V. Specific TA Concerns

Teaching American Students (for International TAs)

If you are a teaching assistant from a country other than the United States (an international teaching assistant or ITA), your experiences teaching at the University of Virginia differ in some ways from those of American TAs. All new TAs experience a shift in perspective when they move from being a student to being a teacher. But as an ITA you face particular challenges and some surprises as you reach across cultural differences to interact with your American students. Certain American assumptions about students and learning may differ from those in your culture. By examining assumptions-both yours and your students'- you will better understand your students and become a more effective teacher in an American setting.


What Do U.Va. Students Already Know?

Students in U.Va. classrooms may surprise you not only by their informality of dress but also by their academic preparation. Although most U.Va. students were at the top of their high school graduating classes, they come with a wide variety of educational backgrounds. Because the United States has no standardized national curriculum, individual course content and student preparation differ, and you may find unexpected gaps in students' knowledge. In addition, the amount and sophistication of equipment varies among high schools; some students may have no experience with what you consider basic equipment.
In many countries, higher education is reserved for a few; in the United States, more than half of the high school graduates attend college, and students enter U.Va. with various goals and interests. Some are looking for intellectual development or career preparation; others seek independence through various personal, social, and cultural experiences. If your expectations about students' previous training and interest in your course are inappropriately high, you will certainly become disappointed and discouraged. To teach successfully, you may need more realistic expectations.
Unlike students in many other countries, American students normally follow a broad range of courses during their first two years in college and generally choose a "major," or area of concentration, by the third year. Since TAs often teach first- or second-year students in introductory courses, you may find that students' preparation and reasons for taking your course vary widely. Before classes begin, ask your supervising faculty member or an experienced TA about the expected level of students' preparation. Find out who usually takes your course and why, and find out all you can about the course: is it introductory, part of a sequence, required? What are the prerequisites, if any?
On the first day of class, ask your students about their background and interest in taking the course (see "The First Day of Class"). Ask them to list on index cards related courses they have taken and their reasons for taking your course. As you teach, keep their varied levels and interests in mind; check regularly to make sure they understand.

How Should You Interact with Students?

The typical informality of U.Va. students in class and in their relations with professors and TAs may surprise or even shock you. It is not unusual to see students in class eating or drinking, putting their feet on chairs, and reading newspapers. When you don't know how to deal with unfamiliar classroom behaviors, consult an American TA in your department or observe other TAs' sections to see how their students behave and how the instructor reacts. If some behaviors annoy or distract you or others, make specific rules for your class after consulting with your supervisor. (See also "Interacting with Students.")
American students also interact informally with the instructors. They often ask questions in a way that may appear to challenge the teacher. Rest assured that American teachers are respected; but, unlike teachers in some countries, they are not regarded as absolute authorities who cannot be questioned, doubted, or approached. More importantly, American professors encourage students to challenge them and to think for themselves because such behavior lets the instructor know that the students are learning and are involved with the course material. Teachers encourage students to have independent opinions and to make the course relevant to their own interests and goals. Students are often more casual with teachers they like and respect; they also appreciate the chance to discuss viewpoints that do not necessarily agree with the teacher's ideas.
What do American students expect and appreciate from their instructors? Here are a few common expectations, together with suggestions about how you can successfully respond to them even though your cultural expectations may be different:

• American students expect to be recognized as individuals, in and out of class; and they appreciate friendly teachers who in turn communicate something about themselves as individuals. You need to learn students' names and use them in class. Most often, American instructors call students by their first names; many TAs allow students to use their first names, although such informality is certainly not required. If you prefer to use your family name, do so; if you use your family name as your familiar name, explain that that is the name your friends use in your country. Also, let your students know who you are as a person. American students want to learn about life in other countries; some have traveled extensively, and many others would like to. In class, share information from your own life.
  
  
• Students want teachers to be approachable, available for questions, and responsive to helping them learn, even informally or outside of class. When you can, go to class early for informal conversations. Invite students to your office hours for a ten-minute getacquainted appointment. Be flexible in accommodating students for office-hour appointments, but do not feel compelled to rearrange your schedule for them. Before mid-term or final exams, hold special office hours or review sessions. During office hours, students may want to discuss more than just questions about your course; they may seek general advice or ideas about study strategies. Furthermore, they may not know how to ask the questions they need for clarification. Be patient and offer various versions of the question; if they feel you are not judging their ignorance, they will feel less threatened by exposing it to you (see "Interacting with Students").
  
  
• Students expect teachers to fully explain course material, the details of course requirements, and the reason for grades they receive. Your department should provide a syllabus and grading scheme for your course; be sure you understand them and can answer students' questions about them. Make all assignments and deadlines clear (see "Preparing a Course"). Grade and return assignments and exams promptly, giving written comments to help students improve (see "Evaluating Students' Work"). If in doubt about the grading scale, consult with your supervisor or an experienced American TA.
  
  
• Students value interacting with the teacher and other students in the class. Allow time for questions, and elicit their comments.
  
