In the subjects I teach, I usually take 3 - 4 tutorials, which means 3 - 4 groups of approximately 24 students at different times. This is unlike classroom teaching where one has the same group of 30 or so children. One reflects on what one can improve on, and makes adjustments for future lessons.
What has fascinated me about the university teaching process is how each tutorial group can be so different. They can be different dynamically, in terms of contribution, volume, feedback, and interest. Individuals can make a notable difference, especially those with confident personalities. The same 'lesson' that goes well in one tutorial may not go so well in another. This is despite my former premise/assumption that the third or fourth tutorial would be the 'best'. (Third time's a charm ...) The setting, the context, the demographic of students are all similar, yet I am continually surprised at how differently a tutorial can play out, despite me, as the facilitator instigating the same process.
In taking time to reflect on 'what went well', and 'what I would do differently next time', etc., the sound pedagogy of reflective practice is evident. But what I must make allowance for is the diversity that a group of people may have, separate to another group. This brings a unique richness, which has proved to be a fascinating difference evident in tertiary teaching.
