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At times, ITAs have to bridge several gaps - sometimes equivalent to ravines - to teach in a manner that promotes students' success. The distance between teachers and their students may include:

Students' lack of experience in your subject area

Students' lack of interest in the subject, especially if not part of their major

Students' differing expectations of class demands

Students' various perception of classroom roles

Students' varied educational or language backgrounds

Students' misunderstandings of how their work will be assessed

Through this course, you will collaborate with your future colleagues to gain an understanding of the background influences of your students and how to create a classroom that fosters their learning. To develop this understanding, you will complete four tasks:

Task One - Who Are We?

Introduce yourself and explore the backgrounds of other TAs using the Course Wiki. Think about the strengths you are bringing to your teachings and weaknesses you will work to overcome. Complete the survey and see how you and your colleagues can assist one another.

Task Two - Who Are Your Students?

Explore the differences that may exist between you and the UCM student population as you are oriented to the UCM student population.

Discover the influences of language and cultural background of a particular group of students known as Generation 1.5 students.

Task Three - How Can You Start the First Day Strong?

Explore ideas for creating a collaborative classroom environment and determine what students need to know on the first day.
Develop your lesson plan that will provide a solid foundation for the first day of class.

Task Four - How Can You Promote Successful, Active Learning?

Look at the different learning styles you and students bring to the classroom
Investigate classroom management decisions, such as encouraging discussions and mutual respect among students, handling grading issuesExplore means of promoting active learning in various teaching contexts
Evaluate the teacher's role in promoting active learning. This will include:

Assessing your own style of teaching or leading discussions through microteaching opportunities (Although we'll have a detailed look at this portion of the task, you might like to see a brief definition of microteaching.)

Providing helpful suggestions to colleagues on teaching in ways that maximize student learning

Looking at various means of helping students assess and improve their own strengths and weaknesses, enhancing student autonomy

International Teaching Assistants

Exploring the Hows and Whys of Successful Teaching at a U.S. University