New TA Orientation

“Tips and Tricks to Make the Most of Your Time

as a Teacher”

Chaz Ruggieri

Graduate Student, SSX, NPL-115

September 5th, 2013

Adapted from presentations by Viviana Acquaviva and AJ Richards

My Experience

• 2007-2009: Undergraduate tutor

• 2010-2012: Teaching assistant for Extended Analytical

Physics 115/116

• Summer Session 2010, 2011: Teaching assistant for General

Physics 206 (lab), 203 (recitation)

• 2012 – present: Private tutoring

• Richard J. Plano Outstanding TA Award (2011, 2012)

• AAPT Outstanding TA (2013) 2

What is DELTA-P?

• Developing Educational Leaders among TAs in Physics

• Goal: to foster excellence and consistency among grad

student TAs, and to unify the undergrad education experience

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Why should you attend?

• Attend 7 out of 11 seminars and be rewarded with a

Certificate of Training in Physics Education

• Gain exposure to useful teaching ideas and become a more

effective TA

• Required to remain in good standing as a physics TA

What do you want out of your teaching

experience?

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The answer should determine how much time you spend on

preparation, but whatever that time is, make the most of it.

If you do it, no matter the reason, do it as well as you can.

1. Self-respect. Why be bored and frustrated when you can be

happy and fulfilled?

2. You never know what could be useful. A random positive

evaluation or connection might get you your next job.

What do you want out of your teaching

experience?

Scenario 1

Just to get it over with.

i.e., This is the only way to get

financial support

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Scenario 2

Personal/professional

experience and reward

i.e., Seize the opportunity to

test your communication

abilities, obtain good reviews

and apply for teaching jobs

So, which category fits you best?

How much time to spend on preparation?

Scenario 1: You don’t care that much (and that’s okay!)

Goal: Minimize time spent on prep while maintaining your

responsibilities (you never want negative reviews, they will hurt you.)

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Preparation time

Can be kept to a minimum

Know what you will be talking about

(read lab notes, etc.)

Take ½ hour to think how you will

explain the lab in advance (this is

good practice for talks and

presentations anyway)

Classroom time

Must be your best asset!

Have patience.

Be kind, respectful.

Show enthusiasm.

Don’t be complacent (put your

phone away, and forget about the

laptop)

Your attitude directly affects your

students.

How much time to spend on preparation?

Scenario 2: You care a lot!

Goal: Maximize outcome (experience, reviews, impact on your

CV) without devoting all of your time to it.

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Preparation time

This will be key

Focus on your goal

Be prepared (read/do the lab or

assignments prior to class)

Think of questions students may

ask, and have answers prepared –

this is similar to preparing for any

presentation you may do in the

future!

Classroom time

Previous guidelines also apply:

Have patience.

Be kind, respectful.

Show enthusiasm.

Don’t be complacent (put your

phone away, and forget about the

laptop)

Your attitude directly affects your

students.

What are your goals as a teacher?

• Improve public speaking skills and confidence.

• Test your knowledge of fundamentals

• Improve communication skills (teaching is a two-way street;

you need to listen to your students to understand their

problems.)

• Encourage the shyest students, and help bright students

reach their full potential. This will further the growth of the

class as a whole. 8

Of course, to teach. But there are other objectives you

might have for yourself and your students, such as:

How can you prepare for your class?

• Read (and understand) the material in advance.

– Tip: At least start! Take a brief look early on (immediately after

receiving it, for instance) to have it in your mind.

• Don’t be afraid to ask questions to the lecturer or other TAs.

You’re expected to know the material, but you’re not expected

to know everything at the start. There’s no shame in learning!

(just make sure you learn it before class)

• If you see mistakes or areas that need improvement, feel free

to discuss this with the lecturer, it will likely result in a better

course overall. 9

It’s easier than you might think!

How can you be confident in your class?

• Be prepared. If you know you did your homework, you will feel

good about it.

• If you hold a structured class time, are knowledgeable and

able to convey that knowledge on a level they can

understand, they will embrace your leadership.

