Domain A: Planning and Preparation
A1. Teaching Assistants will demonstrate an understanding of English teaching pedagogy, including instructional strategies for language acquisition and applications of technology.
A2. Teaching Assistants will develop and select appropriate instructional goals that are appropriate for the group level at which they are teaching.
A3. Teaching Assistants will plan for a nurturing learning environment.
Domain A1: Teaching Assistants will demonstrate an understanding of English teaching pedagogy, including instructional strategies for language acquisition and applications of technology.
Within the UPRM’s MAEE program, first through third semester Graduate Teaching Assistants (GTAs) work on their college level teaching by participating in many assignments through the University Teaching Development course. Through this course, graduate students work to develop their teaching skills and learn different teaching strategies they may bring to their assigned class. For our assigned courses, GTAs are given a master syllabus to follow (provided by their course coordinator) in which they may change the aspects on how they wish to teach the course. With each instructor having their own manner of teaching and adapting to their own students needs, it is very probable to see every GTA with a different version of the same master syllabus. Through my three semesters, I have had the opportunity to teach two different general education English sequences: Ingl 3201/3202: English Reading and Composition I and II, and currently Ingl 3103: Intermediate English.
Ingl 3201/3202: English Reading and Composition I and II
Ingl 3201 and 3202 are the second part of the Basic English Sequence in the UPRM. The focus of the Basic English sequence to work to “improve students’ speaking, listening, reading, and writing abilities in English while also expanding vocabulary and increasing grammatical accuracy. The purpose [of these courses] is for students to build on their current knowledge so they can successfully use English” (Ingl 3101/3102). Having passed Ingl 3101 and 3102, students then move on to Ingl 3201 and 3202. Students enrolled in Ingl 3201 and 3202 are expected to “[practice] writing compositions and making oral reports upon selected readings, including essays, short stories, poems, dramas and novels. Attention will be given as needed to grammar and idiomatic expressions” (Ingl 3201/3202).
For the second portion of the Basic English sequence, I promoted for my students to:
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practice speaking English outside of the classroom by incorporating Speaking Logs three times during the semester with me
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practice self-reflective writing through the use of a personal journal
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practice reading by including a variety of articles, stories, poems, and other forms of written media
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practice communication by working with their peers in both big and small group in-class discussions, peer review activities, and commenting in others post through the online platform, Facebook
Intermediate English-
Ingl 3103 and 3104 is the Intermediate English sequence for incoming undergraduate students.
This course looks to “[analyze] selected readings, such as essays, fiction, poetry or drama, and practice in writing compositions with attention given as needed to grammar and idiomatic expressions” (Ingl 3103/3104). Composition plays the largest role in this course, however, speaking and reading are still important.
For the Intermediate English courses, I promoted for my students to:
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practice self-reflective writing through journal writing
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practice speaking English in-class with the use of in-class formal debates for the argumentative unit
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practice reading by including a variety of articles, stories, poems, and other forms of written media
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practice communication by working with their peers in both big and small group in-class discussions, peer review activities, and commenting in others post through the online platform, Facebook
Domain A2: Teaching Assistants will develop and select appropriate instructional goals that are appropriate for the group level at which they are teaching.
Students struggle in many areas of language use in an L2, depending on their level of proficiency, and their personal struggles with language. Each student differently and this can be due to age, sex, aptitude, motivation, and learning strategies; to the microsocial aspects of learning (input and interaction); or to the macrosocial aspects of learning (national boundaries and identities, institutional forces, and social categories of the learners, and the circumstances of learning the language) (Saville-Troike, 2006). While some students struggle more than others, it is our job as the educator to figure out the problems and educate them all to the best of our abilities. On way I have worked for this is by working with my 3201 and 3202 students independently with the Speaking Logs. My former course coordinator, Dr. Mary Sefranek pointed out about my evolution of teaching how:
Overall, what I have seen evolve in Laura’s teaching is her independent decision-making in terms of the content of the classes she teaches. While 3201 and 3202 follow a standardized curriculum, instructors are free to make certain changes autonomously and Laura has certainly done this, illustrating her willingness to break out of the mold and personalize her classes based on the needs and interests of her students. For instance, in both courses, students are required to complete speaking logs in the campus-based English Writing Center (EWC). These are 15-30 minute one on one conversations between a peer tutor and the student. Laura decided instead to conduct the speaking logs herself during her office hours. She opted for this route in order to get to know her students better and to obtain a heightened sense of their oral communication strengths and weaknesses in English. Based on her model, I gave this option to students this semester and found it highly useful for the above-stated reasons. Moreover, because the EWC is currently running on a limited budget and is short-staffed, this possibility will soon be included into the master syllabus of the class. I think it is important, therefore, to acknowledge that Laura, with another peer, piloted this project in her first 3201 classrooms.
Domain A3: Teaching Assistants will plan for a nurturing learning environment.
Since the first day of class each semester, I have always worked towards opening my doors to my students and breaking down the wall which separates instructor to student. While I always maintain a professional relationship with them, it is important for me to have them trust me. I am the person who is taking the time to educate them on English Composition (in the case of Intermediate English), and I want to feel they can come to be with any doubts, any questions, any insecurities. However, I do not close off my doors for only that. I allow students to come speak to me about any difficulty they are having, any questions they have regarding the university, and being a silent listener if they feel they need to simply talk to someone. On the first week of class, since this semester I teach freshman students, I gave my students a “Prepas” guide to the UPRM (Prepa is the term for freshman students). I’ve had students come tell they want to leave their department and want help figure out their future. I’ve had students simply come talk to me because they needed someone to talk to. My open door policy has led to many old students coming by simply to say “Hi” and see how I’m doing.
With my open door policy, I allow students a free space at my office. Most of my students have created bonds with my peers at the office space downstairs in the Chardon building. My office walls are decorated with assignments from students from each of the instructors. With having peers who work similarly to me, we love to proudly demonstrate to everyone our students work. Many students get to know these walls very well during office hours or Speaking Logs.
As well as in person, students are allowed to contact me via Facebook. As a class, we share a Facebook group where students can speak to each other and help each other. There is direct communication between us, and with Facebook being something we all use, communication is quick. My students and I can share with each other interesting things which relate to the class, or even are something someone commented quickly in class. We also use it to share assignments in class, share their homework so they do not forget, and answer questions if they have any. For the Argumentative Unit, students would use the space to pick the next topic and I would let them know what side they would be arguing for or against. Students who feel scared to talk to me in class (or simply speak in general), will use the group to communicate in class.
One last things I do in my class is play music. For them to have a stress free time while they do any individual work or writing, including journal writing. I always ask them what they wish to listen to, by picking a random student each time. Each student has a class in which I, and their peers, can see what type of music they listen to, see who likes the same type of music, and when they ask me to choose music, they get to see my personal music choices. A running joke I have with both my sections is how they cannot listen to Anuel AA (if you do not know who he is, be thankful you do not). They always try to convince me, and we joke around with it, but I never play it. At the end of the semester, the students who are enrolled to take the second portion of the Intermediate English course, Ingl 3104, told me they would bring me a CD with all of his songs.