TEACHING ASSISTANT DEVELOPMENT PROGRAM                  ORIENTATION PACKET                        FALL 2010               ...
Index:              Section I     Rights and Responsibilities             Pages 3-7              Section IIOrganization, R...
SECTION I                       Rights and ResponsibilitiesEmily Spencer, Mentor TATeaching Assistant Development ProgramP...
Grievances       You are consistently working more than your appointment.       You are being treated unfairly.           ...
Your Responsibilities      To communicate effectively      To be professional      To attend every class or to cancel clas...
Notification System       To Sign Up:               Through GROWL (growl.ucr.edu), you can opt in for text notification un...
http://cnc.ucr.edu/instruc_tech_group.html        Provides assistance and workshops for persons interested in using comput...
SECTION II             Organization, Rapport and Knowledge                                      Presentation Outline.Diego...
SYLLABUS OUTLINE                                  Course Number and Name                                      Quarter and ...
ENGLISH 1C: Applied Intermediate Composition at University of California, Riverside Instructor: Debbie Sims               ...
active participation is extremely important. For this reason you must attend class regularly. You areallowed 2 absences th...
Part C: Blackboard.Step 1. Login in. CAS Login: your email account name and codeStep 2. Check out the site. If you do not ...
All of you are different, and the nature of your rapport with student will vary. Some of you willbecome close to your stud...
What you did for the summer.The best movie or TV show that you saw lately. If you see students disagree ask them why, itco...
SECTION III                Diversity and Other Sensitive Issues                            Creating an Inclusive Academic ...
want to highlight your own background as a way of explaining your capacity for       empathy.       Be aware of and resist...
Don’t list “optional” materials that are implicitly “required.”       Place textbooks on course reserve and assign reading...
Academic Honesty       Preventing academic dishonesty is a hurdle that every instructor must face. They may bemotivated by...
SECTION IV                      Teaching Styles and Strategies                                           Presentation Outl...
NOTES:         20
ORIENTATION EVALUATIONPlease circle the appropriate number for today’s orientation.1.      Provided goals and objectives f...
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Tadp course book_orientation_2010

  1. 1. TEACHING ASSISTANT DEVELOPMENT PROGRAM ORIENTATION PACKET FALL 2010 Instructors: Emily Spencer, MTA Diego Esparza, MTA Debbie Sims, Coordinator TADP Dezheng Sun, MTASchedule:TADP Orientation 2010-2011Monday8:00-8:10 Introduction8:10-9:00 Seminar I9:05-9:55 Seminar II9:55-10:25 Break10:25-11:15 Seminar III11:20-12:10 Seminar IV12:10-12:20 Conclusion12:20-12:50 Union Representatives1:00-2:00 Blackboard (Optional)Tuesday10:00-10:10 Introduction10:10-11:00 Seminar I11:05-11:55 Seminar II11:55-12:25 Break12:25-1:15 Seminar III1:20-2:10 Seminar IV2:10-2:20 Conclusion2:20-2:50 Union Representatives3:00-4:00 Blackboard (Optional)Wednesday12:00-12:10 Introduction12:10-1:00 Seminar I1:05-1:55 Seminar II1:55-2:25 Break2:25-3:15 Seminar III3:20-4:10 Seminar IV4:10-4:20 Conclusion4:20-4:50 Union Representatives5:00-6:00 Blackboard (Optional) 1
  2. 2. Index: Section I Rights and Responsibilities Pages 3-7 Section IIOrganization, Rapport and Knowledge Pages 8-14 Section III Diversity and Other Sensitive Issues Pages 15-18 Section IV Teaching Styles and Strategies Page19 Orientation Evaluation Page 21 2
  3. 3. SECTION I Rights and ResponsibilitiesEmily Spencer, Mentor TATeaching Assistant Development ProgramPhD candidate, Department of ChemistryMy TADP office hoursMonday and Wednesday 9-12 and 1-4University Office Building, Room 122Phone: 951.827.3386Email: tadp@ucr.eduGoals and Objectives To understand your rights as a TA. To understand your responsibilities as a TA. To know what resources are available to you as a TA. To understand lecture-style teaching.Your Rights To have fair and timely compensation To file a grievance if you are treated unfairly To have the supplies you need to effectively teach your class To get feedback on your performance To get additional training if you need or want itMoney 49% appointment (usually) Stipend as stated on quarterly contract Health insurance (GSHIP) Registration and Tuition RemissionDoes not include (usually) GSA, ASUCR, Rec Center, or Commons fees. Nonresident TuitionWorkload 49% appointment 11 weeks at about 20 hours/week No more than 220 hours/quarterAppointment Letter Instructions regarding schedule and duties Number of labs, discussions, office hours, etc. Lecture attendance 3
