Classroom Curveballs
You ask the class a discussion question and get complete silence. What would you do?
Potential answers: Give wait time, rephrase, use think-pair-share, call for volunteers rather than immediately answering your own question.
A student wants help improving their resume before applying for an internship. Where would you send them?
Career Center
Your instructor hasn't told you what they need from you for next week's class. What would you do?
Potential answer: Communicate proactively! Check in with your instructor about upcoming plans and how you can support the class.
You want to see examples of activities or lesson ideas other TLs have used successfully. Where should you look?
Class activities page on Teams
What document can TLs use to help translate their TL experience into skills for their resume?
NACE Competencies Aligned Resume Document
You're leading an activity and realize halfway through that students don't understand your instructions. What would you do?
Potential answers: Stop, clarify/reframe, check understanding, don't just push through.
A student says they're interested in doing research at Georgia Tech but don't know how to find opportunities. Where would you point them?
Undergraduate Research Opportunities Program (UROP) / Office of Experiential and Engaged Learning / Undergraduate Research Ambassadors
Your instructor rarely gives you anything to do, and you feel like you're basically just another student sitting in the room. What would you do?
Potential answer: Take initiative and have a conversation with the instructor about ways you can contribute.
You're struggling to get your students engaged, and the strategies you've tried aren't working. You want advice from someone who understands the TL role. Who could you reach out to?
Your TL Ambassador or program staff
A student asks to follow you on Instagram. What would you do?
Use your judgment and maintain appropriate boundaries. There isn't necessarily a rule that you can't connect with students socially, but remember that you're still in a peer-leadership role and should be thoughtful about what access you're comfortable giving students.
Students finish your planned activity 10 minutes early. Your instructor looks at you like, “Well…?” What would you do?
Potential answers: Have follow-ups/backups, debrief the activity, connect it to the lesson
A student wants someone to look over a paper before they submit it. Where would you send them?
Naugle Communication Center
Your instructor asks you to grade an assignment because it's only for completion. What would you do?
Tell them it is outside of your role! TLs cannot grade.
You're not sure whether something your instructor has asked you to do is actually part of the TL role. What resource should you use?
Check your TL training materials and contact your TL Ambassador
A student asks about an LGBTQ+ resource that has been dissolved. Where would you direct them to next?
Direct them to the current Georgia Tech resources that provide LGBTQIA+ student support, or direct them to GT Pride Alliance
An activity you were excited about is clearly flopping. Students aren't engaging and you still have 15 minutes left. What would you do?
Potential answer: Adapt in real time rather than stubbornly sticking to the plan.
A student is going through a difficult personal situation that is starting to interfere with their academics and they aren't sure who at Tech can help them figure out their options. Where would you start?
Dean of Students
Your instructor consistently asks you to do icebreakers and games, but you want to contribute more meaningfully to the course. What would you do?
Potential answer: Talk with the instructor about other ways you could contribute (facilitating discussions, sharing resources, leading reflections, helping with activities, etc).
You need proof of volunteering and hours verification. How do you go about this?
A student is looking for a supportive community and resources related to recovery from substance use. What Georgia Tech program could you connect them with?
Collegiate Recovery Program
Students start debating a sensitive topic and the conversation becomes tense. Nobody has technically said anything inappropriate, but you can tell people are getting uncomfortable. What would you do?
Potential answers: Facilitation judgment—acknowledge tension, reinforce respectful discussion, redirect if necessary, involve instructor appropriately.
A student tells you they're having a hard time affording groceries and other basic necessities this semester. Where could you connect them?
Students' Temporary Assistance and Resources (STAR) / Dean of Students
During class, your instructor turns to you and asks you to explain a campus policy/resource that you're not confident you understand. What would you do?
Say you aren't completely sure rather than improvising an answer. Offer to verify the information and follow up.
“I don't know, but I'll find out” is a valid TL answer!
You've noticed that facilitating discussions is consistently the part of being a TL you feel least confident about. You don't have an immediate problem to solve, but you want to get better. What resources could you use?
Attend relevant TL professional development, use facilitation resources, reach out to Team Leader Ambassadors, etc.
A student starts telling you about a personal problem and says, “Please don't tell anyone about this.” What would you do?
Listen and support them, but don't promise absolute confidentiality. Depending on what they disclose, you may need to connect them with appropriate support or seek guidance about your responsibilities.