Suggestions

Suggestion 211. Guide, train and supervise Teaching Assistants

IF YOU WANT TO:

Make the most effective use of teaching assistants
Improve the quality of large undergraduate courses
Provide valuable learning opportunities for graduate students

YOU MAY WISH TO CONSIDER:

Implementing good practices in teaching assistant guidance, training and supervision.

In an important sense, the teaching of large undergraduate courses with Teaching Assistants is a special form of team-teaching. As is any team-teaching effort, the success of the course depends on the quality of two-way communication both in the planning and the conduct of the course.

In recent surveys and TA training conferences, Berkeley Teaching Assistant have repeatedly complained that they do not receive the kind of guidance and support from faculty members that allow them to do their best and to develop as teachers.

The following list of good practices is recommended to faculty members for enhancing both undergraduate instruction at Berkeley and the development of future college and university teachers.

Set up a meeting to discuss the course and the TA's role thoroughly before the semester begins (covering such topics as procedures, responsibilities, grading, and best ways of spending time in sections).
Give TAs a copy of the course syllabus and readings at least a week before class begins.
Recommend additional readings on course topics unfamiliar to the TAs so that TAs feel comfortable with the material.
Get TAs together with those who have been TAs for the course in previous years, so that new TAs can benefit from the experience of their predecessors regarding best ways of spending time in sections, chief problems students may experience, ways of stimulating discussion, etc.
Let TAs know that instructors are available to provide supervision and guidance to make the life of the TA as a novice teacher more rewarding and to see that the learning experience of the undergraduates is the most effective.
Share anecdotes with TAs about the problems they experienced when they began to teach and pass along whatever "tips" they might have so TAs do not think that their own anxieties are unique.
Require TAs to attend course lectures, so that TAs know what material has been covered and how, so that they may be better prepared in sections to fill gaps, correct misunderstanding, etc.
Schedule their own office hours at different times than the TAs' in order to maximize students' opportunities to consult with the course staff.
Ask TAs to give them brief weekly written reports on any problems the students may be having in the course (e.g. "List the 1 or 2 things that caused students the most difficulty in class last week.").
Get together with TAs once a week to discuss how the course is going, and what improvements could be made based on their individual observations.
Get together with TAs to design course assignments and exams and to develop common criteria for grading, both to improve the course and to give guidance and practical experience to the TAs.
Review TAs comments and/or grades on at least the first set of essays, problem sets, quizzes or lab reports and discuss criteria for grading and the best ways to give students feedback.
Ask TAs weekly to help identify students having difficulty and to give individual help where possible, referring more difficult problems to the instructor.
Inform TAs about campus resources for referring students who need tutorial assistance, advice, or counsel beyond that which the TA is qualified to give.
Encourage TAs to give the instructor constructive feedback on ways of improving his or her lecture presentation by identifying specific areas to focus on which the faculty member suspects might be weak, e.g. explanations, summaries, blackboard work, speed and tone of voice.
Give TAs an opportunity to prepare and deliver a lecture or "mini lecture" on a course topic they know well, and then give them constructive feedback on aspects of their presentation, e.g. organization, explanations or examples, speed and tone of voice, use of blackboard, handling of questions, etc.
Arrange for TAs to be evaluated by their students (mid- quarter and/or at the end of the quarter) and discuss the results of these evaluations in ways that will help the TAs improve their teaching, e.g. giving them concrete suggestions about how they might improve.
Visit TA sections at least once during the term and talk with each TA constructively about his/her strengths and make suggestions for improvement based on the faculty members own teaching experience.
Set up a schedule of classroom visits so that each TA is visited by two other TAs to give each other feedback and "tips" for improving specific aspects of their teaching based on their observations and their own experiences. (TIES has guidelines for classroom visits).
Contact the Educational TV office and arrange to have someone talk to the TAs about the opportunities for having their sections videotaped to give them additional feedback on their teaching (the person to contact is Ann Juell and the number is 642-2535).
Inform TAs of other resources to help them improve their teaching, e.g. departmental orientations, workshops/ colloquia, 300 courses, the Graduate Assembly, TIES, TA handbooks, disciplinary journals concerned with teaching, exemplary teachers or experienced TAs in or outside the library or files of materials on teaching in the discipline, other courses on teaching given on the campus.
Treat the TAs as junior colleagues who are hired to help undergraduates get the best possible educations as well as to improve their own teaching skills.

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