There are many challenges to being a teaching assistant (TA). It can be a steep learning curve for anyone, especially if you are an international student who has the added challenge of learning the nuances of a culture that may be very different from your own. If you are an international teaching assistant (ITA), the following information can help you to make the transition to a Canadian university classroom smoother and avoid common misunderstandings.
Differing backgrounds
The depth and breadth of the material covered at both the secondary (high school) and post-secondary (university and college) levels differs dramatically among different countries. Therefore, you should not expect your students to know all of the same aspects of a subject that you may have been taught in your country, especially if you are teaching a first-year course. Be patient and willing to slow down your teaching of the material and to address questions.
Students’ level of interest
Some students might seem to show little interest in your course. Avoid taking this personally. For many Canadian students, the university experience is about the social aspects as much as it is academic ones. Also, some students may not have settled into their specialty or even decided if university is where they want to be, especially if they are in their first few years. Members of your class may be taking survey courses to try out a topic area or because it is required, rather than because it is something in which they are keenly interested. Try not to become discouraged by what seems like student apathy. Show interest in your material and try to engage the students. The more enthusiasm you show for the course, the more likely it is that your students will see the value in it.
Informality in the classroom
The Canadian university dynamic can seem very relaxed to ITAs whose experience of school is much more formal. For example, students in Canada do not stand when the teacher enters the room. Also, many students will eat or drink in class, and might arrive late or leave early. Many students are accustomed to calling TAs by their first names. If you are not used to this kind of classroom behaviour you might feel shocked or even angered by the attitudes and actions of the students (Lambert, p.16).
It’s important to understand that in Canada informal attitudes from students are often a sign of approval and acceptance or respect. As well, students appreciate friendliness and openness from authority figures. TAs should maintain a professional distance from their students at all times; however, students will respond well to a TA who is willing to share personal experiences, laugh occasionally, and talk with his or her students outside of class. This kind of informal relationship signals to students that you care and are interested in them and their education.
Teaching approaches
Students expect that their instructors, including their TAs, will be knowledgeable about the course material and will present the material in a clear, easy to understand, systematic way. Canadian students generally have the impression that the teacher’s role is to give them detailed instructions and feedback on assignments and to explain step-by-step what they are expected to do. Sometimes this teaching style is referred to as “spoon-feeding”, but it is better understood as a very involved level of interactivity between students and teachers and is a teaching style that most first- and second-year students expect; part of the university experience is to move students gradually toward a more independent learning style so that they can interpret assignments accurately and engage in self- and peer-assessment as they mature as learners (Althen, p. 7).
Here are some pointers to make your teaching more effective in this environment:
- Be clear about assignment expectations and due dates, and be prepared to answer students’ questions.
- Be enthusiastic about the TA experience and engage in it fully. Canadian students have been raised in a system that supports interactive teaching methods and aggressive questioning of the teacher (Lambert, p. 16). Some ITAs find these approaches disrespectful or intimidating, but it can be an excellent opportunity to expand your teaching experiences and gain insight into how North Americans interact. A positive attitude will go a long way in a Canadian classroom.
- Communicate honestly and encourage students to express their needs or misunderstandings. Students in North America will be understanding and supportive of an instructor who is willing to admit if he or she doesn’t know something. If you have a student ask you a question that you can’t answer, simply say you don’t know the answer but will find it out for the next class (and then make sure you follow up on it). Make it clear to your students on the first day that they are free to ask questions at any time and encourage them to talk to you about any of the course material or requirements.
- North American students appreciate a certain level of entertainment and engagement in a classroom. What that means is that they prefer variety over having someone deliver information in a dry lecture format every class. Also, students are more attentive if they are able to participate in class (Althen, p. 7). Engage your students through activities such as debates, role playing or group work. There are a number of Centre for Teaching Excellence (CTE) teaching tips with ideas on how to vary your lectures or tutorials. See, for example, Key Strategies for Effective Tutorials, Active Learning Activities, Teaching Problem-Solving Skills, and Implementing Group Work in the Classroom.