  4. 4. Grievances You are consistently working more than your appointment. You are being treated unfairly. Union Representative 951.369.8075 www.uaw2865.org riverside@uaw2865.org Professor in charge TA allocation person Department ChairSuppliesEvaluation Online evaluations - ieval.ucr.edu Last three weeks of instruction Mandatory Available three weeks after evaluation period endsIncreasing Your Responses VERIFY that your course sections are correct POST the link on your blackboard page EMAIL your students the link REMIND them in classPast evaluations Evaluations are linked by quarter. Separate links for numerical scores and student comments. Course, departmental and campus data given Evaluation questions are grouped into 5 distinct sections Report Instruction Organization and Knowledge Facility in English Overall Efficacy as a TA Comments are (supposed to be) anonymous.Additional Training - TADP Office Hours Mondays 9 am – 4 pm Tuesdays 9 am – 5 pm Wednesdays 9 am – 4 pm Thursdays 9 am – 4 pm Fridays 9 am – 12 pm 4
  5. 5. Your Responsibilities To communicate effectively To be professional To attend every class or to cancel classes when necessary To manage crises in the classroomCommunication with your students Speak clear and understandable English Speak slowly and clearly Non-verbal means of communicationESL TAs Must pass the SPEAK test If you have a conditional pass, you may TA, but you must also take ESL classes. Grad Division will pay for the first class. English language software is available for use in TADP officeBlackboard Grade reports Communication with your studentsBeing Professional Attire Language Email/Phone Office HoursReceiving Gifts From the perspective of the student giving the gift From the perspective of the other students in the classAppropriate Language Instructor or peer RespectfulBeing Approachable You will definitely hear about this one…Canceling Class Departmental policyMethods: Blackboard announcement Email Note on the doorManaging Criseshttp://ehs.ucr.edu/ 5
  6. 6. Notification System To Sign Up: Through GROWL (growl.ucr.edu), you can opt in for text notification under the addresses menu.Fire Follow the classroom evacuationDuring an earthquake Remember to duck, cover and hold Duck or drop to the ground Protect your head and neck with your arms until the shaking stops Hold on to the furniture that covers youAfter an Earthquake Be prepared for aftershocks. Do not immediately evacuate as falling debris can cause major injuries. Follow evacuation routes directly to buildings Emergency Assembly Area (EAA). Check in with emergency staff at the Emergency Assembly Area and notify them of injured people, hazards or damages observed. Stay at the Emergency Assembly Area and follow directions of emergency response personnel.Emergency Notifications Information concerning emergencies at UCR and related topics is available to the campus community through the following resources: UCR Website at www.ucr.edu UCR EH&S Emergency Management Website at www.ehs.ucr.edu/emergency or http://campusstatus.ucr.edu UCR Campus Radio KUCR: 88.3 FM or www.KUCR.edu Riverside Area News and Information Radio KFRG 95.1 FM or KGGI 99.1 FM KFI 640 AM or KNX 1070 AM Riverside Area Emergency Information – Charter Cable Channel 32 or 33Resources AvailableMedia Resources http://cnc.ucr.edu/multimedia/ 951.827.3041 Keys for media cabinets Equipment for classroomsMedia Library http://library.ucr.edu/?view=libraries/media/index.html 951.827.5606 Instructional video loans Reserve videos for students to view in private viewing roomsComputing Support Services 951.827.3555 6
  7. 7. http://cnc.ucr.edu/instruc_tech_group.html Provides assistance and workshops for persons interested in using computers in the classroomLibraries- http://library.ucr.edu/ Rivera – 951.827.4392 Science – 951.827.3316 Student tours to demonstrate library use Place books and documents on Reserve and list under your name and course numberStudent Judicial Affairs 951.827.2808 http://conduct.ucr.edu/ conduct@ucr.edu Reporting academic dishonesty and student misconduct Adjudication of issues such as sexual harassment, plagiarism, and rapeEscort Services 951.827.3772; http://www.escortservice.ucr.edu/ Dispatch desk in Rivera library, Sunday-Thursday nights Call dispatch (number above) to have someone walk with you.Campus Police 951.827.5222 If on-campus, this number results in faster response than calling 911, which is routed toCA Highway Patrol.TADPOffice HoursMondays 9 am – 4 pmTuesdays 9 am – 5 pmWednesdays 9 am – 4 pmThursdays 9 am – 4 pmFridays 9 am – 12 pmEmail: tadp@ucr.eduPhone: 951.827.3386 7
