The atmosphere of the classroom has important effects on your teaching and students’ learning. TA should have the ability to manage large numbers of students with divergent interest and behaviour patterns.

Fore warning of rules

Spell out your expectations of proper behaviours during the first meeting. For example, if the attendance is not compulsory, state it and tell them they should be quiet if they attend; student have to switch off all pagers to facilitate concentration in class learning; students can leave classroom to refresh themselves and return to class with no penalty, etc.

Understand the typical classroom behaviours

The class expert

The class expert is the one who will have comments and knowledge concerning nearly every topic raised in the class. You must be careful not to "put them down" because it will discourage other students. You can allow them to respond and allow peer pressure to eventually limit their activities. If this does not work, a one-to-one conference is necessary. Moreover, a verbal request in class for consideration of other students would be in order.

The quiet class

Some techniques to encourage students’ response:

• Group work;
• Group discussion;
• Partner system;
• Discussion of current events;
• Brainstorming, etc.

The negative students

• One will challenge class discussion in a negative manner;
• One will remain silent all the time.

An individual conference with the negative student is the most suitable solution.

The unruly student

• His or her behaviour can manifest itself through disagreements with other students (possibly physical), verbal outbursts, cursing or general disruption.

You can generally direct his/her attention by silence, politely ask for his/her co-operation, or by private consultation.

Calming the masses

Self evaluation is important:

When students do not pay attention, consider the following questions:

• Do I speak too quickly?
• Can they hear properly?
• Can they read the transparencies?
• Can they understand?
• Is the class going too long without a break?

Modify your ways of teaching accordingly, e.g. use trendy examples to stimulate interest; vary your teaching activities; speak slowly and clearly; check understanding through effective questioning, take a break, perform the unexpected to draw attention, etc.

Work with individual students privately

Ask the students to stay after class and tell them how disruptive their conversation is to you and to other students. Tell them they will be asked to leave next time.

Skilful direct "attack"

• Lecture directly to the group of students who are doing disturbing behaviours;
• Look directly at them, and slowly increase your volume until you get their eye-contact;
• If it does not work, gradually move towards them, continuing to lecture directly to them;

Of course the key is to show no anger, or emotional reaction, just continue your lecture.

To solve the problem of low attendance, here are some suggestions:

• Assign a small portion of the final mark to class participation;
• Bring out points that students do not notice in the lecture notes;
• Send email to the absentees to show your concern but don’t ask for reasons because they may think you will make trouble for them.

Further Readings

1. Davis, C., Handbook for New College Teachers and Teaching Assistants, Michigan: Davis and Associates, Associates, P.O. Box 19706, 1992, pp.31-36
2. Greive, D., Teaching Strategies and Techniques for adjunct faulty, Cleveland, Ohio: Info-Tec, Inc., 1991, pp.17-18.
3. Pica, T., Barnes, G. A., Finger, A. G., Teaching Matters, 2nd edition, New York: Newbury Home, 1990, Ch. 4, pp.54-69.

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