  
• American students expect that their mistakes will be treated as part of learning. Consider mistakes as your best opportunity to discover how they're thinking. Why did the student make that particular mistake? How can you explain the right answer? What can you do next time to improve your presentation and avoid misunderstanding? Respond to students' errors politely and patiently. Above all, avoid ridiculing or belittling students.
  
  
• Students often look to TAs to translate the formal language of the lecture into everyday language they can understand. Make sure you can explain technical and professional terms to a beginner. Use concrete examples to illustrate these concepts.
  
  
• American students like knowledgeable instructors who are willing to admit that they do not know something. Prepare for class thoroughly. Anticipate areas of difficulty for your students and prepare responses to potential questions. If unexpected questions arise and you are unsure of the answers, tell the students, "I don't know, but I'll find out."

How Can You Improve Your Communication Skills?

You may think that your biggest problem is your English. And because English is not your native language, your students might fear they won't understand you and will miss valuable information. Here are a few suggestions to help you improve your communication skills:

• Remember that language is only part of the way we communicate. People from different cultures use nonverbal, or body, language and even spoken language in very different ways. An American smile is usually a sign of amusement; a Japanese smile may indicate embarrassment. Questions in English normally provoke an immediate response; questions in Chinese require a certain amount of thought from the person responding. Students will interpret your eye contact, gestures, facial expressions, and other nonverbal messages by the American system, and you will interpret theirs through your own. Different systems are likely to cause misunderstandings and misjudgments.
  
  
• Study how American students and instructors interact. Note the signals that show they're listening and the expressions that show agreement or disagreement, interest or boredom, understanding or confusion. Use as many of these signals as you can. If you regularly use nonverbal behaviors from your culture that might cause misunderstanding, tell your students what they are and what they mean. As soon as you can, have your class videotaped and consult with your supervisor, an American friend or a TRC staff member to analyze how effectively you communicate with your American students.
  
  
• Do all you can to improve your English. Pick up a copy of "Things To Do If You 'Have No Time'" from the Teaching Resource Center. Even though it is much more comfortable to spend most of your time with people who speak your native language, seek out English-speaking roommates, office partners, lab partners and friends or sign up for a "Conversation Partner" through the International TA program at the TRC. If possible, sign up for a pronunciation or oral communications course through the English as a Second Language Program. The TRC training course, "Classroom Communication for International Teaching Assistants," can help you examine specific areas of weakness so that you can improve.
  
  
• Openly acknowledge on the first day of class that you and your students may have difficulty understanding each other because English is not your native language. Everyone will feel more comfortable. Ask your students to let you know immediately when they don't understand. Tell them you may sometimes need to ask them to repeat or rephrase what they have said.
  
  
• In class, if you're not sure what a student has said, restate it to confirm your understanding. Do not pretend to understand or try to answer an unclear question. If students find you to be confident of your knowledge of the material, well prepared for class, and interested in them, they will overlook many of your language difficulties. ? Use the blackboard or overhead projector regularly to write key words that may be misunderstood and to emphasize their importance. Give your students verbal signals to let them know what you are doing, or where you are in your organizational plan as you lecture. Words such as "first," "next," or "an example of this" help students organize their notes and their thinking along with yours.
  
  
• Ask your students to comment on the course three or four weeks into the semester. A short evaluation of the progress of the class gives you valuable information about what students understand and what you can do to improve communication while you still have time. Sample comment forms and individual help are available in the Teaching Resource Center.
  
  
• Read other useful tips in Althen, Manual for Foreign Teaching Assistants (1988), available in the TRC.

How Can You Expand Students' Cultural Awareness?

Students' ignorance about your country and international affairs in general may surprise you. Partly because the United States is large, many Americans are sadly ignorant of the rest of the world and may imply that the United States is superior to other countries. Frequently unaware of the geography, the politics, or even the levels of technical and cultural advancement in other countries, most students eagerly want to learn about them. Help educate them by answering questions and acting as a representative of your country. Their prejudices against foreigners aren't related to you personally; in fact, you can best overcome them by allowing students to know you. Through their encounters with you, American students defeat some stereotypes by getting to know a compassionate, intelligent person who is not an American.

Conclusion

Improving teaching skills is an ongoing process that many instructors find challenging and rewarding. Although some of the demands made on international TAs are different from those facing American TAs, others are similar. Thus the Teaching Resource Center sponsors programs throughout the year to respond to your general needs, as well as a special ITA training course where you can examine teaching issues, practice techniques, and improve your communication skills.
In your department, you can obtain help from your supervising faculty member and experienced TAs. If you establish a reasonably friendly relationship with your students, they can help you with the English language, especially slang.
You are needed and welcome in the U.Va. community as a graduate student, beginning scholar, instructor, and representative of another way of viewing the world; you contribute to the University's educational system by sharing a cooperative learning relationship with your students. While teaching your discipline, you can eradicate stereotypes by acting as a well-educated, thoughtful representative of your country. We hope you find your TA experience at the University of Virginia positive and rewarding.

I have never believed good teaching is a natural gift, like good hand-eye coordination. Nor am I persuaded it requires acting talents, comedy skills, or a personality of extroversion. Instead, I have looked to models, mentors, written sources, and taping of lectures to improve and develop my own classroom endeavors.

—Kenneth Elzinga, Economics