Good practice guide to Tutorials
A tutorial involves small groups - with up to twenty students - and is a place where
student-centred learning takes place. It is a controlled discussion environment, where
students can discuss, critique, role play, question, solve problems and present ideas.
Their ability to analyse, synthesise and evaluate material will grow and develop in the
tutorial session.
Students are able to get immediate feedback and a tutor who shows genuine interest
in the students will be rewarded with more student involvement in the tutorials. The
tutorial session is an opportunity to personalise University learning and through the
use of student names, they are socialised into the discipline and the institution.
Planning your session
Set specific objectives for the session
Identify the content to be covered
Determine the process through which student learning will occur (see below for tips).
Getting started
Room set-up is important in creating the atmosphere you want. Placing the chairs in
a circle enables everyone to see everyone else.
Arrival - should you get there first and socialise with students or leave them the first
minute or two as ‘student’ time together?
Introduction and names. This is a useful way to begin the first session. As part of
the introduction, ask the students to finish a sentence such as ‘I expect that the
tutorials in XXX will ……’
Let them know your expectations – e.g. punctuality, preparation, contribution to
discussion and activities, respect for others, interest and enthusiasm.
The session
You may need to introduce the topic, but be careful not to talk too much. Then ask a
question or series of questions and if there is no answer forthcoming in about 8
seconds: you can ask a student by name; you can split them into pairs to discuss; or
you could get them all to write an answer, collect the answers and read some to the
class to get discussion going.
Make sure that you ask open questions and be careful not to imply the ‘correct’
answer in tone or wording. Avoid loaded terms and descriptors.
Response to students’ questions - you may want to give the question back to the
class to answer.
Encourage honest responses – which can be difficult for a student who hears others
strongly put a different view. You could get students to write answers and discuss the
answers with the class.
Role plays need to be organised and thought through well in advance of the session.
Student presentations – students need time to prepare. They also need some
support in handling the event, especially if there is technology involved and there are
questions from the class. Pairing students can be useful - so that everyone takes a
turn, and also to give each other some support in front of the class
Finish the session with a summary - given by you or preferably class member/s. Give
the students the reading or preparation for the next tutorial.
Evaluation
If the tutorial is going badly, ask the students to write down a reason for this.
Class attendance and participation are good indicators for evaluation.
Reflect on your practice and make notes on things you might change.
Have a peer review.
Ask your Educational Designer for a Teaching Dynamics Critique.
Problems
Silence - This issue has been addressed above – use pairings, written answers,
allocate specific tasks before the session.
Dominating student – usually one who is on top of the subject. Enlist their help, ask
them to hold back in order to help others – be positive about their contribution.
Disruption – best dealt with by a one-on-one discussion after class.
Lack of student preparation –
 In the first tutorial brief them about the requirements and each week remind
them of the next week’s reading.
 Give an incentive such as marks for tutorial participation.
 If all else fails, give them 10 minutes to read quickly before the discussion
begins.
 Allocate tasks, e.g. if students are to do a research/presentation give them
plenty of notice.
References
Dawson, S. (1998). Effective tutorial teaching: A guide for University and College
tutors. RMIT: Melbourne.
(378.1795/D1)
Lublin, J (1987). Conducting tutorials. HERDSA: Sydney
( 378.1974/L1)