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
.