ILLINI INSTRUCTOR SERIES

WORKING WITH TEACHING ASSISTANTS

Teaching a large class of undergraduates with the assistance of teaching assistants (TAs) is a responsibility requiring significant managerial and organizational skills. The dual task of teaching undergraduate students and helping TAs develop as instructors can be extremely rewarding. Following are some suggestions from the research literature and from faculty and TAs who have had success working together.

What is my role as primary instructor?

As primary instructor, you are a role model of effective teaching for your TAs. This is often the TAs’ first semester on campus and their experience in front of a class, so they will look to you for guidance. You are not only responsible for conducting your course and instructing undergraduates, but also for demonstrating to the TAs, by example, how to run a class. For most TAs, you are their first strong connection to what it means to be a professional in the field of higher education.

What role should I have in selecting my TAs?

You will be working very closely with your TAs, so it makes sense to be as involved as possible in the actual selection process. Look for TAs who have expertise and interest in the subject and who are good communicators. Whenever possible, ask why they wish to be TAs. The ideal selection procedure should allow you to choose and appoint the best candidates as early as possible. The more advance notice your TAs have, the more they can prepare to assist you.

What responsibilities should my TAs have?

When making decisions about the course, always think about what responsibilities you want your TAs to perform. The process of creating your course syllabus can help you set goals, plan activities, and determine specific roles for your TAs. You should decide whether you will require your TAs to

• attend main lectures

• attend weekly planning sessions

• present new  material

• review old material

• answer questions about the lecture

• grade homework

• take attendance

• write and/or grade exams

• assign and/or grade papers

• hold office hours

Options may differ for laboratory or studio settings; the key is to explicitly communicate your expectations to the TAs so they know what is expected of them from the beginning. Further help in preparing a course syllabus can be found in Preparing a Course Syllabus from the Illini Instructor Series.

When do I first communicate with my TAs?

As soon as you know who your TAs are, you may want to write them an e-mail letter briefly introducing yourself and the course and arranging a meeting with them. If the course syllabus, textbook, or other reading materials are ready, give them to the TAs at this preliminary meeting. Provide an overview of the course and of their responsibilities. TAs usually appreciate knowing something about you and your academic interests, the place of the course within the larger curriculum, and the conceptual goals of the course.

As you discuss your policies and guidelines for the course, you may want to include some additional recommended readings on class topics so that inexperienced TAs can familiarize themselves with these topics. Sharing older textbooks can help the TAs develop examples for classroom discussion. If you have experienced TAs among the group, ask them to share some of their insights about the course, including successes and problems they have encountered.

If you have more than three TAs, you may find it useful to appoint a lead TA as coordinator. This individual can become a liaison between you and the other TAs. Having the TAs share office space can also encourage the exchange of instructional ideas, problems, and solutions. This is also a great way for the TAs to become socialized into a team environment that will positively affect their success.

How can I prepare the TAs for the first day of class and for teaching in general?

Before the term begins, your new TAs should be provided training in both general teaching skills and specific course duties. The Center for Teaching Excellence provides campus-wide TA training the week prior to the first day of class. This training covers basic pedagogical and classroom management skills that TAs will be able to use in a variety of instructional settings.

Specific skills required for your course are best addressed by you. Following are a few suggestions for you to think about as you plan the process of orienting your new TAs to their duties.

·        Show the TAs their classrooms, studios, or labs before they teach.

·        Be available at specific times to answer TAs' questions.

·        Remind TAs of university and departmental policies regarding capricious grading, sexual harassment, academic integrity, etc. (See the Code of Policies and Regulations Applying to All Students.)

·        Help the TAs plan the first day of class. Ask them to

o       Put their name, course title, number, and section on the board

o       Introduce themselves

o       Give an overview of their section

o       Discuss the first topic or work through sample problems

How often should I meet with my TAs and what should we discuss?

Most instructors meet with their TAs on a regular basis throughout the semester, typically once a week. During these meetings, it is common to

·        Review the content taught in the previous class and the topics to be introduced in the next one. Clarify misunderstandings.

