Topic 6: Practical tips for effective tutoring

1. If possible use tutorial rooms that have flexible furniture
   Where possible, teach in tutorial rooms where you can flexibly reorganise furniture and break students up into small groups of four or five, then wander around the groups asking questions, and providing input to their discussions.
2. Use small group teaching strategies that require each student to do something
   In a tutorial group of 25, create small groups and assign each of them a specific task relating to issues being discussed in the course. Appoint a spokesperson from each group to report what has been discussed back to the larger group. There are many variations on small group processes that can be used effectively in tutorials. The advantage of small groups is that students can get to know each other better. One of the problems with a large group is that the students can be anonymous one to the other so they don't necessarily have any social interaction or any chemistry as a group. There have to be strategies to try and build that chemistry.
3. Get to Know the Students Personally - Take an Interest in Who They are and Where They're from - Make Connections
   It is useful to establish some rapport or connection with individual students away from the tutorial setting especially if they are shy in class. Talk to them about where they've come from including their home town, or particular cultural festivals or other aspects of their culture. Be aware of the kinds of issues that might spark a connection or create a point of common interest for discussion. Show students that you appreciate their contributions and appreciate any difficulties they might have in participating in the learning process.
4. Provide Individual Attention in Class
   Try in every tutorial to speak to each student individually. If it is too difficult to get around to the whole class in one session, do it over two sessions. Ask them how they are going with their study, and how they find the study materials. Take note of how confident they are in talking, and judge what extra assistance they might need, if any.
5. Provide Opportunities for Students to Get to Know Each Other
   During the first tutorial in any subject always spend time on getting the students to get to know each other and get to know you so they have a feeling of being comfortable in the group. One way of doing this is to deliberately get them to talk to someone they don't know and then to introduce that person to the rest of the group. A number of activities regardless of where they're from will get them to feel as though they can come into this class and sit down next to somebody they can talk to. You may like to follow that up in the following weeks by trying to do a bit of group work where they have to find out what groups they're in, do a bit of discussion, mixing them up until they feel comfortable in that environment.
6. Be Relaxed About Mistakes and Enjoy the Experience of Teaching
   When teaching, try to relax and accept that everyone makes mistakes in respect to knowledge and organisational matters. Teaching can be seen as a performance art, but if you are continually anxious about how the students will evaluate you, some of the spark can go out of the performance and diminish the interaction.
7. Talk About the Protocols of Addressing Academic Staff in Australia
   The way students address staff differs from one culture to another. It is useful to explain how this is done in Australia and why. It can be a social lesson in Australiana. Some staff like to strongly encourage students to adopt the use of first names. Others leave it to students to do what feels comfortable. Or there may be a compromise whereby students use a title and a first name (e.g. Dr Tom). This fits the students' need for formality with the teachers' need for informality.
8. Learn to Pronounce and Spell Students' Names Correctly
   Let students know that you want to address them by their first name, and want to pronounce it correctly. Ask them to let you know if you get it wrong and keep reminding you until you are able to pronounce it correctly. If you want to encourage students to call you by your first name, make sure you give them plenty of opportunities to also get the pronunciation correct.
9. Ensure that Tutorial Content is Inclusive
   Invite students to give feedback about any inaccessible language used in tutorials. This can be done orally or in written form anonymously.
10. Provide Some Supplementary Tutorials Specifically for International Students
    If resources allow, provide extra structured tutorials that deal with issues specific to international students. They can benefit greatly from a session, which clarifies and revises concepts and expectations in a more personal atmosphere. Such a tutorial also enables staff to learn more about the strengths and weaknesses of individual students. However, avoid such classes becoming a means by which international students receive a proofreading service. The classes should help develop skills in writing, but not help do the writing for the students.
11. Dealing with Problems
    International students are very reluctant to talk to their lecturers about problems they may be having. This is particularly the case with males who have female teachers and it is difficult to know whether it is a cultural issue or a gender issue or both. Spend time letting students know that there are many people in the class who are having problems. That can make them feel more comfortable in coming to see you. Unfortunately, there are international students who in spite of all the encouragement are not prepared to front up and say there is a problem, and they may often inform you of a major problem as they are literally on their way home. Some in fact start to actively avoid very well-meaning tutors who say 'please come and see me about this'. Sometimes you might have to just react to this eventuality. On the other hand, it can be a major relief to the student from a different culture if they can communicate problems to you because they're often less confident in their own abilities.

    If such students come to see you it is good to start by going over the most basic questions, trying to get them to feel more relaxed, getting them to a point where they would be open about what they didn't understand. Dealing with student reticence about being open about their problems is a critical issue, as they often see it as being a failure to acknowledge their problems.

    If you've got the time, it can be helpful to get the student to read out loud their work. You can often make the point in this exercise that their spoken English isn't poor but they are only having problems in translating their ideas into the written form. This helps to re-build student confidence. The act of reading aloud can help them see more clearly how they can translate their ideas spoken into well written work. So to continue this practice it can be useful to encourage students to read their draft work aloud to a friend or the friend reads it aloud to them, with corrections to written work being made during the process.

12. Be Alert to Subtle and Informal Learning Cues and Activities
    It has been observed that international students can engage in subtle and informal learning activity. For example, it might involve small groups in tutes or lectures whispering amongst each other as a means of checking their collective understanding. Don't immediately interpret such behaviour as non-educationally related and move to shut it down. If the whispering is not too prolonged and too loud it might be best to let it take its course. It might very well be in the best interests of sharing student understandings.

Previous / Next

back to top