest lecture) • Different academic cultures (Kin., Psych., Rel.& Cult., Engl.)

  5. But Teaching is Teaching, so… • The first question to ask yourself is: How can I motivate my students to achieve higher? This is the real challenge! Remember your own experience?

  6. WhatMakes a Successful Tutorial?

  7. Competence and Clarity • Always be prepared, even over-prepared • Admit when you do not have the answer, but you’ll check • Clearly explain the tasks to be accomplished • Explain why readings, exercises and participation are important

  8. Variety and Humour • Vary activities to accommodate different learning styles • Bring elements of fun into the class, even in a stats tutorial! • Humour is a must!

  9. Humour • Torok, et al. (2004) further provide the following reasons in support of humour in the classroom: • Facilitates retention of novel information • Increases learning speed • Improves problem solving • Relieves stress • Reduces test anxiety • Increases perceptions of teacher credibility

  10. Your Own Attitude • Are you open, friendly and enthusiastic about the tutorial? • Be passionate about the material! • Show up early to engage a few students in informal conversation. • Your attitude towards students will go a long way towards determining how much discussion takes place. • Turn responses (rephrase, change emphasis) according to the topic of the lesson.

  11. Caring and Friendliness • Respect your students • Learn their names • Know the boundaries: Establish balance between control and spontaneity • Recognize cultural and learning differences • Be prepared for sensitive subjects • Create a safe environment • Encourage them

  12. The First Tutorial • Meet students at the door • Rearrange the setting if needed • Introduce yourself, speak slowly and write your name and contact information on the board • Make your expectations clear If this has not been organized • Decide on “office” hours Finally • Engage in ice-breaker activities

  13. Classroom Manner and Communication • Be clear, friendly and encouraging • Make sure students understand you and you understand them • Avoid jargon • Encourage them to ask questions and give you feedback • A well-selected anecdote from your own experience will ease feeling of uneasiness • Learn to use the dreaded “pause” to your advantage

  14. Class Participation/Discussion • Ask simple questions to get things going • Rephrase questions if you do not get an answer • Get answers from students who are willing (raised hand or eye contact) • Form small buzz groups • Never embarrass a student • Controlled (tactful!) teasing is acceptable

  15. Be Provocative! • Present a statement already on the board when they come in • Write a question on the board to be discussed in groups • Show an appropriate cartoon on an overhead • Distribute a newspaper clip when they come in • Use TED.COM or YOUTUBE for additional material

  16. The Shy Students • Find out why they are reluctant to speak • Are they confused? Turned off? • Move around the room, so you can have eye contact with everyone: encourage them • Significance of non-verbal responses • Give the whole class a written assignment (Mylearningspace) • Give a specific question to the shystudent for next time

  17. The Over-Talkers • The very smart: • avoid their raised hands for easy questions • leave them to the end • after class, let them know why you delayed their answer • The floor dominators: • jokingly ask: Is there someone else with an answer, so-and-so is doing all the work here! (be tactful, don’t be mean!) • The extreme cases: • talk to them out of class • tell them you will limit them to a sentence that clearly summarizes what they have to say

  18. Marking • Set standards with professor • Presenting a clear rubric avoids unnecessary questions • Write up an example of what an ‘A’ answer should include… • Compare A, B, C, etc. papers with other tutorial leaders • Re-read papers marked first to see if your standards have changed • Don’t mark when overtired, etc. • Refer all complaints about marking to professor

  19. Final words • Your role is to: • Help them understand the material better • Increase student motivation by piquing their curiosity • Establish a good relationship between you and the professor • Always challenge the students

  20. Questions?

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