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Strategies for Teaching Assistant and International Teaching Assistant Development
Beyond Micro Teaching
Catherine Ross (Edited by), C Ross (Author), Jane Dunphy (Edited by)
9780470180822, Wiley
Hardback, published 3 December 2007
208 pages
23.6 x 16 x 2 cm, 0.376 kg
“Understanding why American students behave the way they do is critical in order for interactions with students to be effective and meaningful. The book identifies several areas of educational differences among cultures, raising readers’ awareness and allowing them to avoid potential pitfalls of cross-cultural communication. …Strategies for Teaching Assistant and International Teaching Assistant Development includes several ideas for exercises in articulating personal advising philosophies, prompting advisors to respond to questions regarding what characteristics are necessary in a good advisor and what kind of person would win an “Advisor of the Year” award. With an open mind and a knack for modifying exercises, an imaginative advising mentor could easily use this book as a springboard for introducing new approaches to advisor development.” —NACADA Journal, Issue 30(1) (Spring 2010)
Written for anyone who works with graduate students to support their teaching efforts in American research universities, this book draws on the extensive experience of professional educators who represent a variety of programs throughout the United States. They understand the common constraints of many TA development classes, workshops, and programs, as well as the need for motivating and sophisticated techniques that are, at the same time, practical and focused. Their contributions to this book have proven to be effective in developing the sophisticated communication skills required by TAs across the disciplines.
About the Authors xi Foreword xxiii Preface xxv Acknowledgments xxvii Part I TA Development 1. Getting Started 3 Acknowledging Teaching Fears: The Three-Minute Free Response 4 An Approach to Successful Collaborative Learning 6 Blended Learning: Focusing on Effective Teaching Through Online Discussions and Concept Mapping 8 Diversity in the Classroom: Working Effectively with Undergraduate ESL Students 11 Engaging Students in Active Learning 16 Identity and Authority in the Classroom: An Exercise for New TAs 21 Planning and Facilitating Discussion 24 Problems, Pitfalls, and Surprises in Teaching: Mini Cases 28 Responding to Student Writing 35 Stand and Deliver: Developing Impromptu Speaking Skills 39 A TA Orientation Plenary Session on University Policies and Resources for Teaching 44 Teaching in Computer Classrooms 48 Teaching in Lab Settings 52 2. Advanced Skills 57 Classroom Management Skills: Expanding Your Repertoire 58 Determining Appropriate Course Goals and Pacing: An Exercise for Advanced TAs 60 Developing Effective Consulting Skills 62 Interdisciplinary Soapbox 68 Introduction to Online Teaching and Learning: Using Asynchronous Discussions Effectively 70 Reaction and Response: Group Problem Solving and Effective Feedback 74 Teaching Practice: Emphasis on Active Learning 76 3. Professional Development 81 ASPECTS: Advancing Students’ Professional Excellence with Certificates in Teaching Series 82 Mock Search Committee: Introduction to the Teaching Philosophy 88 Teaching Portfolio Overview: Peer and Whole Group Discussion 91 Part II ITA Development 4. Culture 97 Cultural Adjustments 98 Diversity Awareness for ITAs 101 High-Context Versus Low-Context Culture: Case Studies 103 The High School Visit 111 Interviews: Surveying College Undergraduates Who Attended High School in the United States 113 5. Pedagogy 117 American Teaching Performance 118 Movie-Based Activities for the ITA Course 120 Pedagogical Uses of Critical Incidents Videos for ITAs 126 Practice Identifying and Teaching to a Variety of Learning Styles 128 Preparing the ITA for Office Hours 132 6. Language 135 Departmental Introduction Speech 136 Developing Oral Communication Skills 139 Discovering and Teaching the Vocabulary of the Academic Communities 142 Editorial Jigsaw 144 Fielding Questions: The IgNobel Prizes 146 The Fine Art of Q&A 148 The Greek Alphabet: Speaking in Symbols 150 “International Teaching Assistant of the Year” Speech 153 Mimicking American TA Discourse 156 Practicing Communication Strategies 156 Presentation Summaries—Take Two! 161 Working with Authentic TA Discourse 163 Resources 167 Index 173
Janet Rankin
Nancy C. McClure
Gabriele Bauer
Shawna Shapiro
Shawna Shapiro
Mary C. Wright
Phillip M. Edwards, Stacy Grooters, Margaret Lawrence
Lori Breslow, J. Mark Schuster
Stacy Grooters, Jennie Dorman
Jane Dunphy
Derek Bruff
Shaun K. Kane, Joe Hannah, Phillip M. Edwards, Jennie Dorman
Jennie Dorman, Michelle Smith, Sara O’Brien, Karen Freisem
Lee Warren
Allyson Polsky McCabe, Lu Zhang
Michele Marincovich, Marcelo Clerici-Arias, Mariatte Denman, Robyn Wright Dunbar
Jill Bible, Robyn Wright Dunbar
Mary C. Wright
Jane Dunphy
Tershia Pinder
Mark Decker
Judith Gibber
Gabriele Bauer
Barbara Gourlay
Doris Yaffe Shiffman
Christine Liptak, Colleen Meyers, Kyoung-Ah Nam, Elena Stetsenko
Catherine Ross
Margo Sampson, Vel Chesser, Stacey Lane Tice
Pamela Pollock
Theresa L. Pettit
Stacey Lane Tice, Margo Sampson, Vel Chesser
Anne Halbert
Elizabeth Wittner
Kimberly Kenyon
Margaret Lawrence
Doris Yaffe Shiffman
Barbara Gourlay
Barbara Thompson
Barbara Gourlay
Barbara Gourlay
Kimberly Kenyon
Janet Goodwin
Doris Yaffe Shiffman
Barbara Thompson
Janet Goodwin
Subject Areas: Education [JN]
