ristastic Posted October 23, 2011 Share Posted October 23, 2011 This is my first semester TAing, a once a week discussion section for a lecture class. We're often in a museum to discuss objects as part of our discussions, and my professor came to observe one of these such recitations. The evaluation wasn't terrible, but it wasn't great either. He generally described a "looseness" that may lead to students not taking recitation seriously and indicated that I should structure the class more definitively, talk louder, and step in more often to impart information. I don't disagree with these critiques, but I think I had been relying on students to provide most of the information by asking them a series of questions to lead them through the main arguments from the readings. I don't want them to think they don't have to do the readings because I'll summarize them for them in class, and I think I'm having a hard time striking a balance between lecturing and "leading discussion." Especially with more difficult readings. Any advice for a new TA in taking control and being more assertive in a recitation that is supposed to involve the students at the same time? Also more generally, bouncing back from a so-so teaching evaluation? Link to comment Share on other sites More sharing options...
Create an account or sign in to comment
You need to be a member in order to leave a comment
Create an account
Sign up for a new account in our community. It's easy!Register a new account
Already have an account? Sign in here.Sign In Now