do you have a few minutes?: reflections on engaging student learning through office hours presented...
TRANSCRIPT
Do You Have a Few Minutes?: Reflections on Engaging Student
Learning through Office Hours
Presented by Yan Shan, Sociology &
Kendra Appelman-Eastvedt, Political Science
Today’s Topics
1. GTA as Administrator
2. GTA as Motivator
3. GTA as Writing Coach
4. GTA as Grader
GTA as AdministratorHow to solve Student Problems
• How to resolve student problems (unrelated to teaching opportunities)o Why a student scored 27/100?
o He marked the wrong exam formIt does happen
Especially for a first-year college student
Needs us to be more patient and careful
Needs clear statement about exams, lecture and writing
GTA as MotivatorHow to help students build their confidence
• How to help students do well, manage anxiety, and develop time management skillso She came to the office the day before the due date of assignment
• Freaking out
• Unclear about the assignment
• Ways to encourage the students:o Understand their problemo Reduce their stresso Encourage their actiono Change writing habits
• Avoid Procrastination
GTA as Writing CoachHow to help students with (some really bad) papers
• Review papers and provide comments/corrections/suggestions/encouragemento Focus on the big issues
o During Office Hours:
• Try to review/edit papers in advance to make the best use of face-to-face meeting time
• Suggest sources for additional help:owl.english.purdue.edu
citationmachine.net
writingcenter.colostate.edu/
o Do not assume the student knows the “basics”
GTA as Grader How to make sure you are grading fairly
• Important for TAs to have an open line of communication with course instructoro Know what she/he is looking for in terms of grading o Know course policies; I.e. when to forward notes
• Excused v. unexcused absences
o Tools that help TAs with grading:RubricsDetailed assignment instructionsTimely responses from instructor to TA questionsCopies of course presentations
• Equally important for course instructor to communicate his/her expectations for TAs