- In some parts of the world, negative or direct criticism is seen as an effective teaching tool; however, in North America negative feedback can be very hard on a student’s morale (Ronkowski, p. 27). When addressing students’ responses or comments, be encouraging and recognize their effort to contribute (Althen, p. 8). Students expect praise when they do well and encouragement when they are incorrect. As an example, if a student offers a wrong answer, you can respond by saying, “You have the right idea, but there’s more to it than that” rather than simply stating, “No, that’s wrong.”
Language issues
Being a TA is a great opportunity to improve your English if it is not your native language. Teaching in English can be a major challenge when you first start, but your position as a non-native speaker in front of the class can work to everyone’s advantage. It is good for students to learn to understand English with other accents, and if you are able to relax and enjoy the situation, you may be able to use the ‘language barrier’ to connect with your students.
Whether inside or outside of the classroom, make every effort to practise and improve your English. There is a difference for students between adjusting to an accent and simply not being able to understand a teacher because he or she does not have adequate language skills. There are a number of ways to strengthen your English: the university offers labs, courses, tutorials, mentor programs and other forms of support (visit CTE's ITA page to find links to these programs). You can also engage in conversation with native speakers in your department, your classes, or even where you live. You can surround yourself with colloquial English by having the television on or listening to a Canadian talk radio station, for example, the CBC.
If you believe your English skills might be an issue while you are a TA, acknowledge the language issue on the first day of class. When you are introducing yourself, state that you are still learning English, and let the students know that they can ask you to repeat yourself if anything is unclear. Students will be much more open and supportive if they know you recognize that your English is not perfect and that you are sincere in your efforts to be understood. Also tell the students that you might need them to speak more slowly or clearly than they are used to in order to help you understand them. Students appreciate and engage easily in this kind of cooperative teacher/student dynamic; it is not seen as diminishing your position of authority to be honest in this manner.
Here are some suggestions to further help with language issues:
- Constantly check student understanding. Some ITAs speak very quickly (Ronkowski, p. 26), so when you make a major point, ask your students if they’ve understood you. If they haven’t, repeat your point more slowly and clearly, phrase it in a different way, offer an example and/or write it on the blackboard or an overhead transparency.
- Before answering a question from a student, restate his or her question and then ask if that’s what the student meant. For example, you could say, “What you’re asking is … is that correct?” That way you confirm that you have understood the question and you have made sure that the entire class has heard it.
- Make an outline of the main points to be covered in class. You can put the outline on the board at the beginning of class, briefly reading through it at first and referring to it as you move from one point to the next. This will help students keep track of where you are in the lesson and more easily follow your ideas even if they are struggling with your pronunciation or accent.
- If you present a technical term or theoretical concept that is new to the students, write it on the board, on an overhead, or have it in your PowerPoint presentation (Ronkowski, p. 25). If you are unsure how to pronounce something, ask a colleague in your department before class, or write it out for your students and ask them how it is pronounced.
If you find that you are feeling overwhelmed by your TA responsibilities, discuss your struggles with your supervisor. It is also useful to talk with other TAs in your department or someone who has previously been a TA. There is also support available from Centre for Teaching Excellence. Read through some of the tips sheets or set up an appointment to have a TA developer observe one of your classes and give you feedback and suggestions on how to improve.
The Canadian classroom can be a space of powerful learning for you as well as your students, once you understand the dynamics. Try out some or all of these tips and see what works for you. Above all, remember to relax and enjoy the experience.
Support
If you would like support applying these tips to your own teaching, CTE staff members are here to help. View the CTE Support page to find the most relevant staff member to contact.
References
- Althen, G. (1988). Manual for Foreign Teaching Assistants. 2nd ed. Iowa: The University of Iowa. Lambert, L.M. & Tice, S.L., eds. (1993). Preparing Graduate Students to Teach. Syracuse: AAHE Teaching Initiative.
- Ronkowski, S. (1999). “The International Teaching Assistant Handbook.” Santa Barbara: Regents of the University of California.
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