Part 2: In the Classroom

The First Class: Getting to Know Your Students

Preparing a Class List/Register

Students will register for class in advance of the first meeting and you will be supplied with a list of their names. It is advisable to prepare a class register at this time, but be aware that students may withdraw from or be added to the list during the first few weeks. It might be useful to hand out a short questionnaire at the beginning of the first class to confirm who is in attendance and to find out more information about the class – such as students’ class year, degree or other status, primary area of study, and what other courses they have had in the field.

If the class is a manageable size, it is a good idea to mark attendance for each class even if it there is no participation mark – knowing who attends and how often will help you assess grades. Leave a column in your register for notes such as "led discussion," "interpreted problems well," or "disruptive."

Exploring Your Classroom

You should inspect the classroom before the date of your first class. An early visit will allow you time to arrange a room change if the assigned classroom turns out to be inappropriate for your class size or function. You will also be able to determine what audio visual aids are available, learn how to use them, or arrange for others.

Pre-Class Jitters

Even seasoned lecturers get nervous prior to class. Stage-fright is nothing new. So do not doubt your abilities! R emember that you know more about your subject than your students. In addition, nervousness can causes lectures to speak too fast for students adequately follow.

Strategies to Deal with Nervousness:

if giving a lecture, practice it in front of a friend, colleague, or even in front of a mirror
know your material well and develop a strong introduction that will get you through the first awkward minutes of the session
use visual aids that you can explain in class; they will also focus attention away from you and your nervousness
make sure you have a readily available supply of water
think of your anxiety as positive energy
remember that you have a responsibility to teach your students that should not be impeded by an ineffective speaking style

Personal Appearance

It is important that you have a well-kempt appearance that keeps with the common practice of your university. Teaching assistants tend to dress less formally than faculty. However, try not to be so trendy that students cannot take you seriously. Wearing a suit, by however, can distance you from students.

Arranging the Furniture

Now that you are in charge, it is your responsibility to provide the best arrangement for teaching and learning. You might want to have students sit in a circle to facilitate discussion or you may want to bring them closer to the front of the class so that you do not have to shout.

Introducing Yourself

Introduce yourself and the course you are teaching. Your students may not have met a TA before so explain your role and responsibilities. Some TAs discuss their personal interest in the course as a quick way to break the ice and convey enthusiasm for the subject. Do not be afraid to tell students about yourself and your interests – it will only make you appear more approachable. Also, let them know how you wish to be addressed. Most TAs are only a few years older than their students and feel uncomfortable being called anything but by their first names. Others prefer to be known by “Mr.” or “Miss” and their surname. If it is not on the syllabus, write your office hours and location on the board and provide your university email address and/or your office phone number for students to contact you outside of class hours. Be sure to make it clear that students should not expect you to return emails immediately. It may be helpful to set aside a certain time of the week to respond to student emails, otherwise it can become overwhelming and be incredibly time consuming.

Confirming the Register

At the commencement of first class, call out the names on your register. Add new names and delete those who are transferring out. Make sure that new students have registered properly with the administration. While reading the roll call, ask the students how they wish to be addressed: for example, "Bill" or "William.”

Reviewing the Course Syllabus

Students should already have copies of the official course syllabus, but bring extras just in case. Go over its highlights with the students. If you made your own unofficial syllabus for your tutorial, pass it out. Detail how the tutorial will run, the course requirements, and how the grades will be calculated. This may be an appropriate time to state any guidelines you have regarding racist and sexist language, late-comers, late assignments etc. You could introduce the essay requirements in detail. Some teaching assistants use this class to state the department policy towards cheating and punishments. Others prefer to keep the first class upbeat and to discuss guidelines, plagiarism, or other forms of academic dishonesty when they assign essays or review for exams. Emphasise the fact that it is your job to assist students through consultation if they are having problems.

Creating a Positive Environment

As a learning facilitator, it is your job to create a seminar environment that is comfortable enough that students can speak without fear of ridicule. Start by letting students get to know one another. A standard technique is to have students pair-up and introduce each other to the class. You could also have each student simply introduce him or herself and explain why they took the course. Be creative – there are lots of ideas online. Informal quizzes are a fun way to let students know that they have a lot to learn in the class and that it is not a crime to be unfamiliar with a given fact or subject. You may want to learn more about the class, particularly their background in history, such as courses they have previously taken, why they think it is important to study history, or what they would like to get out of the course. At this point you could hand out the questionnaire discussed in previous sections or throw out these questions for informal discussion.

Setting a positive classroom environment, with clear ground rules and expectations, can help avoid disruptive behaviour, hostility and anger later in the year. Generally, clarity is crucial – as mentioned above, be clear about how tutorials will be structured, how you will be marking, and make sure everyone understands the syllabus. Then work collectively with the students to establish some ground rules for the tutorial. You could ask the students to brainstorm what they like and disliked in previous classes, from that list pull out “values” (for example, respect for others), and from those values ask the students to create an informal code of conduct for the classroom (for example, no interrupting, no lateness etc.). If you don’t agree with something the students have come up with, be clear why you feel that way. Creating support systems in the classroom can also be effective for fostering a positive environment. For example, “ombuds buddies” can allow students to anonymously make suggestions or complaints that they would otherwise feel too uncomfortable to make. In the first class, leave the room and allow the students to choose one or two individuals to act as ombuds buddies. Students can then go to these individuals, who will bring their comments to you.

Give Them a Taste of the Course

In order to increase student interest – give them a taste of the course. Begin by stating a question or area of interest that you intend to cover during the session. You can then elaborate upon the topic by drawing upon historical incidents and examples, personal anecdotes, or contemporary parallels. Conclude the discussion by demonstrating how an understanding of a single historical episode can contribute to the larger aims of the course. If you give students a taste of the course in the first class, it will help them decide quickly if they are in the right place for their interests.

Library Introduction

Most university libraries have orientation sessions for new students and it is a good idea to encourage – if not insist – that students take a tour. If no such orientation is offered, you could provide your own introduction to the key elements of the library for students of history. Also try to direct students to the many university library introductions and orientations that are now available online.

After Class

Allow students to get to their next class, but be available for questions either outside of the classroom or in your office. Re-evaluate your present-day performance. Did you get your points across? Do you need to find out anything before next class? Have you noted when your next student appointments are? It would be helpful to consult your fellow TAs in order to determine if your classes are at the same point in the syllabus or if there are any problems.

Office Behaviour

Your office hours should be finalised after you consult the first class. Make sure that you are also available by appointment to those students unable to meet the scheduled hour. There are many reasons for making appointments with your students. You might want to discuss the progress or marking of written papers, or, you can continue a discussion that became too involved during a seminar. In many cases, students will want to discuss absences, late papers, or poor marks. Listen to their problems and be fair, but do not allow students to convince you to change their marks simply because they are extremely upset.