  8. 8. SECTION II Organization, Rapport and Knowledge Presentation Outline.Diego Esparza, MTA, TADPGraduate Student, Political ScienceUniversity of California Riversidedespa001@ucr.eduSub-Section I: Organization: Syllabus and I-learn.Part A: Getting InformationStep 1. Do you know where your classrooms are located?Step 2. Talk to the Professor, Supervisor or Department Secretary about:-Teaching responsibilities.-Attending Lecture.-Proctoring exams and Academic Dishonesty.-Grading.-Enrollment.-Syllabus.-Office Hours.-Section Attendance and Section Grade.-Supplies.-Special Instructions.Step 3: Get the lecture materials.Part B: Constructing the SyllabusStep 1: What is your teaching philosophy? What is your grading philosophy?Step 2: Build your syllabus with the provided outline and sample. Next Page. 8
  9. 9. SYLLABUS OUTLINE Course Number and Name Quarter and Year Section 21, 22, 23Instructor: Your NameSection 21: Day, Time, and LocationSection 22: Day, Time, and LocationSection 23: Day, Time, and LocationOffice Hours: Day and TimeOffice Location: Watkins 2210Contact: your email address (don’t put your phone number!!!)Course Description:Required Materials (required text, lab materials):Course Objectives and your teaching philosophy (what is the learning goal):Course Requirements (what work will be assigned):Grading (how many points each assignment is worth):Course Schedule (the specific dates for each assignment):Specific Course Policies (exam policies, attendance policies, requirements for writtenassignments and projects):Academic Dishonesty Policy (what you will do if the students cheat): Some instructors requirestudents to sign the Academic Integrity Statement and return it. This is a good idea.[END SYLLABUS OUTLINE] 9
  10. 10. ENGLISH 1C: Applied Intermediate Composition at University of California, Riverside Instructor: Debbie Sims Spring 2008 Office Hours: M 2-4 pm, T 11 am - noon Time: MW 5:10-6:30 pm Office: HMNSS 2305 Location: INTS 2130 Email: Deborah.sims@email.ucr.edu Sec #: 068Required Texts:1. Maasik, Sonia, and Jack Soloman, Eds. Signs of Life in the U.S.A.: Readings on Popular Culturefor Writers. 5th ed. Boston: Bedford / St. Martin’s, 2006.2. Maguire, Gregory. Wicked: The Life and Times of the Wicked Witch of the West. NY: ReganBooks, 1995.Course Description: English 1C introduces students to the analysis and interpretation of texts. In 1C,reading becomes as important as writing: that is, students will strive to become more aware of reading asan interpretive act that requires critical scrutiny of underlying presuppositions. Students will deepen theirunderstanding of the shaping power of language and its conventions and become more aware of thecollaborative nature of making meaning.Grades:Assignment Percentage of Your Grade Grade ScaleEssay #1 15% 94 – 100% = AEssay #2 15% 90 – 93% = A-Essay #3 20% 87 – 89% = B+Essay #4 20% 84 – 86% = BActive Participation / Attendance 10% 80 – 83% = B-Quizzes 10% 77 – 79% = C+Homework & Blackboard Participation 5% 74 – 76% = CFinal Exam 5%Failing Grades:70 – 73%= C- ; 67 – 69% = D+ ; 64 – 66% = D ; 60 – 63%= D- ; Below 60% =FEssays: All four of your essay assignments should follow MLA format (see pp. 59-62 for assistance).You will lose points for failure to cite correctly in-text or in your works cited page. All essays must havea title. Printing in standard ink with regular toner level is your responsibility – do submit an essay that isprinted improperly (ie. pale, blurry, or fragmented text). Your writing should be grammatically correctand free of spelling errors, and it should demonstrate increasingly complex critical thinking and analysisas the quarter progresses. You will earn an A when your papers develop a specific, narrow,interesting thesis in a well-organized, well-argued, well-supported fashion. I do not accept lateessays. In addition to handing in a hard copy of the essay project, you are also required to submit anelectronic copy of all essays via Blackboard’s Safe Assignment. You will not receive a grade for yourpaper unless it has been submitted electronically.Peer Workshops: You will be responsible for peer editing during class, which means that you will listento or read the work of other students and offer meaningful feedback to them in an effort to help themreach a cogent final piece of work. Missing workshop days will have a negative impact on your grade.On workshop days you must bring 2 copies of your essay to class.Attendance and Participation: Much of the work in this class will be collaborative; therefore, your 10
