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  for Teaching Assistants		  
   Introduction    Teaching Environment       Self - assessment Exercise   
       
TA Skills
Cooperating with your course instructor
Preparing for the first meeting/ class
Leading discussion groups
Presenting information to students
Giving explanations to students
Asking questions in class
Conducting a laboratory session
Guiding students in writing written assignments
Marking, grading and dealing with academic dishonesty
Motivating your students
Managing classroom
Knowing if you're doing a good job


 

Conducting a laboratory session

 

Tips:
  1. Get familiar with all equipment, materials and procedures of the experiment
  2. Be knowledgeable on procedures for coping with emergencies
  3. Conduct an effective demonstration with explanation, emphasizing important points
  4. Interact with students throughout the process
  5. Seek help when you can’t deal with any emergency situation or potential danger

 

A laboratory session implies active learning (Labor)! It is a chance for students to work with and talk to each other, to experiment, explore, discuss, reflect and draw appropriate conclusions from their work. Some lab sessions aim to acquaint students with practical skills and techniques relevant to the discipline whereas others may focus on the development of skills in scientific inquiry.

 

1. Prepare ahead

  • Prepare ahead of time;
  • Preview textural materials and lab manuals;
  • Discuss lab session expectations with lecturer beforehand.

 

 2. Know the lab and the safety procedures
  • Get familiar with all the equipment and materials to be used;
  • Find out where essential supplies are stored and ascertain who is responsible for ordering them;
  • Know how to cope with equipment breakdown;
  • If possible, perform the experiment once in advance to ensure it works;
  • It is also a good chance to identify all the learning points or all possible outcomes in the process and estimate the time required;
  • Prepare lab notes to supplement the manual, if needed.

 

3. Interact with students

  • Provide clear and complete instruction at the very beginning of the lab session;
  • Try to break down the demonstration (of equipment, the experiment process or both) into several meaningful steps;
  • Explain and emphasize the main points. It is very desirable to check understanding from students by asking relevant questions or inviting a few to try on the equipment;
  • During the session, you may ask process questions like:

- How did you begin?

- Where did you first experience difficulty?

- Are there other options available to you?

 

4. Coach students

  • In case of difficulties, avoid jumping right in and completing the task for the students. Use process questions to help students identify their own problems and solve them. This is of particular importance to the development of skills in scientific inquiry among the students;
  • Get the whole group together for debriefing. Try not to lecture but summarize what the students have said and highlight major learning points.

 

5. Post-lab feedback

Jot down notes for future improvement and share them with the lecturer, technicians and other demonstrators.

 

In case of need, ask for help!

 

Further Readings

  1. Allen, R. R., "Facilitating student learning" in Teaching assistant strategies: an introduction to college teaching, Dubuque, Iowa: Kendale/Hunt Pub. Co., 1990, pp. 115-119.
  2. Grieve, D., Teaching strategies and techniques for adjunct faculty, 2nd ed., Cleveland, Ohio: Info-Tech. Inc., 1991, p. 15.
  3. Newble, D., A handbook for teachers in universities & colleges: a guide to improving teaching methods, New York: St. Martin's Press, 1989, pp. 58-63.

 

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