The tutorial system is earmarked as an integral part of Further Education because it provides a supportive environment to students (Green, 2001). Arguably, the tutorial system is the fulcrum from which all other learning evolves. Students can be supported with assessments, exams, internal and external pressures, discipline, target setting and counselling. For example, target setting is important because it allows progression to be monitored. The process of target setting requires continuous goals to be set when starting a course of study. These targets are then reviewed and monitored at various stages during tutorials. Additionally, discipline is a main feature for learners to keep them focused and on course to complete their studies. Therefore, it is agreed that the tutorial system can help provide the basis from which practitioners can support learners in achieving their goals.
Supporting learners throughout the academic year will resonate with a range of emotions being exhibited. Therefore, practitioners can also become aware of student emotions, recognise different needs and develop strategies to regulate thinking. Arguably, awareness and recognition of emotions can resonate with the construct of emotional intelligence. Common characteristics of emotional intelligence relate to self-awareness, interpersonal skills and self-reflection. Emotional intelligence has been defined as ‘the ability to monitor one’s own and others’ feelings and emotion, to discriminate among them and to use this information to guide one’s thinking and actions’ (Salovey & Mayer, 1990, p. 189).
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185-211.