Tutors@ANU

People in general and tutors, presenters, and teachers in particular often have many expectations, biases, assumptions, beliefs, and values that remain beneath the surface but that influence decisions, the way they solve problems, and the way they interact with others, including how they teach and guide students. You need to be clear on the expectations you have of yourself and your students, as well as of your supervisor / coordinator and College / University. You need to know what you expect of yourself (and are willing and able to deliver) in relation to what others expect of you. It is unlikely that everyone will agree on what is expected, and this can lead to conflict, frustration, disappointment, and stress.

The best way to pre-empt these hazards is to begin your teaching, demonstrating, and other tutoring with — and continue — a dialogue to clarify and negotiate expectations. How many hours can you really expect to spend preparing for a class? How much time will it really take to mark 50 exams? Can you get paid for additional hours required? How much time can you devote to student consultation outside of minimum [paid] hours? Do you spend time helping students learn to learn (often an implicit agenda) or just cover the more obvious course content / material?

One tutor has found it extremely helpful to write out clearly and comprehensively his view of the course, philosophy, and intended approach to teaching, and to provide this to students. This provides richer, more meaningful insight than the typical and mere listing of learning objectives and weekly topics. These statements surface what he expects from students and what they can expect from him. The author includes an explicit vision for the class that includes interaction and outcomes, as well as a description of activities and their rationale. This is always included in course outlines, revised as appropriate each semester, and discussed in class. When you really think it through, write it down, and discuss it, you get much clearer yourself and your students will better understand where you are coming from.

Contact RSDC or CEDAM for information on other resources, including training, that will assist you develop in your role.