The act of translating theory into practice is always fraught with complexities. You know, for instance, what is expected of you as a tutor. You have been guided through these expectations by the University.
In theory, you know you should be fl exible in the approach you take to tutoring, taking on board the individual needs of your learners. But does that mean you need to give in to all your learners' demands? Where do you draw the line in real-life application between your expectations of the learners and the learners' expectations of you as a tutor?
Also, between the expectations of the University and your learners, where
does that leave you as an individual with your own unique personality? Can you
be your authentic self and still meet these expectations? And can you use your
unique personality as the base on which to build rapport with your learners?
The articles in this issue on tutoring styles do not pretend to provide the last
word on the subject. Rather, they are meant to provoke thought on the negotiations
each tutor will need to make when interacting with learners. We hope you will
enjoy this issue and that you will share with us your views.