Tips for a successful semester as a teaching assistant
(Notes from past TA Training Sessions)

Administrative Matters

1. Show up. Attend all scheduled TA meetings. Attend all classes. This reduces miscommunication and ensures that students in all sections are told the same information.
2. If it's your first time teaching, don't tell your class! You may think that it will create a certain amount of sympathy for you, but in reality they will blame their own misunderstandings on your admitted inexperience -- in other word, things that aren't your fault may well become your fault on evaluations. If you really want to tell them, tell them the last day of class -- after evaluations have been filled out.
   
3. Set up a computer class e-mail list. Use it to communicate with students in your sections before exams and in cases of emergency.
4. Attend your posted office hours. If you move to a larger class room to accommodate several students, post a note on your office door indicating where you are.
5. If you are unable to attend your sections because of special conflicts (exams, guest speakers, doctor's appointments, etc.), arrange for another TA to cover your section that week. Swap sections for a week if need be so that all sections are covered. If you become ill at the last minute and cannot attend section, call Megan or your instructor so we can post a note on the chalkboard informing students that section is cancelled. Send a note to the head TA and the instructor so that they know what is happening. Then schedule a make-up section at a later date for the students in the section that was cancelled.
6. When grading papers, make some type of mark on all papers that are graded. This prevents students from turning in assignments at a later date and claiming that it was turned in on time. Mark the paper so that you will know at a later date if you saw that paper.
7. Follow the instructions of the head TA and the instructor for recording grades or sending grades to the head TA. If there is a deadline for recording grades, meet it. The head TA and the instructor often have additional work to do with the spreadsheets after grades are recorded. If instructions are not followed or deadlines are not met, it creates extra work for the head TA and the instructor.
8. If you are uncertain how to deal with a particular issue or a particular student, consult the head TA or the instructor. They are there to help. Often there are class-wide related issues and possible ramifications that must be considered. Students in all sections must be treated as equally as possible. Consequently, individual TA discretion in administrative matters is less in classes with multiple TAs.
9. Mistakes happen. If you notice any incorrect or confusing information on assignments, web pages, or in lectures, contact the head TA or the instructor. The sooner mistakes can be corrected, the less the amount of confusion for the whole class.

Exams

1. Show up early before scheduled exam times. There are papers to carry and instructions to write on the board. Econ 101 and 102 are large classes. These classes need extra time just to get the papers passed out to the students
2. Be vigilant about cheating. Students do cheat. Take steps to minimize temptation. Walk around the room. Stand next to students who appear to be sharing answers. Make the exam as fair as possible to all students.
3. Proofread the exam if the instructor gives it to you prior to the exam. Catching typos or questions with ambiguous answers is important before the exam is given. It minimizes hassles after the exam is finished.