  11. 11. active participation is extremely important. For this reason you must attend class regularly. You areallowed 2 absences throughout the semester. After the second absence, your grade will be lowered byhalf of one letter grade for every absence thereafter. There are absolutely no exceptions to this rule. Youare adults and I assume that any absence from class is for a valid reason; as such you do not need toinform me about anticipated absences. Talking on your cell phone, text messaging, and sleeping in classare regarded as absences.Missing Class: When you miss class it is your responsibility to keep up with the reading and to contactyour classmates to find out what you missed. You can email them via Blackboard. I will not reiteratelectures or provide a summary of in-class activities via email.Tardiness: When students are habitually late to class, they disrupt the ongoing lesson. This isdisrespectful to me and to the other students. Three tardies constitutes one absence.Blackboard: The course will make use of the online Blackboard system, which is located athttp://iLearn.ucr.edu. You will be expected to post messages on the Blackboard regularly, and importantinstructions for completing assignments in this class will appear there. It is your responsibility to checkyour email and Blackboard before every class and over the weekend.Email Protocol and Office Hours: I am accessible by email and am happy to correspond via thismethod. However, I will not check my email after 7 pm and I expect all emails to be addressed to me andsigned by you. Occasionally I am not available on the weekends. Also, be aware that emailing “AllUsers” through Blackboard indicates that your email will be sent to your peers AND to me. Appropriateprotocol is mandatory. I will not examine your drafts via email; if you need help you must visit meduring my office hours. I find that students often rely on email rather than one-to-one contact tocommunicate with me about the course and essays assignments – please keep in mind that email is alimited form of communication and often results in misunderstanding. Attending office hours is the bestway to obtain assistance from me and it demonstrates your sincere desire to learn. Do not approach meafter class to discuss your grade or to obtain significant assistance with your essay as such issues requireserious attention and must be discussed during office hours.Quizzes: Quizzes will be administered at random and will entail short answer questions, multiple-choicequestions, and/or writing a brief composition in class about the assigned reading.Plagiarism: Plagiarism is the presentation of anothers work as your own. Copying or paraphrasingpassages from another writers work without acknowledging that you have done so is plagiarism.Allowing another writer to write any part of your essay is plagiarism. Plagiarism is a serious crime andwill not be tolerated. I am required by the University to report all cases of suspected academic dishonesty(including plagiarism) to the Office of Student Judicial Affairs. In order to preserve the integrity of youracademic experience, all of your assignments will be submitted through Safe Assignments on Blackboard,where they will be scanned against other assignments and material found on the Web. Students whocommit academic dishonesty will be reported to the Office of Student Judicial Affairs and may be subjectto dismissal and/or receive a failing grade for the course. Visit the Office of Student Judicial Affairs’website at www.conduct.ucr.edu for more info on the potential ramifications of academic dishonesty.Failure to understand plagiarism and/or plagiarizing unintentionally is not an excuse!Assignment Schedule: The following schedule is tentative - it represents my best estimation of how theclass will proceed and is subject to change as the quarter progresses. All reading is to be completed bythe date on which it is listed; arrive at class prepared to discuss the reading. 11
  12. 12. Part C: Blackboard.Step 1. Login in. CAS Login: your email account name and codeStep 2. Check out the site. If you do not have access to your blackboard courses, you may haveto e-mail leo.schouest@ucr.edu. For some natural science students, you will have a lab/academiccoordinator that will help you out. You will find out more about this in your own department TAtraining. If you do not have lab/academic coordinator you probably have to contact Leo. Tellhim your name, your department and that you are a TA for SOC 360 for sections 21, 22, 23 orwhatever, and that you need access to the lecture and those sections.Step 3. Working on Blackboard.Ignore all the other stuff. Look for your section link. Click on your section link.Announcements-->To add announcement: Create announcement, subject announcement emailand submit. Why email?Syllabus->Create item. Give it a name. Upload from desktop.Course material-->Same as above, create item. Deleting or editing tab >>>Discussion-> Create a forum provide a thread.Safe Assignments-> Go to assignment tab, go to evaluate create safe assignment.Download grade center. Control panel->grade center, you can upload xcel spreadsheets. Firstwork off line. Add your grades off line.Sub-Section II: Building RapportPart A. The first day. It is important to consider the following steps on your first day.You are not an authoritarian ruler