When I began tutoring in the Psychology 1A and 1B courses in 2002, I did so with a downright terror of public speaking. My teaching qualifications consisted of one three-hour tutoring workshop, and at 23, I was younger than many students in my classes. I was worried that this would translate into a lack of authority and an inability to teach effectively. It took me some time to realise that these factors, counter-intuitively, worked as a natural advantage in my interactions with students. The key to this advantage, however, lay in responding to students’ expectations of me, and recognising differences in the roles of tutors and full-time academic staff.
UNSW compendium of good practice in learning and teaching,
Vol. 1, no. 4 (Feb 2007), pp. 131-132