Tutorial facilitation is both an art and a science. During these sessions, learning moves beyond the lecture hall to foster deeper understanding, critical thinking and connections between students. But transforming a shy or disengaged group into a dynamic learning community does not happen by itself.
Here are tips to help you run effective and engaging sessions.
Promote active engagement
A tutorial is not a mini lecture that rehashes content already discussed. Instead of simply explaining a complex theory, I like to design short and structured activities that promote learning by doing. I ask open-ended questions, use a range of visualisation techniques such as mind maps, build physical models and gamify learning activities. This creates an engaging learning environment where students are receptive and responsive.
Embrace students’ backgrounds
Undergraduate students come from a range of backgrounds and have varying levels of understanding so tutors must tailor teaching to ensure that every student can keep up. Be aware that sometimes you will need to adjust the pace of sessions and check for understanding.
I also acknowledge diversity by inviting students to bring their own experiences into discussions. This is a great way of linking concepts to personal experiences. For example, during a research methodology class covering survey research, I ask students to recall their experiences of completing questionnaires and to reflect on whether the experiences were positive or negative, and why. This allows them to step into the shoes of their respondents when designing their own.
Acknowledge effort and contribution
While the university environment can be competitive, as teachers, we should acknowledge student effort to build confidence. I like to praise the small things that students do in their tutorials, such as completing the course readings in advance, sharing additional references or raising an interesting perspective. Doing so shows students that I value them as individuals.
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Cultivate relationships with students
I believe that a personal connection with students is fundamental to building the trust and rapport necessary for a productive learning atmosphere. To foster this, I chat with students before and after each tutorial. These informal conversations can start with simple questions such as:
- “How are you settling in this term?”
- “What does your workload look like at the moment?”
- “Did you do anything nice on the weekend?”
Explain the assessment instructions and guidelines
Ambiguity in assessment leads to confusion and frustration, especially for students who rely heavily on grades. It is good practice to explain the assessment tasks and rubrics during the initial tutorials each term, and then reiterate instructions throughout. I also explain what I expect in terms of preparation to help students manage their schedules. They might have this information written down or it might be published on the university’s learning management system but reiterating it verbally keeps the information fresh in their minds.
Offer spontaneous and effective formative feedback
Instead of reserving comments for final assignments, I integrate continuous opportunities for feedback throughout the semester. I also ring-fence time in class for students to share their draft work with one another, which means they get instant feedback and novel perspectives from their peers.
Additionally, when students submit their drafts, I encourage them to tell me what type of feedback they want, to make it more focused. I also encourage them to address my feedback after they receive it. This iterative process supports development and demonstrates investment in students’ learning progress.
Prioritise structure
A sense of direction is important for learning. Students need to know what they are working towards and what they will be required to demonstrate at the end of each session. For this reason, I create a short lesson plan with learning objectives and activities, as well as approximate timings for each component and potential questions to spark participation and interaction. It is also crucial to give instructions before initiating any tutorial discussions or other activities.
Tell students the expected outcomes, the duration of discussions or activities, and potential questions. You can end the session by summarising what the students have learned and recapping key points, giving students homework and offering words of encouragement to motivate them to continue participating.
By prioritising active engagement, recognising students’ diverse backgrounds and providing clear structure and feedback, tutors can create spaces where students feel confident to participate and take intellectual risks. These small but deliberate practices help turn tutorials into collaborative learning environments in which students not only understand course content more deeply but develop the confidence and skills to contribute meaningfully to academic discussion.
Adrian Man-Ho Lam is course tutor in the department of politics and public administration at the University of Hong Kong.
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