of the classroom, you yourself are a mentor and should act assuch. This means professional yet friendly.Step 1. When you walk into the room make sure you smile. Just smile!Step 2: Begin to build trust. Think about what rapport means.Step 3. Share something about yourself.Step 4: Learn your students names and some of their interests.Part B. As class progresses.Step 1. Remember to not always simply lecture.Step 2. Do not take yourself too seriously.Step 3. Make eye contact with each student.Step 4. REMEBMER!!! Be respectful and polite; one instance of rude behavior or harassmentcan destroy rapport forever!Part C: Outside of class behavior. Are your interactions with students outside the classroomimportant? YES!!!Step 1: Be in your office during office hours.Step 2: Be flexible.Step 3: What do you do if you see a student outside of class? 12
  13. 13. All of you are different, and the nature of your rapport with student will vary. Some of you willbecome close to your students. Others will not be very close but will still have created somegood working relationships. The point is to respect your students and in turn be respected.Sub-Section III. Knowledge 1. What is knowledge? 2. How to share knowledge and be knowledgeable? 1. Be humble. 2. Become knowledgeable.Sub-Section IV. First Day!!! First Day ScriptAt the First Class Meeting:Before leaving your house make sure you have all of your necessary material including dry erasemarkers and lecture notes. Bring some water, your throat can get dry really quick. In thebeginning of the quarter dress professionally. This doesn’t mean you need to war a power suit,but it does mean that you should not wear jeans and a t-shirt with sandals (at least the first fewweeks). Pretend you are presenting a paper at a conference. opening the door, take a deepbreath and know that you can do it because thousands of others have been in you exact sameposition here at the school. Open the door, walk in smile, say “hello everyone” smile again.This is the beginning, explain to everyone that you are very excited to be here (whether you areor not is beside the point).1. Put the following information on the board:-The course number (Someone may be lost.)-Your name (What would you like to be called?)-Your office number & office hours-Email or (do not give your phone number out).2. Take roll. Whether you are planning on recording attendance or not is irrelevant. Taking rollgives you the first opportunity to learn names.3. Do an icebreaker or two.-use any of DJs strategies here.4. Introduce yourself after ice-breaker. Take a deep breath, speak slowly and loudly. To speakloudly pretend you are addressing the person furthest back in the room. Make sure to articulateevery word. Slow down some more, and pause when you need to. You do not need to fill everysecond with sound.Tell the students the following:Your name.What department you are in.What you like to study.Where you are from. 13
  14. 14. What you did for the summer.The best movie or TV show that you saw lately. If you see students disagree ask them why, itcould be a fun moment for the class to discuss the best movie.5. Class organization:-Pass out your syllabus.-Go over the syllabus with them.-Make sure to :Give information about textbooks.Have a copy of the textbooks with you to display.Call attention to assignments & due dates.Discuss why the course is interesting & important.What can the students look forward to learning?Establish the structure of the class by going over the syllabus.-Are students expected to participate, to prepare in advance, to do readings before or aftersection, etc.?-How will students be graded? Will you be assigning quizzes?-What are the policies for late work, attendance, and cheating?-Are there any special procedures (i.e., safety) or requirements for the course (e.g., field trips)?6. Answer student questions clearly & completely.-If the question is important to the whole class, repeat it & put the answer on the board. (It mightbe something you forgot.)-Remember to give students an opportunity to ask questions.-Its OK not to know all the answers; just be sure to find the answers & offer them at the nextmeeting.7. Remember: Set high standards at the beginning of the quarter.-Begin working as soon as possible.-Dont let students out early or theyll come to expect it.-Start out firm, then relax.-Wear professional clothing at the beginning and then relax.Have fun. Being a TA has been a lot of fun,8. The first day you should have a lesson plan ready to go for the remainder of the time just incase you have too much time on your hands or no questions from the students. 14