Discussion Sections

1. If you are doing several different things in section (reviewing problems, discussing current events, going over exams, etc.), put an outline on the board with the items to be covered during the section. This helps students organize the material presented. If you are simply covering homework problems, mention the topic for the day at the beginning of class and then begin.
2. Face the class while speaking. It is difficult to hear you if you are speaking to the board. You may choose to write first, then repeat the information while facing the class, or you could speak first then write. Spend most (if not all) of your time speaking while you are facing the class. Trying to talk while writing on the board is pretty much pointless. Say what you're going to write before and/or recap after. You will feel uncomfortable perhaps, but you'll get over it. If the silence is so long that the CLASS becomes uncomfortable, you're writing something that should have been on the board or on a handout before class started.
3. If you're nervous in front of the class, turn nervousness into volume. Talk louder, and you'll feel some of your nervousness go away.
4. Speak slowly while explaining problems. If the students are taking notes, they will need time to write. Watch them to see if everyone is more or less keeping up.
5. Write on the board in a relatively large script. Depending on the layout of the room, some seats may be quite a distance away from the board. Check your writing from the back of the room to make sure it is legible.
6. Try to write in an organized manner working from left to right. This is easier to follow than bits of problems written here, there and everywhere.
7. Begin at or slightly after the official start time for the section. Some students have to travel long distances between classes. Don't make any major announcements before class officially starts as some people will miss them.
8. Ask questions of students to generate class discussion. In contrast to lecture, section is the place for the students to do much of the talking. Pause for what seems to be a long time before providing an answer to allow students time to 1) think about what you're asking, 2) decide whether they know the answer, and 3) decide whether they want to answer out loud: a good rule of thumb is seven seconds. Seven seconds of silence is an eternity for the teacher, but given that the class has to process 1-3 above, it's not too much. Students are often hesitant to answer right away, or they may need some time to think about your question. Resist the urge to jump in right away after asking a question. Calling on students by name also increases participation. This is a matter of personal style. Do what works for you.
9. Try to balance discussion among the different students. Some students will monopolize class time if given an opportunity. Indicate that someone who has not yet spoken should answer or call on students by name.
10. You may wish to call on students to put their solutions on the board. This increases student participation, but it also takes a bit more time.
11. Comment on how a particular problem relates to the real world if possible. Indicate when some problems are purely exercises to build skills (some algebra or graphing problems). Use current news events as illustrations.
12. Look at the students to see if they are "catching on" or if they look lost. Stop and clarify if there are lots of "blank" looks. This is also why it is important to face the students when speaking. Periodically ask if there are any questions.
13. Read the textbook and present information in a manner consistent with the textbook and with lecture. Alternate derivations of concepts can confuse students immensely. If you are the only TA for the course, then there is more flexibility. But if you are one of many, be consistent with everyone else so that students in all sections receive roughly the same information.
14. Do not assume a knowledge of calculus for Econ 101 and 102. These courses have a Quantitative Reasoning A mathematics prerequisite, so you may have students with very poor math backgrounds. You can point out where or how calculus can be used. But students in 101 and 102 are often just beginning their study of calculus. They do not have your knowledge of math. Also be careful of advanced mathematics or economics terminology. For example, students may not know what an independent or dependent variable is. If you used advanced terminology, be certain to explain what that word means. Use the textbook as a guide for the level of language to use.
15. Use your own knowledge and experience when discussing particular issues. You have knowledge about your home country and economic situations that may be completely different than those in the U.S. Incorporate that into your section. You may also wish to spend a few minutes discussing cultural differences if appropriate. Expand your students' knowledge of your home country.
16. If the Teaching Assistants get together with the professor to construct the exam by writing problems and selecting from them for the exam, the rejected problems and questions make an EXCELLENT review sheet for the students.
17. Along the lines of religious observances, students may request special treatment for a learning disability. All students need to have their disability -- and the appropriate accommodations -- documented through the McBurney Center. If they don't have the necessary documentation, or think they "might have" a learning disability, you need do nothing for them other than refer them to McBurney. You may also want to mention that validation of learning disabilities takes a year or more in many cases. On the other hand, if you see a student clearly working very hard and still struggling for no clear reason (i.e., it's not their math background) and they ask for more help, consider referring them to Counseling and/or McBurney, depending on what they tell you is wrong. Both are free. Sometimes people don't actually know they have a problem.
18. Smile (even if it's only a little bit) and take a deep breath before beginning. This will help relax you before you get started.
19. Set your own ground rules early in the semester. This pertains to when e-mail will be answered, when you will be available for questions outside of section, etc. Don't be afraid to tell them why you do things as you do (e.g., you have class at "x" time, so you can't answer any questions Mondays before exams, or whatever the issue is). Meet the required sections and office hours. But set limits for contact at other times.
20. If you have repeated difficulties with any of your students, contact the head TA or the instructor. You are there to help the serious students learn. You are not there to be abused by your students.
21. Share your enthusiasm for economics. Talk about your own research areas or interests. Let your students know why you are pursuing graduate study in this area.
    

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