TA Mannual

BEFORE THE FIRST CLASS

When you are appointed as a teaching assistant you become part of a team that includes a course supervisor (professor or lab coordinator) and often several other teaching assistants. It is vital to meet with the course supervisor before your first class to discuss what duties you will perform and how you should allocate the hours that you have been assigned. Most course supervisors will initiate this discussion, but if not, you should make every reasonable effort to do so. Find out whether or not you must attend lectures, how many office hours are expected, what kind of preparation time will be needed, how much marking time, and whether you will be invigilating exams. Whether or not you invigilate exams and mark them may dramatically affect your schedule at the end of term.

In working out your total allocation of hours discuss with the course supervisor whether time should be allocated for activities such as setting aside some time for meetings with him/her and the other TAs; leaving some time for meeting with students who cannot attend the scheduled office hours, or checking references on papers that appear to be unusually well written. Add these hours to the time you will actually spend in-class, where appropriate. If these exceed the total hours allocated and paid by the University, consult with the course supervisor about making adjustments to the workload.

If you are expected to hold office hours, arrange for keys to the office; ask if you have access to photocopiers, audio-visual material, or computer facilities. Get a copy of the course outline and the texts for the course; normally the department will lend you texts for the duration of your employment. Find out how many students will be assigned to you and if there are other TAs in the same course with whom you may consult. Where are the classrooms in which your classes meet?

The course/lab supervisor for whom you are working is there to help you as much as you are to help him or her. You should feel free to ask your course supervisor to evaluate you so that you may improve your performance and have recommendations available for future employment.

It is a good idea to get to know the departmental secretaries and administrative assistants in charge of graduate studies. In most departments secretaries are invaluable components of the TA team. Secretaries will be in your department long after you leave, and have probably been there long before you registered. They know how to operate within the department politically. Ask for advice and thank them for their time. They are the oil that enables the educational machine to roll. Secretaries are there to help you, but not do all your work for you. Be considerate of their time; donot dump photocopying on them 15 minutes before class. If you are considerate you may have a long and fruitful relationship.

LESSON PLANNING

You should have a plan for every lesson whether it is a seminar, lab, a lecture or even a class devoted to student presentations. The syllabus will act as an overall guide for your lesson planning. At a minimum you should have a list of objectives for each class: what concepts, skills, or knowledge do you want to convey, evaluate or consolidate? For lectures a lesson plan will generally be the outline of the lecture. For seminars it may consist of a list of questions or provocative statements combined with a variety of strategies to follow.

It is often helpful to vary the type of activity in a class to maintain attention spans and to encourage a more complete understanding of the material. Some of the activities that may be used in different classes include: lecturing (setting the stage), review, question period, small-group or class discussion, student presentations, films or other audio-visual material, or guest speakers.

Preparation time for each class will vary depending on the activity and your familiarity with the material. Usually the department will allocate you so many hours for preparation time and this should be your guide. Including doing the assigned reading many teaching assistants find three hours to be a minimum preparation time for a one hour seminar. Preparing lectures takes much longer. Five hours might be considered an absolute minimum. If you have taught the course before it should be easier and faster to update your notes than to prepare from scratch. See if former TAs have kept their class notes and if you can borrow them.

PREPARING A SYLLABUS

Some teaching assistants will be asked to prepare their own syllabus. This is a description of your course and the requirements for completion of studies. The syllabus should be passed out at the beginning of your first class, and be available to individuals seeking information prior to registration. The syllabus generally does not exceed two or three pages. The following information should be displayed on your first page:

· your name

· course title

· course number

· the semester and year of the course

· the location of the class

· the class time and days

· the credit hours awarded for completion of the course

· how the student can contact you (your office or department phone number)

· your office location and hours

Information regarding the content and requirements of the course can then be listed. Each individual class can be described with a short title of the topic, the aim of the lecture or discussion, and the required reading for that day. It will probably include:

· a list of required texts and where to obtain them;

· a list of required examinations, dates, and duration (mid-terms, finals, if there will be spot tests);

· an explanation of how grades will be earned (e.g. 20% class participation, 50% examination, 30% paper)

· an explanation of your views on make-up tests, and the acceptable reasons for not taking the exam at the same time as the rest of the class (this may be presented orally rather than written onto the syllabus itself)

If possible find out if the course books are in the McPherson library, or whether you will need to place them on reserve. Check out the campus book store for availability and pricing of course texts. (Your course professor should have ordered texts by now).

You will appear much more human to your students if you add some information about yourself. If you feel comfortable doing this, you could give them some information about where you are from, what you are currently working on (Master's or Ph.D. dissertation topic), and what outside interests and activities you enjoy.

AUDIO VISUAL AIDS

Audio visual aids can improve the teaching experience for both student and teaching assistant. Slides or overheads allow information to be conveyed visually, a format that can be more effective than the alternatives. Films, videos and computer simulations can demonstrate certain types of relationships more effectively than a lecturer. They also lift some of the burden from the teaching assistant and allow the students some variety.

Studies repeatedly show that if you use audio-visual aids in addition to lecturing alone, students are more likely to retain information presented to them. There are many types of audio-visual aids from simple blackboard and flip-sheet to computer-enhanced images. Select a format suitable for your class based on subject of study and numbers of students. If you are promoting discussion, it is better to use aids which do not require elimination of lighting. Overhead projectors, television sets, VCR's, flip charts and a range of other audio-visual aids are available from Network and Technical Services, local 8292. If you needtraining to use the equipment a technician is available to help you. See the departmental secretary for the necessary forms to complete for ordering equipment.

Probably the most important visual aids in your classroom are the low-tech ones: the blackboard and overhead projector. One or both can, and probably should, be used every class. When using the blackboard, if you erase horizontally rather than vertically you will create less dust. If the chalk squeaks, break it in two.

The Learning and Teaching Centre serves as a resource centre for all including TAs.

SLIDES/VIDEOS AND OTHER TEACHING AIDS

Films and videos are generally more successful in conveying concepts, background, and mood than specific information. When using visual aids such as videos or films, explain the content of the tape/film and its relevance to your discussion prior to screening rather than after. This ensures that the students are looking for the right thing. Do you want them to notice the relationship between men and women, or how the director has used different camera angles? A single video has many meanings, make sure that the points you wish the students to notice are made clear. After screening you could help the students fit the film into the context of the course and underscore the lesson with an outline on the blackboard.

A word of warning: check with the Film Centre or your department for any copyright restrictions on showing films or videos in your class.

Films and videos are available from the Film Centre in the Library. Again, you will need to complete the appropriate forms prior to picking up the material. Make sure the correct equipment on which to play the film/video is in the classroom (if it isn't order it from Network and Technical Services). Check the classroom prior to the class for location of plugs, etc. and to determine whether you need extension cords or other special equipment.

Once you have selected your audio-visual aid you can solicit assistance from a class member who can control lights, close screens, and operate the focus for projectors. If the bulb blows on a projector there is usually a spare. There will be a knob on a slot at the side of the projector. Slide the knob along the slot. This will put the spare bulb in place.

The University of Victoria's Language Centre has some excellent videodiscs and a state-of-the-art facility for showing them. They also have facilities for satellite transmissions and videoconferencing. Call the Coordinator for information on these learning and teaching aids.

If you wish to hold your class in the computer labs, call for information and for details of teaching software available. training to use the equipment a technician is available to help you. See the departmental secretary for the necessary forms to complete for ordering equipment.

The Learning and Teaching Centre serves as a resource centre for all including TAs.

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