Tutoring and Demonstrating Ch. 10

Chapter 10. A GUIDE FOR SELF-EVALUATION

General issues

• What were the most and least successful aspects of the class? What would I do differently if I were leading this session again? Was it well-planned? Did the plan work? If not, why not? And, if not, was I able to respond and adapt quickly and flexibly?
• How well did I introduce the session and link it to previous classes and to the lecture program?
• Did the group cover the essential concepts and issues? If not, how will I ensure that these are covered subsequently? Did I try to deal with too much?
• Did all students participate in the discussion and/or activities? If not, why not? If not, how can I reorganise activities to encourage this in the next class?
• How would I describe the group dynamics? Are there any problems in the students' interactions with each other that need to be addressed?
• Were all the students interested, engaged, relaxed? How did they respond to me? Have I established an atmosphere conducive to participation? If not, how can I improve this?
• Did I manage the discussion/activities so that they were consistently focused on the subject? If not, what strategies can I use to keep the students on track?
• Were the students prepared? If not, how can I encourage them to be better prepared in future? Can I direct their reading and other preparation through focused questions?
• If called upon to explain something, did I do so clearly and in a way that resolved the difficulties experienced by individual students? Was there any query I couldn't deal with satisfactorily? If so, did I deal with this honestly and directly? And how will I follow up on this matter?
• Was my manner appropriate? Was I supportive but also clear in correcting misunderstandings? Did I show enthusiasm for the subject and concern for the progress of individual students?
• Did I show respect for all students, irrespective of their cultural and social backgrounds and personal characteristics, and did I ensure that students treated each other with this respect? Did I consistently use non-discriminatory language?
• Were there any indications that some students have special learning needs? If so, how can I help them and what resources can I draw upon in doing so?
• Did I draw things together at the end of the session? Did I indicate clearly to students what would be the subject of the next session and how they should prepare for it?

. . . and specifically for . . .

1. discussion classes

• Did I ask questions which stimulated lively discussion? Were they open, but not too vague and general? Which questions didn't work? Why not?
• Did I sufficiently acknowledge student responses, ideas and arguments? Did I consistently build on their contributions to develop the discussion? Did I use their names while doing this?
• Did the students start talking to each other, instead of always to me?
• Was there enough variety in the activities and/or topics for discussion? Were there any signs of flagging interest?
• Did I challenge students sufficiently to support and extend their ideas? Did insightful and original points emerge? Did the students feel safe enough to try out risky ideas?
• If the class was divided into smaller groups for part of the session, how well did the students work in these groups? Did they all participate? Was sufficient time allowed for the activity? Were the reports from groups over-long, repetitive, unfocused? Did the general discussion build on the reports from groups to take up and debate key issues?
• In general discussion, did any students dominate? Did any not speak at all? If so, what might be the reasons for their silence? How can I encourage the quieter students and control those with a lot to say without undermining them?
• Did I manage the discussion in a way that reinforced both the value of intellectual disagreement and the importance of civility in pursuing it?

2. student presentations

• Were the class presentations successful? Were they given from notes rather than read? Did they focus on key issues? Did they stimulate discussion? Did the students keep to the allocated time?
• If the presentations were not successful, to what extent was that my responsibility? Have I briefed the students adequately on what is required? What can I do now to improve future presentations?
• Did I build on the student papers in leading subsequent discussion, highlighting strengths but addressing problem areas?
• Did I give the students adequate feedback on their presentations? If not, how and when will I do this?
• If the presentations are to be assessed, have I kept adequate records?

3. setting up of group work and problem-based learning projects

• Has the exercise been carefully planned? Are the projects appropriate and manageable? Is there a clear structure and timeline? Will the students receive adequate guidance about starting points and resources?
• How will I brief the students so that they are comfortable and confident? Will they have an opportunity to clarify uncertainties and express concerns? Will they know what to do if they strike trouble?
• Are the groups likely to work well? How will the students establish the 'ground rules'? Are there any potential problems with group interactions which will need to be monitored carefully?
• Are the assessment procedures clear? How can I demonstrate to students that they are fair and appropriate?
• If I see students heading off on unproductive paths, how will I steer them back without weakening their independence?

4. problem-solving sessions

• Had all the students completed the set tasks? If not, did I handle the situation well? Were the students who had prepared able to benefit from the class?
• Were there particular problems that were causing difficulties for students? Did I deal with these adequately? If, at the end of the class, some students were still having trouble, how can I help them further?
• How do I know whether students understood the explanations? Did they feel free to tell me if they did not? Did they have an opportunity to try a similar problem themselves after my explanation?
• Were the most advanced students extended in the session? Was I aware of the progress of all the students in the class?

5. laboratory or practical classes

• Did I ensure that the students were clear about the purpose of the class and the procedures to be followed?
• Did my questions to students probe their understanding of underlying principles and concepts and help them to make meaningful connections and inferences?
• Did I demonstrate an interest in the subject and in the progress of the students? Was I readily available and helpful if they had queries? Did I manage to speak to all students individually?
• Did the students manage their time satisfactorily? If not, where should I have intervened?
• Were there any safety hazards involved? If so, were the students adequately briefed and was I sure about the procedures to follow if a risk emerged?
• Did anything go badly awry? If so, did I deal with it competently? If not, how could I have handled it better?

6. clinical sessions

• If demonstrating a procedure, did I perform it competently? Did I instruct students adequately about what I was doing and why?
• Did I give students ample opportunity to ask questions and clarify points, either during the session or immediately afterwards?
• Did I model appropriate professional behaviour in my dealings with the patient or client?
• If supervising a student performing a procedure, did I ensure that the student was adequately prepared? Did I confirm that the patient/client was fully informed and quite comfortable with the arrangement? Did I introduce myself and the student?
• Was I able to reassure the student and provide support? Did I deal with any uncertainty or ignorance tactfully and constructively?
• Did I allow the student to act as independently as possible, while closely monitoring the effect on the patient/client?
• Did I conduct a constructive and thorough debriefing, praising achievements and indicating deficiencies clearly? Did I make focused suggestions for improvement? Did I give the student a chance to comment on his/her own performance and raise any concerns?
• If assessing this performance, have I an adequate record?

References and further reading

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