Code of Ethics for Tutors

I do not belittle my colleagues by making inappropriate remarks about their teaching methods nor the meaningfulness of the exercises being solved in class. If I disagree with something, I try to solve the problems internally. It is necessary to speak to students in a common language.

Course tutors must speak with a consistent voice. One teacher can't tolerate things that others prohibit or punish. An unfair approach demotivates everyone – those we disadvantage as well as those we favor. We can refer to this need for consistency of approach when we don't comply with a student's request.

If I am responsible for preparing homework or exams, I have better knowledge than other tutors. Leaking this information to my groups would favor my students over others. This also applies to indirectly helping my students, e.g. by giving an example that is very similar to one I know will be on the exam.

I understand that as a tutor I am there for all students regardless of their knowledge or my personal sympathies.

A conflict of interest is a situation where my objectivity is compromised due to personal connections to students (whether positive or negative). I actively try to prevent conflicts of interest. If I have a conflict of interest, I declare it clearly. If I know that I cannot objectively evaluate some students, I ask a colleague to evaluate them. If this is not possible, I at least ask a colleague to check that my evaluation is appropriate.

I strive for the utmost professionalism in my work. I arrive on time for my seminars and use the time during seminars efficiently. I concentrate fully on my teaching, try to teach to the best of my ability, and make sure that the seminar objectives are met to the maximum extent possible.

I actively try to come up with suggestions for improving the course materials. If something works well, I share it with other teachers. I am not afraid to draw the course guarantor’s attention to things that are not working well.

Students who hand in their assignments on time should also receive feedback on time. I try to assess my time options in advance and avoid situations where students have to wait a long time for my assessment. If I know that I will not be able to complete an assignment on time, I will notify the course guarantor in advance so that the problem can be resolved without negative consequences for the students.

No one is born a master and no one can claim to know everything. Even less so in computer science. If a situation arises during the seminar in which I don't know the answer to a student's question, I don't try to pretend I know the answer and risk mystifying the student. Either I find the correct answer together with the students, or I admit my lack of knowledge and come back to the problem next time.

Our common goal is the best possible education at FI. This is helped by feedback – from students in course surveys, or from colleagues after an inspection. I can distinguish criticism of my work from criticism of myself. I do not take constructive criticism as a personal attack but as an opportunity to improve.

I try to emphasize why it is important to learn the subject matter and where it will be useful to the students. Intrinsic motivation is encouraged if the tutors themselves are enthusiastic. Research also shows that teacher enthusiasm leads to less cheating.

I try to balance friendship and student support with a healthy distance that allows me to give students even negative evaluations. I understand that successful completion of a course depends primarily on the diligence of the students. I know that I cannot save everyone and I take care of my mental health.

Naturally, students do not master the material at the beginning of the seminar. The role of the tutor is to help them build the required knowledge - patiently and without humiliation. Students need to trust the tutor so that when they ask a question, the tutor will not ridicule them but explain it to them. If they don't have that trust, they won't ask. I don't ridicule students even in their absence.

It may not always be obvious why a particular student is underperforming, and it may not just be laziness - they may be going through a complicated period (serious illness in the family, mental health problems). It is possible to consult the course guarantor or the Teiresias Centre about specific situations.