Keep your students engaged with a positive attitude. Teaching is most effective when students are motivated by the desire to learn, rather than by grades or degree requirements. Many first-time TAs are confused by the new authority of being a teaching assistant, and mistake intimidation for respect. Think of your students as teammates, not adversaries. Learning and teaching are challenging, but that doesn't mean that you can't have fun in the classroom.
Stay focused, but don't be afraid to be creative and innovative. Allow yourself to be enthusiastic and find ways to let students see what is interesting about your subject.
You should know the course material. If students are required to attend lectures and read assignments, then it seems reasonable that you would do the same. Most faculty expect graduate TAs to attend lectures, especially if they have never taken or taught the course. Review key concepts and ideas if you are unclear about them, particularly if it has been a while since you have worked with the topics you will be teaching.
Think about how the material can be most effectively demonstrated and design a strategy. Write an outline or take notes to follow during a lecture, and prepare your overheads, diagrams, handouts and other aids well in advance.
Don't wait until the morning of the class! Have a plan for what you want to teach. Your job is to illustrate key points and essential context, to help students integrate all of their work reading, labs, exams, papers, lectures, etc. Given that there is never time to teach everything, choose the most important concepts and show how they are related.
Explain ideas so students are able to build on material they have already mastered, whether from your course or previous classes. Don't just focus on what you happen to be teaching today. Show students how what they are learning now is connected to material covered later in the course.
Keep your long term goals in mind, pace yourself so that you don't run out of time at the end, and try to end every class with a conclusion. Effective teachers can explain complex ideas in simple ways.
As you develop expertise in an academic field, it is easy to forget that students may have no prior knowledge of fundamental concepts that you take for granted. Help students understand and use new terminology, so they can become fluent in the language of your discipline.
Out of the many dogs you came into contact with, none bit you when you were quite young. How would you react towards dogs now? Would the type, size, etc. Explain the notion of prejudices using this example.
Ex: "How do you feel about that? Ex: "Are there any questions? Questio n Types. Questio n Types Do you know what kind of questions you ask most frequently? The major types of questions fall into four categories: Managerial: questions which keep the classroom operations moving; Rhetorical: questions used to emphasize a point or to reinforce an idea or statement; Closed: questions used to check retention or to focus thinking on a particular point; and Open: questions used to promote discussion or student interaction.
National Science Teachers Association Following is a list of question types you can use to analyze your questioning strategies and develop a variety of questions to help students think. P robing Questions Series of questions which require students to go beyond the first response. Types: Clarifying Ex: "What, exactly do you mean? Fact ual Questions Questions which require the student to recall specific information s he has previously learned.
Types: Simple Bits of Information Ex. Diverge nt Questions Questions with no right or wrong answers, but which encourage exploration of possibilities. Requires both concrete and abstract thinking to arrive at an appropriate response Ex.
Higher Order Questions Questions which require students to figure out answers rather than remember them. Types: Evaluation: Requires judgment, value or choice based upon comparing of ideas or objects to established standards. Maybe it means they will need to acknowledge some change is needed in their lives they might have to quit their job or maybe they don't trust US enough yet and are afraid what we will think. It could be that they're afraid what their inner critic will say to their answer don't be such a baby!
They may not want to disappoint us I'm not ready to take that step. Perhaps their logical, rational side thinks their answer is ridiculous, childish or immature she won't like me any more. Or maybe it's something else Yet when we face that thought, that feeling and say, "I know I need to quit my job but I'm afraid" or "I feel like such a child, but I don't want to apologise" or "I'm such a coward.
From here we can look at the feelings, explore the judgements, prepare back-up plans, discover new options, and MOST importantly honour the whole person. By this I mean honour the parts of our clients that feel afraid, embarrassed, ashamed, resentful. All those feelings we shouldn't really feel - but still do.
So, don't feel caught out by, "I don't know" ever again. Have patience. Use one of these responses to inspire you and you never know, it may even be YOU who has the Aha moment! Watch out for: When we encourage our client to reveal themselves the client must trust and feel safe with us - enough to be vulnerable.
So, take your time. Be kind, compassionate and understanding. Remember to reflect back what they have said and confirm understanding - without judgement. Be a coach.
Be YOU. Really good questions - for any of us. I need to answer a few for myself. Printing this out for a niece who is in prison. She likes this kind of material for herself and shares it too. Hi Virginia, Thank-you for taking the time to comment - and so glad you liked this article and found it helpful Warmly, Emma-Louise. I have been struggling with some social anxiety issues my entire life, and I can't figure them out.
Yet my therapist keeps asking me "what is that about? Not always, but in certain situations, I dread having to contact people or make a phone call. I know there is nothing to fear. I know I am perfectly capable of doing it.
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