Tips for International TAs in the U.S. Classroom:

Connie Rylance and Beverley McChesney of Stanford's English for Foreign Students program have developed many handouts filled with ``tips'' for international TAs. Here is their advice for holding office hours and navigating some of the characteristics of U.S. Classroom Culture (see source below).

Office Hours
Attending office hours is another aspect of learning the material for U.S. students, one which is often as important to them as attending class or reading the textbook. It is important to remember that TAs and professors serve different needs in office hours.

Students visit TAs for:

• Homework explanation
• Exam preparation
• Advice on project assignments
• Makeup quizzes or exams
• Procedural questions

Students visit professors for:

• Information on courses
• Completion of requirements
• Advice on project assignments
• Waivers and exemptions
• Professorial mentoring

Teaching in office hours often involves the following skills:

• Guiding students' learning, by encouraging them to be self-directed; this is accomplished through observation and commentary.
• Encouraging and reinforcing their efforts, which is accomplished by praise and support.
• Correcting and reminding them of the right procedures, which involves referring to lectures, textbooks, and other readings.
• Giving study advice, but always being sure to control the extent of information you give about the exam.
• Responding primarily to the students' needs, questions, or concerns, rather than initiating topics of conversation.

U.S. Classroom Culture

• The TA is a bridge between the professor and the students. The TA is expected to meet the students' needs by interacting with them rather than by merely transmitting information.
• TAs are expected to act informally because formality creates distance while informality leads to interaction and approachability.
• Teachers in the U.S. are expected to accommodate students and to help make learning difficult concepts easier. There are expressions for this effort made by teachers to help their students: "meet them half way" and "bend over backwards." Both of these idioms express the willingness on the part of teachers to respond to students' questions and concerns.
• The concept of instructor fairness is central to the U.S. classroom. This extends to giving advice before an exam. No student should have "insider information" or more information than any other student. Students should all be told the same things.
• TAs should be very careful to avoid making extreme statements or absolute claims; try instead to be open to multiple perspectives.
• TAs should also avoid representing their own advice or views as the professor's.
• Discrimination based on gender, race, ethnicity, religion, age, or sexual orientation has no place in the U.S. classroom. A fundamental sense of respect for all students, regardless of their backgrounds or socioeconomic status is essential.
  For information on how to avoid gender-biased language see the online American Psychological Association Guidelines on Sexist Language: http://www.apa.udel.edu/apa/publications/texts/nonsexist.html.

The above text is an extensive excerpt from the newsletter, Speaking of Teaching, produced by the Center for Teaching and Learning (CTL), Stanford University , http://ctl.stanford.edu/Newsletter/ Spring 2002, Vol. 12, No.2. Speaking of Teaching is compiled and edited by CTL Associate Director Mariatte Denman at [mdenman@ stanford.edu]. Reprinted with permission.