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WELCOME

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titleFrequently Asked Questions

Frequently Asked Questions

1.   What can I do to not feel nervous?

Feeling nervous is a problem faced by almost all new Undergraduate TAs (UTA).  There are a few things you can do to at least reduce how nervous you’ll feel the first time you UTA. Make sure that you know where your classroom is and you should check out your room a couple of days before classes actually start in case there are any problems to be addressed. Be sure that you have read over the syllabus and are prepared to discuss it with the students in case there are any questions. Remember that the students are nervous too. As the students get to know each other they will begin to relax.

2.   How important is it to learn every student’s  name?

Learning the students’ names is critical to communicate to them that you care about them as individuals. Although it may seem daunting at first, you’ll be pleased at how much your efforts will be noticed and appreciated by the students.

 3.   What do I do if I have a student who makes  trouble?

Also remember that your professor is your first line of defense. Always check with your professor on how to handle these types of problems. You can also consult with the Faculty Center for Teaching and Learning (2nd Floor). You should never try to handle a problematic situation by yourself.

4.    Should I be friendly or formal?

Generally speaking, an informal and friendly attitude is the norm for American classrooms, but the issue of just how friendly you should be is not always clear. You want the students to feel comfortable with you in the classroom but you don’t want to undermine your authority in the class. It is possible to be friendly while maintaining your authority as long as the students do not mistake your friendliness for leniency.

5.   What if my students don’t like me?

This is a common concern among new UTAs, but one that rarely actually arises. As long as you are enthusiastic about your teaching and subject matter and show a genuine interest in helping the students learn, the students will likely respond very positively.

 6.    What if I am the same age as my students?

When you are similar in age and experience to your students, your first priority is to demonstrate your competence as an undergraduate teaching assistant by being prepared and organized for every class. If you are able to grasp their questions and respond to them effectively, students won’t be concerned that you may seem young. If some cases, your knowledge of the course based on taking it yourself may give you greater insights in the nature of the student’s difficulties.

7.    What if I don’t know the answer?

Keep in mind that, by pausing to think, you are also showing students that it is okay for them to stop and think before answering. Saying, “I don’t know, but let’s see if we can figure it out together” or “I don’t know, but I’ll find out and get back to you” are also appropriate responses in many situations.

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titleResponsibilities

Responsibilities

At the iSchool, undergraduate teaching assistants may:

  •  Conduct drill or practice sessions
  • Tutor students on a one-on-one basis
  • Oversee labs
  • Attend lectures
  • Attend weekly undergraduate TA meetings
  • Provide written feedback (individual comments, detailed solution sets)
  • Report on common student errors or difficulties
  • Prepare quizzes, handouts, assignments, exam questions
  • Hold regular office hours
  • Conduct review sessions before exams
  • Record attendance
  • Proctor exams
  • Maintain on-line resources for students

The critical thing to remember is to discuss your responsibilities with your professor to make sure that you understand what is expected of you. Also try to establish a regular weekly meeting time with your professor in order to discuss any questions or problems that come up.

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titleHelp for Undergraduate TAs

Help for Undergraduate TAs

Your primary source of guidance and teaching assistance is your professor. Also, don’t hesitate to ask the  experienced UTAs for help and guidance as well.

In addition to the help you can get from your professor, you will also receive information from attending the three day IST337 course which will orient you to becoming a new UTA.

Preparing to be an Undergraduate TA

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titleBecoming an Effective Undergraduate TA

Becoming an Effective Undergraduate TA

Do we really know what constitutes being an effective UTA? Is effectiveness something that can be defined, evaluated, measured? What does the research tell us?

The studies which have been done on this topic have used various approaches and perspectives to examine the construct of “being an effective UTA,” ranging from classroom observations to measuring student learning outcomes to expert opinion and learning theory. (Chism, N. 2004)1 Although the approaches varied considerably, there is consensus on what makes UTAs successful.  Enthusiasm, rapport, interest in students, organization and intellectual challenge are the traits that appear over and over again in descriptions of excellent UTAs. Think about your own experience and these traits will undoubtedly come to mind.

In terms of effective methods, there are many to choose from depending on one’s own context. When deciding what methods to use, it is helpful to keep in mind the Seven Principles for Good Practice in Undergraduate Education:2

Good practice:

1. Encourages Student-Faculty Contact:

Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students’ intellectual commitment and encourages them to think about their own values and future plans.

2. Encourages Cooperation among Students:

Learning is enhanced when it’s more like a team effort than a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one’s own ideas and responding to other’s reactions improves  thinking and deepens understanding.

