Workshop on getting started and prepared to work in tutorial Mr. Tang Lai Yin, Tedmond Instructional Development Unit Educational Technology Centre Hong Kong University of Science & Technology

Role of tutorials as a supplementary teaching-learning activity to lectures  students can clarify what they have learnt in the lecture  students can express their opinions, listen to different perspectives, examine and re-examine what they have taken for granted  tutor can give students individual attention and assistance  students can learn to think through communicating, i.e. talking, writing, doing, and receiving feedback from others

Preparing for the tutorial What has to be covered in a tutorial session  Check the overall course plan- what has to be achieved in which session  Discuss with your course instructor of what will be covered and clarify the learning objectives  If possible, sit in and attend your course instructor’s lecture to see what has actually been covered and discussed

Preparing for the tutorial Steps in planning a tutorial session  Form learning objective  Choose teaching-learning methods and relate activities to objectives  Design assessment methods  Allocate time for activities  Prepare materials  Set-up venue for the session

Hints to prepare for the first meeting/class Prepare ahead of time Examples:  meet your lecturer to plan the first and/or subsequent meetings  set grading and attendance guidelines  skim through the course outline and materials  anticipate questions from students  locate the classroom and figure out how to work with the lights, projector, etc

 prepare materials to be distributed in the first meeting, e.g. notecards, handouts, group lists, etc  prepare roster, if needed You are strongly advised to attend the first lecture of your lecturer even though you are not required to attend the lectures. Dress properly Dress properly as other TAs in the school. You can resume to your own style after your students come to know you a bit better.

Observe others If possible, observe an experienced TA in his/her first class and discuss with him/her what worked well and what did not. Relaxation Relax and try the following  relax your body through neck rolls and shake-outs  warm-up your voice through humming  practice controlled inhalations and exhalations  think positively and don’t evaluate yourself as “I’ve a terrible voice or so. Talk to yourself: “They are just people, I don’t need everyone’s approval to my teaching here. It is okay that I’m not perfect. I know I know.”

Prepare classroom  go to the classroom a bit earlier to get everything ready to use, e.g. visual aids, roster, markers and eraser.  suggested activities for the first tutorial/lab session  suggestions from some experienced TAs  help students feel relaxed about the meeting Examples:  smile and greet them when they enter the classroom  look cheerful and move around to start some friendly small talks with those in their seats  write the course code and title on board and ensure students are in the right classroom

Get acquainted Get acquainted with the students by introducing yourself and learning students’ names. Examples:  have your name written clearly on board  state some of your background as it relates to the course  ask your students to introduce themselves if there is a small group. For large group, you can ask them to use notecards to write down their names, major, courses enrolled, etc and give the cards to you  discuss your office hours with your students and ways to contact you

Explain course requirements Explain course requirement and procedures in relation to tutorial or lab sessions. Examples:  state clearly in what ways the tutorial can supplement the lectures  describe in what ways the tutorial would be conducted  state number of assignments and skills required to complete them  encourage questions from students on the course and its requirements

Set ground rules for future meetings Examples:  spell out the attendance requirements  set group rules for behavior like late arrivals, lack of contribution to class activities, etc Explain grading policies Most students are very concerned about your grading policies. Be prepared to answer questions like:  When work is turned in late, will you mark the grade down?  Will you drop the lowest test score in calculating the final grade?  Do you grade on curve or against standards?  Do consult your lecturer on these policies beforehand!

Carry out administrative duties Take roll-calling, if needed. Involve students Plan an activity that allows students to get involved immediately, e.g. set up small groups to discuss their expectations towards the course/tutorial and share their views to the large group.

Introduce lab work Introduce students to the laboratory, if needed. Examples:  distribute handout on safety issues and read them out loud  explain the class-section-group arrangement  demonstrate the proper use of complicated equipment and ask students to operate it to ensure understanding and competence Conduct the class If time allowed, you can start the class once the acquaintance exercise and administrative duties are over.

Common difficult situations occurred in tutorial sessions Students show no response  Some techniques to encourage students’ response  Group work  Group discussion  Partner system  Discussion of current events  Brainstorming, etc

Students do not show up To solve low attendance problem  tell the student in the first meeting that a small portion of the final mark will be assigned to class participation. But it should be agreed with your lecturer beforehand  send mail to the absentees to show your concern but don’t ask for reasons because they may think you will make trouble for them Students come unprepared To solve the problem, you may:  give a quick revision of the topic  give opportunities for students to teach each other, i.e. peer- support

 ask groups of students to brainstorm questions  devise some tasks which are best done by groups  give private consultation to this student after class The negative student One will always challenge class discussion in a negative manner or those who remain dead silent all the time.  an individual consultation with the negative student is preferably

The unruly student His or her behavior can manifest itself through disagreement with other students (possibly physical), verbal outbursts, cursing or general disruption.  You can politely ask for his/her co-operation, or by private consultation.

Appendix Choosing methods and relating activities to objectives. There is a whole range of activities to be chosen to actualize your teaching-learning objectives. For example, if your aim is to transmit content, a well organized presentation or step- by-step demonstration would be the best choice; if it is to encourage application, a problem-solving exercise or a case- study can help; if it is to change attitude or challenge some take-for-granted values, simulations, role-plays, discussion, etc. will be more effective. Click here for the list of common teaching-learning activities and objectives which can be used in tutorial sessions.here