"Effective learning in the classroom depends on the teacher’s ability... to maintain the interest that bought students to the course in the first place"

[Ericksen, 1978, p. 3]

 

Many students need or expect their TA to inspire, challenge, and stimulate them. They will respond positively to a well-organized course taught by an enthusiastic TA who has a genuine interest in teaching and what students learn. Thus, activities you undertake to promote learning will also enhance their learning motivation. Following are some ways to motivate your students:

1. Set high but achievable expectations towards your students

Also help students set achievable goals for themselves. This, of course, cannot be achieved without a thorough knowledge of your teaching goals and your students’ level of understanding of the subject matter and their motivation and needs in the learning process. Teaching is an add-one process, helping students to build on what they have already learnt.

2. Be learning/student-oriented rather than goal/mark-oriented

• Encourage your students to focus on their improvement in learning;
• De-emphasize grades;
• Guide your students to learn their best;

• Avoid creating intense competition among students since they may produce anxiety that can have negative effect on learning, whereas collaborative learning among students has been proven to be more constructive in many ways.

3. Use different teaching methods

You can incorporate a variety of teaching activities and methods into your courses: role playing, debates, brainstorming, discussion, demonstration, case studies, audiovisual presentation, invited speakers or small group work, etc. Different methods can be appealing to different students who learn in different ways.

4. Avoid using grades as threats

The threat of low grades may prompt some students resort to academic dishonesty, excuses for late work, and other negative behaviour.

 

5. Provide feedback to students

Return reports, assignments and tests as soon as possible. Comment on how well they have done and how to improve.

Be specific when giving negative feedback

Negative feedback is very powerful and can lead to a negative learning atmosphere. You should clearly point out a student’s weakness and comment on his weakness precisely. Suggestions for improvement are indispensable.

Avoid demeaning comments

• Be sensitive to how you phrase your comments;
• Avoid offhand remarks that might prick their feelings of inadequacy.

 

6. Some common classroom practices also help to motivate students:

• Remember your students’ names and involve them in class activities
• Arrange the classroom setting so that all students are able to see you and what you are doing
• In handling students’ questions, think about the reason of the question, show interest in it, and respond appropriately
• Reiterate those important concepts, techniques, data, or thought processes
• Always end the class meeting with a preview of the material to be covered in the next meeting
• End class punctually because many students may have another class after your class

7. Provide one-to-one coaching to students

Individual meetings with students are a common and important task of your work as a TA. Many freshmen feel that it is difficult to make the transition from high school to university. They may get lost and in need of support and encouragement.

As a TA, you will mostly meet your students during office hours. Here are some useful notes:

• Keep your office door open and invite your students to come in;
• Help students to get into the point as time is limited;
• Try to minimize interruptions such as phone calls or discussion with other TAs, etc.;
• Be patient to listen to your students’ questions and try to solve their problems;
• It may not be good to develop close friendships with your present students.

Further Readings

1. Davis, B. G., Tools For Teaching, 1st edition, San Francisco: Jossey-Bass Publishers, 1993, pp.193-201
2. 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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