3. Encourages Active Learning:

Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and, most importantly, apply it to their daily lives. They must make what they learn part of themselves.

4. Gives Prompt Feedback:

Knowing what you know and what you don’t know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes students need frequent opportunities to perform and receive suggestions for improvement. At various points during college and at the end, students need chances to reflect on what they have learned, what they still need to learn and how to assess themselves.

 5.   Emphasizes Time on Task:

Time plus energy equals learning. There is no substitute for time on task. Learning to use one’s time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators and other professional staff can establish the basis for high performance for all.

 6.   Communicates High Expectations:

Expect more and you will get it. High expectations are important for everyone—for the poorly prepared, for those unwilling to exert themselves and for the bright and well-motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.

7.   Respects Diverse Talents and Ways of Learning:

There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students’ rich hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.

As far as your role as a TA UTA goes, students should be actively involved in the learning process and encouraged to ask questions. Furthermore, it is better to say you don’t know an answer and will find it for the next meeting, than to pretend you know or to ignore the question. One of the major roles a TA UTA has is to answer student questions and nothing frustrates undergraduates more than feeling that a TA UTA does not understand or is not willing to answer their questions.

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titleAdditional Tips to Become a More Effective Undergraduate TA

Additional Tips to Become a More Effective Undergraduate TA

1. UTAs should attend the professor’s class to identify gaps to be filled and to prevent redundancy.

2. Don’t assume the students know the basics of a discipline. Find out the students’ backgrounds and realize that the basics may need to be taught or reviewed.

3. By the same token, don’t assume students know how to learn. Discuss good study or reading strategies so the weaker students can find out how the better students go about the task of learning.

4. Do all homework assignments yourself BEFORE you try to help students so you can check for any mistakes and anticipate their questions or difficulties.

Following the guidelines above will help you decide what TA methods will work best for the class and help you avoid some of the usual beginner’s mistakes. But remember, no matter what methods you choose, nothing can substitute for your enthusiasm for your discipline and your interest in the students.

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titleFormal or Not?

One of the most difficult areas to negotiate is setting the right tone for your relationship with the students. Friendliness is highly valued by undergraduates but you are not their “friend.” While you want the students to be comfortable learning with you, they must also respect you as a TA of the course. How can you establish yourself as an authority figure in the class while maintaining a friendly and comfortable learning atmosphere? If you are a new TA it may take some experimentation to get the right balance. You must recognize what kind of TA you are and decide what kind of behaviors are compatible with your personality. There are some general guidelines that will help you negotiate this terrain.

  • Use self-disclosure sparingly. Do not share too much personal information with your students; rather talk about campus events, course issues or small-talk topics such as sports or weather to build rapport. Of course, when appropriate, you should feel free to talk about things like trips you’ve taken, pets or your hometown, but you should not discuss your personal life or problems with your students.
  •  Be aware of your body language. Nonverbal messages are very powerful. Reduce the distance between you and the students by moving around the classroom rather than standing behind a desk. Be sure you make and maintain eye contact with all students in the classroom. Don’t forget to smile and show your enthusiasm for the subject material.

These guidelines will help you establish rapport with the students regardless of your preferred style of TA. While engaging in friendly discussions outside the classroom and acquainting yourself with the students’ lives can facilitate teaching and learning, you must maintain some distance and objectivity.

In the classroom there are many ways to communicate your interest and concern for the students. Remember that the students are likely to learn better when they feel that their experiences, thoughts and feelings matter and when they know that they will be treated with respect. Here are some suggestions to help accomplish these goals:

  • Call the students by name.
  • Watch students’ body language for signs of boredom or lack of comprehension (e.g., dozing, chatting with a neighbor, paper rustling). If you see this behavior, try moving around the room, or have a discussion with your professor after the lecture is over.
  • Be sensitive to students who have different cultural backgrounds and therefore different cultural interpretations of behavior. For example, an unwillingness to express an opinion may be a culturally-based norm, rather than a sign of lack of preparedness.

If students perceive that you are friendly and interested in their success at the University, you may find that they will approach you for assistance in other areas of their lives. Be sure you are familiar with the counseling and tutoring resources available on campus. Remember your role is not to solve all the students’ problems, but to refer them to the appropriate office.

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titleRelationships with the Professor

Relationships with the Professor

In terms of the teaching assistant's relationship with the professor, good communication is again important. Each of us can gain knowledge about being a good UTA by talking with our professor and learning from their years of experience. By working with different professors, different styles can be observed and our own individual approaches to being a UTA can be developed.

