The Many Roles of a TA

Section Contents The TA Balancing Act The TA as Student The TA as Teacher The Instructor-Student Liaison Role The International TA The Distance Education TA The TA as Union Member The TA as GSA Member In the Classroom . . .

The International TA Cultural Differences in the Classroom ( Source: Adapted from 'Handbook for Teaching Assistants,' University of Massachusetts Amherst, 1996) Cultural differences in teaching methods, as well as student and teacher roles, can create additional challenges for the international TA. In all countries, teachers are respected authority figures, but the way an authority figure is expected to behave differs from culture to culture. There can be obvious differences, such as the extent of teacher ­ student interaction, or the type of homework or exams teachers and students expect. There can also be subtle differences such as the form and quality of posture and body movements, as well as the extent of eye contact, smiling, and head nodding. Whether you look or smile at your students while teaching, use few or many gestures, or stand or sit behind a podium or desk will affect how your students perceive you as a teacher and how effectively they learn. We tend to ignore these aspects of teaching and overlook how profoundly these actions affect our liking and respect for one another, as well as influencing the quality and quantity of teaching and learning that occurs in the classroom. Teaching Tips for International TAs ( Source: Adapted from 'Handbook for Teaching Assistants,' University of Massachusetts Amherst, 1996) Handling Anxieties Anxieties and insecurities are common among international TAs, particularly those who are new to the role. After all, these feelings of uncertainty are often felt even by native graduate TAs who are experiencing less general culture shock and are likely fluent in English. Attempt to overcome these fears and try to build up your own natural self-confidence. Remember that you are not the only one who is going to face this situation. Many others have had this experience and have actually come out of it alive! Support is available to you from the Learning Commons, the International Student Advisor, and the TA Training & Development Program. Ignore Student Prejudices Try to suspend your biases, prejudices, and stereotypes, if you have any, about Canadian undergraduate students. While racist and sexist views can, unfortunately, surface among Canadian students, you should not assume that all share these views. Interactions based on stereotypes on your part, or on the part of your students, can lead to a great deal of misunderstanding, suspicion, apprehension, and conflict. Talk to Other TAs In handling discussions, grading exams, reading papers, marking tests, designing classroom activities, and so on, you may encounter some difficulties. In these situations, consult other TAs or join the TA conference at the TA Web Site . Consider discussing the problem first with your peers and colleagues in a "give and take" situation. Cooperation and consultation are very important aspects of teaching. If the problem is not resolved, you should then discuss the issue with the course instructor. It is not wise to hide issues and problems. It is easier and more constructive to have the instructor involved and informed from the beginning, not only because the professor may be helpful, but also because unresolved problems may ultimately be disruptive to the whole course. Anticipate Potential Student Problems If you are assigned to the task of running a discussion or dealing with students directly, you may find it helpful to be aware of some strategies to head off potential problems. Minimize language difficulties by avoiding the use of words or terms that are hard to pronounce. If you are unsure, look up the phonetic pronunciation in a dictionary or check with the professor or a peer before class. Repeating key words or phrases, or writing the word on the board will help ensure that students understand your meaning. Sometimes when students are asking questions or making comments, they may use words with which you are not familiar. As long as you can get a correct interpretation of what is being asked or said, you do not have to worry about it. Check that you have understood the question by repeating it in your own words before answering (see 'Questions?, Questions??, Questions???' for additional ideas). However, if you are not sure of the meaning, do not hesitate to ask for further clarification or the specific meaning of the term. At times you may use a word in a specific way and feel that the students do not understand your point. This may be because of the specific meaning that you have attached to the term. Words have different meanings in different contexts; some of which you may be unaware. In these situations, do not insist on the only meaning you know. Do not take the students' questions on the matter as an attack on your knowledge and teaching competency. Try to be open-minded and attempt to establish a dialogue in exploring different meanings of the term and aspects of the issue. Admitting your uncertainty can demonstrate openness and a willingness to learn from your students. When you are assigned the task of grading papers or exams, make sure your comments and criticisms are well-structured and accurately organized. In addition, you may want to review 'Grading Written Reports or Papers' for additional information. Some students look for every opportunity to increase their grades, and may seize upon your grammatical mistakes to embarrass you into changing their grade. Make sure everything you write for students, and every handout you give them, is checked in advance and does not contain any grammatical flaws. Improving Interpersonal Relations In many cultures, less emphasis is placed on interpersonal relations between teachers and students than is the case in Canada. Some things that can be done to strengthen social relations with students are: Invite interested students to stay after class to further discuss points made, rather than leaving immediately after class. Select one or two thoughtful members of the section, and try to get some feedback. Ask "What could I have done differently?" or, "What did you get out of it?" Try to get an informal discussion going and solicit feedback on your performance. You may also want to review 'Presentation Suggestions' for additional ideas. In addition, please note that workshops, which include videotaped teaching components, are available through the Learning Commons.  Tips From the TA Next Door . . .   International TAs at the University of Guelph suggest the following ideas to begin to break down cultural and language barriers: In your first class, seminar, or laboratory session talk to your students about relevant aspects of your academic and cultural background. Then ask your students to introduce themselves and to talk about some relevant pieces of their background that they feel comfortable discussing (e.g., What program are they in? What courses are they taking? Have they ever studied abroad?). This type of discussion will help your students become more aware of the variety of differences and similarities that exist in the classroom. Sometimes language differences can be a barrier for English speaking students, especially if they have had limited interaction with individuals for whom English is not a first language or who have a different accent than themselves. If English is not your first language it may help to speak about this to your students. Acknowledge the origin of your accent and suggest to them that if they do not understand something you have said, they should let you know. At the same time it is ok for you to ask your students to repeat or clarify something they have said to you. It is much less frustrating and confusing if you and your students work together to understand each other.  FMI The Learning Commons 1st Floor Library, Ext. 53632 Web: http://www.learningcommons.uoguelph.ca E-mail: commons@uoguelph.ca International Student Advisor Benny Quay - Office of Intercultural Affairs (OIA) University Centre, Level 3 E-mail: bquay@uoguelph.ca or 519-824-4120 Ext. 53954 Educational Development Associate Dr. Natasha Kenny Teaching Support Services Room 205 Day Hall E-mail: nkenny@uoguelph.ca 519-824-4120 x52963 Previous Section | Next Section