TUTORIAL RESPONSIBILITY By

JVJ EMBERS

Professor J. W. Tibbie, M.A., M.Ed., Director of the School of Education, University of Leicester

of the staff of

an

insti-

which is concerned with the

prenaUtl?n the ratlon of students for entry into social \v0r]Professions ofwillteaching, normally find lhemc C?r n.ursing

ki^ ? fCS involved

in several different

responsibility, e.g. teaching and I inj^g ,e?turing, administration, and a duties to which the term

"tutor"

t? jn and

*n my

,

title refers. This is

SUch

?

things

as

giving

meant

advice

acaclemic studies, SuPerv-U'danCe 1Sln8 practical work, acting on

as

m0ra,

Weffare

studem0r

tutor to a group of

helping individual special problems or diffi**ave met- ^ is generally

?anc* student' "

,with

cLi^j

y

reCOpn-

today that most people need trainj"lSed ? skills, and, *n

taitiiy

teaching

cer-

j0st.tra'ners ?f teachers will Vears af training themselves and some take

to

e^Perience

t

before they underBut it still seems

bpCtv,tra'nShtstudents. that

teachi n?'

.

indeed,

good tutoring (like

in the older tradition) .y the light of nature and needs ihc preparation.

co^

n? Sn

"'finite is

line

hard and fast line and tutoring, but if givjn a examples at the extremes, e.g. ecture or lesson to a large ^r?Un ^ one ^an(^' an our students are, we must have 1111 than average awareness of our feelings, insight into their and capacity to tolerate what we there. The aim of this kind of ' paration for tutorial responsibiW'

ramifica^

not to

give

tutors

specific technic

which they can use like tools with students, but rather to enable operate over the whole range of relations with students at a deeper of awareness and insight.

th^ j" J

.

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