It is also important to talk with the professor if the UTA's role and/or responsibilities need clarification. Questions you may wish to discuss with your professor are suggested below.

1. What do you want the course to accomplish?

2. Is attendance mandatory?

3. How much responsibility will I have?

4. How can I get some help for being a UTA?

5. How often will I meet with the professor?

If there are several UTAs working with the professor in the same course, to what extent am I to coordinate my plans with theirs and what is the mechanism for doing this?

Many of these questions may be answered in initial meetings, but if you have any unanswered questions, be sure to find a time when it is convenient for your professor to answer those questions BEFORE the semester begins so that you are comfortable.

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title A Word to International Undergraduate Teaching Assistants

Many of the problems faced by international teaching assistants are the same as those faced by American teaching assistants. The International teaching assistant, however, is new not only to Syracuse and to being a teaching assistant, but also to this country. Two unique concerns affect you: language barriers and the different culture and behavior of American students.

The greatest concern of International teaching assistants is language. You fear that you won’t be able to understand the students or that the students won’t be able to understand you. As you gain more experience speaking English, your concerns will lessen.

Give the students a chance to get accustomed to your accented English. Students are exposed to many things that are novel to them, including different accents. There are different accents among Americans as well. Begin slowly. Tell students what country you’re from and why you’re here at Syracuse University. If students understand a little about your culture and background, they’re more likely to give you a chance. They’re also more likely to make the small effort necessary to understand an unfamiliar accent. Keep in mind that American students tend to be very forgiving and flexible.

One important way to gain acceptance by the students is to let them know that you care about them and their success in the course.

Make it clear to the class that they should let you know if they don’t understand something you say. Be patient when this happens and don’t be offended or defensive about these communication breakdowns. If you don’t understand a student’s question ask the student to rephrase it.  This won’t compromise your authority. However, pretending to understand when you don’t will undermine your authority and lose the students’ respect for you.

 American students are different from the students in many other countries. Their dress and manner may be quite casual. Classroom behavior may be informal, with students sometimes questioning or disagreeing with the instructor. This is accepted behavior and should not be treated as a challenge to authority. It isn’t a sign of disrespect but rather a student’s interest in dialogue.  Also be careful not to be overly authoritarian -- it’s resented by American students and will interfere with your effectiveness as a teaching assistant.

Lastly keep in mind that you’ll make some mistakes. Try to laugh at them and make them work to your benefit. Demonstrate that you care about your students and this country and you can minimize any problems you’ll encounter with language and the American culture.

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titleTeaching Freshmen

Teaching Freshmen

Adapted  with  permission  from  the  University  of Massachusetts for Teaching Assistants.

There are some special characteristics of freshmen students that set them apart from other students and which TAs of freshmen should keep in mind. Entering freshmen have been socialized for twelve years into a system of primary and secondary education in which:

High School

  • They perform according to a set schedule of daily assignments that are often collected
  • Many students moved together from class to class and from term to term, forming a continuing and strong support network
  • Weighted grading systems differentially rewarded performance in courses by level of difficulty
  • All of the institution's resources (including the teacher) were right there every day in the classroom

As a result, the expectations of university academic life, emphasizing self-initiation, independence and responsibility may be quite jarring for first-year students. Some factors to consider are:

College

  • Most often, college is the first extended experience freshmen have had with independent living. The transition from family, town and school to the newness of independence and the wonders of university life can all too easily overshadow what may be perceived by the student as dull academic responsibilities.
  • The very size and complexity of the university can be tremendously confusing and intimidating to students, especially those whose entering class is often larger than the population of the entire high school from which they came. Also, whose classmates and even roommates are strangers to them, and whose schooling up to this point has been mostly passive receivers of educational services which makes them unused to seeking out assistance, especially in an alien environment.
  • For the most part, entering freshmen are used to being in the upper halves of their graduating classes, to being widely known and respected by their peers and teachers - in other words to being “big fish in small ponds.”  At the University, many of them are anonymous, submerged in large classes and competing with the cream of the crop of a number of high schools - very “small fish” in an awfully “big pond.” This is often a difficult transition.
  • Unlike upperclass students, whose prerequisites assure some consistent entry levels into courses, the variety of learning styles and the level of preparation of freshmen students varies as widely as do their study skills. Students are often shocked to discover what is expected of them as freshmen.
  • Therefore, try to take these things into consideration when working directly with freshmen students.