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Teaching for the Chemistry Department at MU. What is my job?. I’m a graduate student I’m conducting research (either now or shortly, once I select a group!) I’m a lab instructor I administer and grade exams I conduct review during my designated office hours. What is my job?.
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What is my job? • I’m a graduate student • I’m conducting research (either now or shortly, once I select a group!) • I’m a lab instructor • I administer and grade exams • I conduct review during my designated office hours
What is my job? • I’m a graduate student • I’m conducting research (either now or shortly, once I select a group!) • I have lab sections. • I’m a lab instructor • I administer and grade exams • I conduct review during my designated office hours
Your title • Your are a Graduate Teaching Assistant • Your actual job is a part time position that will consume about 10-11 hours average per week • For this work your receive a stipend for some $17K AND a tuition waiver worth about $12K. • Not too shabby for a part time gig!
You life as a grad student and researcher . . . . . • While these are essential to your future here at MU, they are not the part of your presence here for which you are getting paid. • The income generating part of your position here at MU is that of lab instructor, grader, and teacher.
What’s in it for me? • Job satisfaction • The chance to “give back” or the chance to finally “do it right” • Money • Making a contribution to the undergraduate experience – you will become the GTA that they will talk about. • Recognition – possible financial incentive
Why are we teaching labs? We could be washing glassware . . . Don’t worry. Some folks will be . . • Tuition/Fee waiver • Teaching a subject is a great way to learn to subject more thoroughly • Essential for a large system to work cost effectively – you are an relatively inexpensive source of expert labor for the department (you have at least a Bachelors in Chemistry). • Because those that came before you saw the benefit of teaching undergraduates.
Why do we care if this job is done well? • Cuts down on complaints • Better morale of self and students • Improved learning on behalf of students – feedback between lecture and lab • Pride and the satisfaction of having done an honest and good job teaching in a subject for which you have passion (I hope!).
Are you prepared to teach? • Some are and some aren’t. • Teaching is both art and science. To do well, focus on the fundamentals: Preparation REALLY knowing the experiment caring and lab management will make any GTA acceptable. • Mentoring – finding a “Sea Daddy” • Ask for help from those that are already here.
What to do . . . • Be open to both suggestions and criticism. • Be willing to try something new • Be punctual and never make a promise you can’t keep • Return ALL labs on time: we take off points when the lab is late so why should we return them late? • Create the best environment you can • Don’t believe your own press (good and bad)
What else to do . . . • Be respectful and polite • Cut your students a LITTLE slack from time to time. I tell them that everyone gets to screw up ONCE without penalty. • Be strict on safety. No sandals and always safety glasses. • Use humor! • Watch out for sucking up!!! Bad for morale!
The Policy Sheet – saving yourself lots of hate and discontent • EVERYONE that teaches a lab class needs to prepare one • Needs to be in-line with overarching class policy and other TA’s in the same class • State expectations clearly and simply • Contains contact info (office, e-mail, phone) • State LAB SAFETY and consequences for not following the rules • State policy for late labs (points lost, etc.) and grading • One page only! Require students to always have Policy Sheet with them in lab!!!
What NOT to do . . . • Don’t be their friend • Don’t EVER be their lover/date/romantic interest • Don’t be a grading NAZI. Use a “reasonable man” approach and do not use the discressionary points to be a complete jackass! NO TYPED REPORTS IN ANY CLASS BELOW the 2000 LEVEL • Don’t lose your cool. That’s my job! • NEVER charge your own students for tutoring. This is a big conflict of interest.
What else shouldn’t you do? You shouldn’t bring your disagreements from class/research lab/home into the teaching labs. The teaching labs are not a place from which you should espouse your political or religious or sexual agenda. This is considered bad form and rather uncool. You will get destroyed on your evals AND you will wind up in the dog house! The University won’t give you a lawyer because you exercised your belief in your right to free speech!!
Types of Teaching Assistants • Flinchy - Afraid of “doing something wrong”. Asks a million questions and then shivers in a corner. • The Man/Woman from Mars – On own odd program. Very confusing for students. • The Ladies Man – Likes the women a little too much . . . . to the exclusion of all other students in the lab!
Types of GTA’s • The NAZI – probably toilet trained at gunpoint. • Badly needs a life. • If you are ones of these guys, you should know now that the balances in the labs have been only field calibrated for the last eight years. • Remember you will be teaching freshman and sophomore non-chemistry majors so DON’T FLIP OUT!!
More types of GTAs • The Slacker – Teaching and research is getting in the way of my tan and my reading! Will try to get you to cover his sections as a “big favor. I SWEAR I’ll get you back, man” • The Research Slave – tries to create hate and discontent in the few short hours they have been let out of the research cave. Hasn’t seen daylight for months and may weep uncontrollably at the thought of finishing up and graduating!
Others • In all seriousness, we all have moments where all of us acts like each of the previously listed GTAs in our makeup. • We need to try to watch what we say and how we treat both the students and each other. • Reflect on the best of past teachers – we’ve all had good ones and not so good ones.
Styles of students • The over-achiever – getting a 100 isn’t good enough . . . Premed and they will tell you immediately • Too cool for school – showing up prepared and on time is too much to ask . . Requires lots of attention and will shamelessly sham without hesitation • The slug – they show up. Period.
Styles of students, continued • The Whiner – “It just isn’t fair that we have to . . . . .” • The Expert – “I took this class before so I know ALL of the answers” but will not be challenged. • The Stealth Student – makes no lasting impression. You won’t know this student was in your lab.
Styles of students, continued • Mr. Lazy – can’t be bothered to turn in anything near when it was due. Has lots of excuses, so be firm on your policy handout. “I couldn’t turn the report in because . . .” or “I couldn’t get in the building” are favorite reasons. Not responsible for anything and it’s never his fault.
Styles of students, continued • Non-traditional students – I could go on for hours about these guys. Some are great and some aren’t. Most will be older than you and some will try a little manipulation. They need to be held to the same standard as everyone else and not get special breaks. If they need to pick up the kids during every lab section, they need to get into another class. Sounds cold, but they get the same degree and they need to do the same work. Send them to see me if they get nasty.
What else do I need to do? • Although I’m being a little glib, you need to be really firm and fair. It is always easier to lighten up later than having to tighten up on your class after they have been walking all over you. • Be consistent! Deliver a good product (grading, pre-lab and recitation, lab management) every week.
Will I have trouble? • Maybe. Admit to yourself that if you aren’t ready to teach, some things will not go well. • You should ALWAYS know what the experiment is and how it is done. You are the resident expert for your students, so if you are clueless, what does this tell the lab section? Also, if you put down the lab, the department and the university, you diminish your own authority!
What else can I do? • Practice the experiments. Both Mike and Mary have the chemicals prepped a week in advance so you can practice. • Ask for help. I’m one of several resources in the department. I’m in Room 123D. Come by and we’ll have coffee and chat. • Understand that you are an important part of the education of these students. You can make a BIG difference with these students in the quality of the education. You can be someone who cared enough to do a good job.
