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The tutorial

The tutorial is the method of teaching at university that most resembles the experience of the secondary school classroom. Tutorials are an integral part of the teaching and learning program at university. They provide the opportunity for reinforcement and enhancement of the lecture material - especially getting answers to the questions that you may have had during the lecture but did not feel you could ask. For this reason, many students prefer to attend a tutorial scheduled at a time after the lecture has been given.

Those departments that do not assign students to tutorials electronically will ask you to sign up for a tutorial related to each unit you are undertaking. In order to sign up for a tutorial, you will have to go to the departmental office and look for the 'first-year' noticeboard. You will find posted there a number of options regarding days and times for tutorials from which you may choose. Irrespective of the manner in which you will be signing up for your tutorials, select a time that is suitable for you and does not clash with the rest of your timetable - especially lectures. Make sure to check with the staff available whether tutorials commence in the first week: most do!

Tutors act as facilitators enabling students to:

  • verbalise their ideas;
  • listen to and reflect upon the ideas of others;
  • increase familiarity, understanding and appreciation of the subject matter;
  • enjoy the process of learning whilst developing their own knowledge and skill base.

The tutorial should be a productive and satisfying experience for both the students and the tutor.

Expectations and responsibilities of students in tutorials

To experience pleasure and success in your studies:

  • attend all tutorials, and do so punctually;
  • assist your tutor and other students in getting to know you quickly by being friendly, receptive and open in your communication with the tutorial group;
  • prepare thoroughly, i.e., complete the prescribed reading prior to the tutorial and consider carefully the material under discussion (it may help to write down any queries you may have or comments you wish to make that have arisen from the reading and/or the lecture);
  • recognise that meaningful interaction is imperative for the successful functioning of the tutorial group (this is both an individual and shared responsibility);
  • come to the tutorial as a ready, willing and able active participant, i.e., accept your share of the responsibility for contributing purposefully to the discussion;
  • be confident in the knowledge that your opinion has merit and will be valued by the other members of the tutorial group;
  • know that, just as you have a right to express your opinion, you also have the responsibility of respecting the right of others to express theirs, even if their opinions do not necessarily agree with your own;
  • learn to be a critical, analytical thinker not a judgemental one;
  • do not hesitate to seek clarification, explanation and justification to develop your knowledge, skills and experience;
  • understand the nature of assessment tasks and how best to fulfil specified requirements (speak to your tutor to ensure your understanding of the task is on the right track before task submission);
  • always try to ensure submission of assessment tasks by the due date; and
  • do not allow minor concerns to become major problems; communicate immediately any difficulties you may be experiencing to your tutor.

Oral communication in tutorials

Tutorials rely on the effective communication of ideas orally. You will need to express your ideas in a clear and concise manner, and develop an understanding of group dynamics. Try to remember the following guidelines and soon you will find yourself speaking up without any prompting from your tutor.

The guidelines below are useful for all tutorial interactions, especially when it comes to your turn to make a formal presentation to the tutorial group. Try to communicate effectively by:

  • sequentially and coherently organising your thoughts;
  • substantiating your comments with reference to theory/theorists, lectures, 'readings', etc.
  • making clear opening and closing remarks;
  • establishing and maintaining rapport with the tutorial group, especially through the use of eye contact while speaking;
  • conveying a confident manner and enthusiasm through both your verbal and non-verbal behaviour; and
  • if appropriate, using carefully prepared and correctly written/diagrammatic material as handouts.

Reflection as a learning process for the student

At the end of each tutorial ask yourself:

  • 'What did I do well?' and
  • 'Is there anything that I would do differently to improve for next time?'

Make sure that you are able to justify your responses to these questions.