• Know that if you are not happy with your job one day, they will

barely notice, and probably won’t remember it.

• Warning! Do not impose your advanced physics knowledge

on them, it can alienate them from you and create

communication barriers. You’re there to help them.

• However, do not stifle student interest in related topics, but

don’t stray too far from the material at hand.

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Preparedness leads to confidence

How can you be most helpful to your students?

• Be there and give them your full attention (it’s only 1.5-3

hours, max), they’re more likely to ask you questions they

don’t feel like asking the lecturer, and they will appreciate it.

• If you realize you gave a wrong answer or could have

explained something in a better way, address it next class to

clear the issue (your awareness and concern will boost their

confidence in you).

• Try to think of the physics without advanced mathematics.

Using real-life examples helps a lot, so think of some in

advance. (e.g. driving on the highway and relative velocities,

or almost any kind of transportation and 1-d kinematics)

• Show respect and express interest in helping each and every

student. Try your best not to single out your favorites (or the

ones you don’t like as much), students are very observant!

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How can you have more fun?

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Mix it up!

Organize Group

Activities

Attend TA Seminars

(you will get great

new ideas)

Use outside resources,

e.g. online videos

Share something

interesting about the

subject

What if something is going wrong?

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Fix it. Or at least try.

If you don’t, it will generate a sense of failure, which will

affect you even if you didn’t care that much in the first

place.

What if something is going wrong?

• Get feedback. Ask the students to fill in a brief, anonymous

survey mid-term and take it seriously. (I regret not doing this

my first time teaching)

• Nobody is great on their first attempt. Take criticism as an

opportunity to make you a better teacher.

• If a complaint is that you’re not clear, ask a friend who isn’t a

physicist to listen to your lecture/lab explanation and let you

know what is confusing.

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1. If you suspect the students are not very happy with

you (and even if you don’t)

What if something is going wrong?

• Go back to your list of goals and reorganize your time

according to your priorities.

• Cut time that you spend on less essential tasks; for example if

your #1 goal was to practice public speaking but you don’t

particularly care about having excellent reviews, keep

spending time on rehearsing lectures but spend less time

thinking of examples.

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2. If the course is taking far too much of your time

One final tip that works for everything…

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In most cases, the TA is something that you must do for

funding, and you don’t get to choose which course or

professor…

Accept it and make it the best possible experience. You

have everything to gain.

What will you typically be doing as a TA?

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Possible TA Duties

• Oversee recitations and/or labs (be aware of your time limit)

• Design quizzes (usually ~20 min completion time)

– Tip: have a friend work through your quiz to check for errors and

confusing language

• Grade quizzes and/or exams (grade consistently, fairly, and promptly)

– Discuss with other TAs how you will grade, and try to be as

consistent as possible. Remember, you must be able to justify every

point taken off and awarded.

• Hold office hours

• Work with Learning Assistants (LAs)

• Interact with course professor

Which task is the

most difficult?

First Steps

1. Meet with your course professor!

• Special instructions?

• She’s / He’s your leader!

• Learn how the class is designed, know your role in the learning

process and what’s expected.

2. Make sure you read and understand the course website

• The website is an important course guide for you and your

students.

3. Read the first week’s activity, think of how you’ll present the

material!

• Preparedness is key to success!

Your First Day

• Rehearse the main points you wish to convey as you

welcome your class, e.g., who you are and what the TA’s role

is, how the course will proceed, what’s expected of the

students each day…

• Remember, this is YOUR classroom

– Establish your personal style from the beginning

– Make your expectations clear (student behavior, attitude)

• Take attendance, create a sign-in sheet from your roster

– Opportunity to learn names! Students respond better if

they feel comfortable with you, and not knowing their

names makes things awkward.

Most Importantly…

• Have some fun!

– You can be miserable and bored for 3 hours a week, or

you can enjoy that time and feel fulfilled

– This is your chance to put your understanding of

fundamentals to the test while helping others learn how

great physics can be!

Good luck on your first day!

Questions and Concerns?