How to Make Your TA an Effective Partner in the Classroom

 

Lakshmi Chilukuri

Tested Studies in Laboratory Teaching, 2013, Volume 34

Abstract

The Microbiology laboratory at UCSD sees almost 600 students every year. To support this, we also train about 24 Graduate Teaching Assistants (GTAs) a year. Our incoming GTAs are frequently novices at the art of teaching, occasionally have no background in microbiology, and sometimes have difficulty with English, as it is not their primary language. Students in the lab also cover a spectrum from no prior lab experience to extensive laboratory skills. The course itself has a stimulating and fast paced curriculum and it can be challenging for both students and instructors without the collaboration of a good GTA. Our goal is to train GTAs to be effective in the classroom and at the same time, to provide them with a learning experience that will motivate them to continue to teach even after the lab. TA training for my lab consists of four components: Intensive introductory training to cover logistics, safety and administrative issues, and TA responsibilities; Formal training over a period of several weeks to provide complete coverage of the subject material, to establish TA collaboration, and to teach and reinforce successful pedagogical tools; Individual training based on classroom observation and focused on specific needs; and Student progress evaluation as a way to promote new approaches and provide feedback to TAs. In addition, a fundamental aspect of our training is lab organization to provide TAs with a seamless learning experience. The instructor is present in the lab at all times to answer questions, interact with TAs and students and provide guidance as required. The sections below describe these five aspects of our TA training.

Keywords:  TA training

University of North Carolina, Chapel Hill (2012)