Do's and Don'ts 1
Help out in small ways where appropriate, including things like passing out papers or materials for an activity. Why or why not?
Do! It can help portray a sense of commraderie and teamwork between you and the professor.
Grade or score assignments or papers. Why or why not?
Don't! Your faculty partner will perform all assessments for the class. Grading is the responsibility of the faculty member.
Compliment students when they are doing well. Why or why not?
Do! It's always good to give positive feedback. It encourages students to do their best work and validates what they've done.
Reach out to the Coaches or Sarah if you have any questions about your role. Why or why not?
Do! We are here to help you!
Make copies, fetch coffee, take attendance, or do other types of TA work. Why or why not?
Don't! Just like you, TA's are trained and compensated for their duties. Your role is to support students' learning in the classroom. If you have any questions about classroom etiquette or boundaries, reach out to a Coach or Sarah
Give respectful feedback when students are struggling or not understanding materials. Why or why not?
Do! That's our job as consultants :)
Help out with lessons as a model student or demonstrate concepts. Why or why not?
Do! This is quite helpful for the professor, and they typically incorporate you into their class in this role. It's always good to lead by example.
Move around the room and interact with as many students as possible in a given week. Why or why not?
Do! This is a great way to get to know your students and build rapport.
Teach a lesson. Why or why not?
Don't! This is the professor's job. We can help review concepts the professor has presented though. You can also share your experience with a particular concept, but we leave the teaching to the professor.
Take notes for yourself. Why or why not?
Do! Just like in your classess, taking notes is helpful for future interactions with students and the material.
Act as a liaison between the students and the professor. Why or why not?
Do! This helps the professor be aware of how the students are doing and what they are struggling with. It also helps the students find the confidence to interact with the professor.
Be an example of a model student, staying on-task and attentive. Why or why not?
Do! Again, lead by example. If we model successful student behaviors, maybe our students will pick them up.
Supervise the class without the instructor present. Why or why not?
Don't! This is a liability issue.
Help students stay on track if the instructor has to step away for a moment. Why or why not?
Do! If the professor has to step out of the room quickly, that's okay, but the writing consultant should not be responsible for supervising students' work.
Pay attention to the class’ assignments in Canvas and in Lecture. Why or why not?
Do! Although we are not responsible for reading the class material, it is important that we stay up to date with what's going on in the class.
Inform a Coach or Sarah if a student crosses a personal boundary of yours. Why or why not?
Do! The Coaches and Sarah all have strategies for dealing with student/consultant dynamics. Reach out to us immediately if you have any questions!
Perform classroom management or discipline work. Why or why not?
Don't! As consultants, we do not have any authority over students. We also want students to see us as peers or near-peers, so it's important that they don't see us as an authority figure.
Complete the homework, reading, or writing assignments unless it is within your paid time. Why or why not?
Don't! You should be paid for your work, full stop.
Take notes for students without special accommodations. Why or why not?
Don't! We want to encourage students to become independent learners. A better approach might be to remind a student to take notes and/or demonstrating your notetaking process.
Criticize the instructor or class in front of students. Why or why not?
Don't! The professor is your colleague and team mate in this class. If we criticize their methods of teaching, it could result in students not absorbing the material.