By Phil Race
This e-book provides over 500 functional feedback designed to aid tutors identify energetic studying among their scholars. Divided into precious sections the ideas disguise the total diversity of educating and studying events and include a 'start anywhere', dip-in source appropriate for either the newcomer and the previous hand. meant usually for the collage or collage lecturer keen on learner-centred studying, this source bargains clean principles and nutrition for notion on six extensive parts of the activity: getting the scholars going setting out, and dealing jointly the programme itself - lectures, assignments and suggestions aiding scholars to benefit from assets evaluate: demonstrating facts of accomplishment abilities for occupation and existence normally. This vigorous and stimulating e-book will end up priceless to academics, tutors, academics, running shoes and employees builders.
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Additional info for 500 Tips for Tutors, 2nd edition (500 Tips)
Other mentors may need to feel that they are investing in people, and that their mentoring work is evidence of this. 6 Remember that mentors may need some training. If you are in a position to arrange a ‘supply’ of potential mentors (for example, if you can enlist some third-year students to mentor first-year students), it can be worthwhile to arrange a mentor training workshop, helping mentors to work out the sorts of things they can help with, and also when not to try to help (such as with those personal problems that could need expert help).
10 24 Be honest with students if time runs out! If this happens, alert students to any parts of the programme that are not going to be covered by your teaching – or by the associated assessment. Resist the temptation to cram the last few lectures full of all the remaining parts of the programme; if exams are coming up shortly, few students are going to spend much time on newly acquired information in any case. 11 Getting to know you People in general tend to take more notice of people they know.
1 Help your students to see what seminars are meant to be. Explain how they differ from tutorials and lectures. Students may not automatically know the educational functions that seminars can serve. 2 Work out a seminar schedule and publish this along with your lecture schedule. This can help students to see which topics or issues are going to be covered in depth in seminars. 3 Brief students carefully. As the programme progresses, brief individual students (or small groups) to prepare for forthcoming seminars – for example, to give a 15-minute review of a topic, then open it up for discussion (with you as an expert witness only when needed).
500 Tips for Tutors, 2nd edition (500 Tips) by Phil Race