The contents of this paper provide a guidance of carrying out a successful tutorial discussion. The tutorial is based on four different leadings. The objective of the tutorial discussion is to explore and expand on the knowledge captured by students during the conventional classes. Moreover, the discussion will provided an opportunity for critical thinking as well as communication skills practice amongst the students. The different leadings identified by the instructor provide the basis of the tutorial discussion.
The key aspects to observe during the tutorial discussion include but not limited to the questions asked, key words in the subject matter, critical comments as well as the communication signals sent out by students.
During the first section of the tutorial all the students will be given an opportunity to come up with answer to the following question;
With reference to the class readings what where the triggers, consequences, merits and demerits of the Canada’s temporary foreign worker program?
The students will be expected to explain the origin of the program and elaborate clearly why it was changed from the non-immigrant employment authorization program (NIEAP). It is pertinent to note that key labor issues that were articulated in the program raised new elements in the labor barked. These new elements were either negative or positive. An explanation how the program solved some of the short-term labor challenges in the country should be provided. Moreover, the benefits to the economy and the negative effects of the program to the economy must be articulated. Students will be expected to provide examples of their answers from the class readings. Students will be allowed to ask questions to other students once a full answer is provided
The second section of the tutorial will involve an activity titled “think –pair -share” approach. The activity involves three sections which are equally important in the entire process. The first step of the activity will be to provide the students with the following questions and statements.
- What are the other short term strategies used in Canada to solve labor challenges apart from the TFWP?
- Describe the ideal working-class consciousness for a capitalist economy?
- Describe the relationship between increase of temporary work force and unskilled occupation?
- Describe the relationship between unemployment levels in an area and TFW.
- Labor market adjustment programs are unfair in a liberalized market, discuss.
The first step triggers the participants to think and relate the questions with the class readings. A wait time of at least five minutes will be provided and allow students to jot down a draft answers for the questions provided. After adequate wait time is provided the students will be paired and requested to discuss their responses. Each of the pairs is then asked to pitch a presentation to the entire group with reference to the class reading. After every presentation questions will be asked and the instructor provides some short notes with reference to the presentation. Consensus building will be pertinent in every pair to ensure that what is presented reflects the ideas of both parties. Moreover, other class members will be asked if they agree or disagree with the points presented by each pair. Most importantly examples from the class readings will be a central part of the points presented.
The tutorial discussion will end with plenary session where questions and discussion will be allowed amongst the students. This will provide an opportunity to interrogate areas that had not been captured in the previous sections.
Foster Jason. “Making Temporary Permanent: the silent transformation of the temporary foreign worker program.” Just Labour: A Canadian Journal of Work and Society 16 (2010): 22-46. Web. 1 Oct. 2013
McLaverty, Peter. Class. Marx and Other Four Letter Words. Ed. Georgina Blakeley and Valerie Bryson. 2005. London and Ann Arbor, MI: Pluto Press. 46-60