  15. 15. SECTION III Diversity and Other Sensitive Issues Creating an Inclusive Academic Environment Identity is comprised of many different factors. When individuals are judged, mocked, ortreated differently based on some aspect of their identities, this is called discrimination. As aninstructor you also have the right to feel safe and included in the UCR community. Creating atolerant classroom environment benefits you and your diverse identity also.1. What are some identity categories that shape our diverse population?race ethnicity gender sex class nationalitysexual orientation physical appearance geographic originweight height religion (dis)ability age healthsocial/cultural wealth __________ _________ __________ __________2. How can you create a safe, fair, and tolerant atmosphere in your classroom? Model professionalism and respect in your language and behavior. Write your expectations in your syllabus. Explicitly state that you will not tolerate discriminatory, hateful, or otherwise inflammatory language or behavior. Indicate that students who are disruptive will face consequences. Words have power! Work with your students to unpack offensive slang terms.3. If a student arrives in your class under-prepared or lacking study skills, how can youhelp him/her achieve the learning goals? Identify the problem for the student and tell him/her during your office hours what skills are needed to succeed in your class Provide info about campus resources, such as the Learning Center in Surge Allow student access to your materials from previous classes Make a podcast or webcast of yourself teaching the basics and post it to ilearn at the beginning of each quarter4. How can I make myself relatable and approachable so that students from diversebackgrounds feel comfortable seeking my help? Demonstrate respect for the cultural differences that makes your students unique. You can do this by trying to accommodate their needs. Stress the human bonds that we all share and express the ways in which you can identify with or understand the students’ experiences. Keep in mind that you have a unique identity that has afforded you insights. You may 15
  16. 16. want to highlight your own background as a way of explaining your capacity for empathy. Be aware of and resist stereotypes. Educate yourself about local and national customs.5. How do I teach inclusively? Be aware of the ways in which other people’s experiences have shaped the way they learn and interact in the classroom. Encourage intellectual creativity that is rooted in difference and diversity. When students feel comfortable asking new and “strange” questions, others are challenged to think more deeply about the curriculum. Acknowledge the relationship between academic rigor and diversity -- Remember, the introduction of women and minorities’ perspectives have brought about the development of whole new disciplines, all of which have greatly enriched the University environment. Don’t assume your experiences are the norm. Recognize each person’s unique strengths and scholarly promise. Allow your diverse student body to enrich and expand your teaching skills.6. Okay, but what do I DO to teach inclusively? State specific rules regarding incivility in your syllabus. Allow the students to be involved in shaping those guidelines during the first week of class. Use group work. Avoid “under-teaching”; maintain rigor. Use varied types of examples, models, and topics to teach your curriculum Monitor and require participation. Facilitate participation sensitively. Reframe surprising or unpopular student contributions. Practice a range of teaching strategies (lecture, partner work, teams, whole class discussion, student projects/presentations, use of the board and media equipment). Explicitly ask students to share in setting the tone for the course.7. How do I cope with diversity issues of which I may not even be aware? How can I besensitive to the LGBT community, learning disabled persons, and individuals with loweconomic or social status? Enter every educational situation assuming there are LGBT students present who may not feel safe in being out. Be aware that the examples you and others in a class or discussion are using may be based on heterosexual experiences. Vary your teaching methods and present information in different formats (speak and write, make your lecture notes available to disabled students). Do not announce student’s (dis)abilities to the class. Make the necessary accommodations for disabled students without calling attention to your actions. Do not request that students purchase materials that you failed to list in your syllabus. 16