·        Ask TAs about problems students are having. In large lecture classes, the TAs are the closest link to the students, and thus they can provide extremely valuable information.

·        Involve the TAs in managing the course whenever possible. Discuss what improvements could be made. Be open and respectful to TA proposals for change. TAs can also write test items, monitor exams, conduct review sessions, and present new material, particularly when it is related to their individual research interests.

·        Discuss your criteria for grading homework, tests, labs, etc. Provide samples if available or simply discuss a sample of the first grades given by the TAs. The time invested in reviewing the first graded assignment will be worth the effort.

How do I monitor my TAs' performance?

Monitoring can help TAs assess how well they are doing as well as resolve problems before they become serious. In order to provide feedback, the following monitoring strategies can be employed:

·        You or your lead TA may want to observe each TA's class or lab at least once. During a class visit, the observer should remain as unobtrusive as possible to minimize interference with the daily class proceedings. Take notes and share them with the TA outside of class. Discuss both strengths and weaknesses, but always maintain a constructive, positive attitude.

·        Many instructors have their TAs administer an informal early feedback questionnaire to get feedback from the students in their class sections. Useful information can be gathered as early as the third or fourth week of class. Besides providing TAs with information helpful to their teaching, you may also gain insight into the course in general. Further information about early feedback can be found in Effectively Using Informal Early Feedback from the Illini Instructor Series.

·        Many faculty on campus require that their TAs be videotaped teaching class. Viewing the tape with the TA allows you to provide helpful suggestions and also enables the TA to critique her or his own teaching performance. Specialists in the Center for Teaching Excellence (333-3370) can arrange this videotaping and are experienced in providing feedback to TAs while reviewing the tape. They can also visit your TAs' classes and consult with them about their teaching.

Are TAs likely to encounter special problems?

Many new TAs will have some difficulties. Most problems are predictable and can be discussed in TA meetings. Classroom management problems are common and should be discussed as early in the semester as possible. For example, you may need to discuss how a TA should deal with a student who monopolizes class discussion or who socializes at inappropriate times.

In addition to basic classroom management advice, you might want to provide the TAs with appropriate responses to student challenges about grades, assignments, or tests. TAs sometimes feel trapped between the professor and their students and are at a loss for proper responses to these types of inquiries.

Content questions may also surprise even the well-prepared TA. Consider telling your TAs that it is OK, even advisable, to say “I don't know” when they can't answer a question. Remind them that they should, however, be able to provide a response by the next class meeting.

Academic integrity is an important topic for discussion with your TAs. Discuss and model professional teaching behaviors. Remember to

• Avoid discriminatory behavior toward your students and TAs. Don't do it and don't allow it.

• Be available for consultation with students outside of class and expect the same of your TAs.

• Avoid gossiping about faculty members, TAs, and other students.

• Have quizzes and exams represent the course content and objectives.

• Grade fairly according to pre-established standards.

Finally, be sure your TAs recognize their limits in helping students. They, like you, can only be expected to do so much. Make them aware of the student resources that are available on campus: services for students with special needs; health services; career and personal counseling; tutoring; and aid for students suffering from severe levels of test anxiety or stress are all readily available to enrolled students. Have TAs encourage students with concerns to contact the Student Services Center (333-3701). The TAs themselves may also want to use these services.

Conclusion

While TAs help undergraduates obtain the best education possible, they are also responsible for their own academic work. By supporting TAs in their multiple roles, you are allowing them to develop important skills while increasing your effectiveness as an instructor. Early and frequent communication with your TAs enables them to successfully carry out their duties as both TAs and students.  

Recommended Readings  

Allen, R. R., & Theodore, R. (1990). Teaching assistant strategies: An introduction to college teaching. Dubuque, IA: Kendall/Hunt.

Curzan, A., & Damour, L. (2000). First day to final grade: A graduate student’s guide to teaching. Ann Arbor: The University of Michigan.

Davis, B. G. (1993). Guiding, training, and supervising graduate student instructors. In Tools for teaching (pp. 384-390). San Francisco: Jossey-Bass.

July 2003