  17. 17. Don’t list “optional” materials that are implicitly “required.” Place textbooks on course reserve and assign reading in advance so that students who cannot afford the books can read in the library or photocopy. Be clear about the amount of technology students will be required to use.Diversity Part 2: Intervention and Conflict ResolutionHow do I cope with conflict and disruptive behavior in my classroom? Avert crisis; remove self and others from danger and call for help. Do not attempt conflict-resolution in a situation in which you feel physically threatened; instead, seek out campus resources. Assess time constraints – can you deal with the problem effectively right now? Assess location constraints – is this problem best resolved with/in front of the whole class or in a one-to-one setting? Redirect! Make use of “teachable moments” in which you can point out the problem without embarrassing the student. Facilitate conversation and discussion. Practice open and straightforward communication; tell the student exactly what he/she said/did that was offensive and instruct him/her to refrain from said act. Separate your own emotions from the issue and behave in a calm manner. Do not attack the student; deal with the issues not the person. Structure conversation around goal setting when possible. Document all interaction Identify when a conversation has become destructive, close the interaction in a non- aggressive fashion, and contact a third-party mediatorHow does UCR suggest I deal with disruptive behavior?Step 1. Clarify ExpectationsStep 2. Written Warning to StudentStep 3. Formal Incident Report to Student Conduct & Academic Integrity Programs 17
  18. 18. Academic Honesty Preventing academic dishonesty is a hurdle that every instructor must face. They may bemotivated by fear or failure, competitiveness, or laziness but one thing is certain: students canand will cheat.What behaviors constitute academic misconduct?I’ve begun a basic list below. As you listen to your colleagues, write down any methods ofcheating that are new to you. Changing the margins of a word document to make an essay appear longer Intentionally or unintentionally quoting a scholar without citing him/herWhat can you do to prevent academic misconduct, cheating, and plagiarism? 1. Put the onus of ethical behavior on your students by writing your expectations and the consequences of misconduct in your syllabus 2. Be aware of the ways that students cheat. 3. Require that all personal items (beverages, hats, phones, etc.) be removed from the desk top and placed behind or underneath the student’s chair. 4. Require the use of blue books, have students write their names on the back of the blue book, collect them before the exam, and redistribute them. 5. Require students to upload essays to Safe Assign, the plagiarism screening service that is available on ilearn (and very easy to use). 6. Monitor your class during exams.If I catch a student cheating, what do I do?When dealing with academic misconduct, you should refer to the advice provided under the“Intervention and Conflict Resolution” section of this handout. Remember, students cheat for avariety of reasons – don’t take it personally! 1. Inform the student that he/she has engaged in academic misconduct and document all of your communication 2. Inform your supervising professor 3. Download the Academic Misconduct form from UCR’s Judicial Affairs website and follow the instructions provided 18
  19. 19. SECTION IV Teaching Styles and Strategies Presentation OutlineDezheng Sun, MTA, TADPGradaute Student, PhysicsUniversity of California Riversidedsun002@ucr.eduSub-Section 1: Seminar ObjectiveFind the right weapon before you go to the warPeople are different, situations are differentPractice and pick the one fits youSub-Section 2: Icebreakerhttp://www.tadp.ucr.edu/icebreaker 1. Why icebreaker 2. How to do icebreaker 3. Practice two icebreaker in classSub-Section 3: Group Work and Discussion 1. Why group work is important - Encourage students to participate - Easy to control the class - More effective 2. Something to remember 3. Presentation practiceSub-Section 4: Teaching Style 1. Lab TA/ Discussion TA/Lecture TA 2. PersonalitySub-Section 5: Ways to Succeed 1. Prepare early 2. Pre-run the class 3. Use all resources 4. Resources for International TAhttp://www.tadp.ucr.edu/resources-2/international-language-resources/ 19
  20. 20. NOTES: 20
  21. 21. ORIENTATION EVALUATIONPlease circle the appropriate number for today’s orientation.1. Provided goals and objectives for each segment High Low 7 6 5 4 3 2 12. Were well prepared and clearly organized High Low 7 6 5 4 3 2 13. Encouraged me to ask questions High Low 7 6 5 4 3 2 14. Respected the role of each student in a diverse environment High Low 7 6 5 4 3 2 15. Used language appropriate to the level of the course High Low 7 6 5 4 3 2 16. Spoke clear, understandable English High Low 7 6 5 4 3 2 17. Motivated me to do my best High Low 7 6 5 4 3 2 18. Was approachable – their demeanor encouraged interaction High Low 7 6 5 4 3 2 19. Gave useful feedback High Low 7 6 5 4 3 2 110. Overall, were effective instructors High Low 7 6 5 4 3 2 1What do you hope to get out of TADP throughout your TAing experience here? Any additionalcomments? 21