Week 8, "Observing and Being Observed"
"Observing a fellow UTA--and a professor--that I’ve never met in person or had class with was a new and thrilling experience. Sam's class is held in the same room I teach in, KEY0120, so it felt almost like an alternate universe or reality. It was funny. Sam and Professor Pleydell arrived to class exactly at 11:00am and jumped right in the lesson. Students were already seated, chatting with each other, laptops out. It seemed like a normal, effortless transition. Cool.
Their lesson focused on Rhetorical Analysis, specifically working with elements of the “rhetorical situation” and the classical appeals. Professor Pleydell mainly operated from ELMS. She pulled up handouts, information, examples, etc. and projected them to the class. I could tell some students were actively taking notes, others listening, a few not paying attention (but at no fault of Sam or Professor Pleydell). Sam’s responsibilities in class were pretty laid back, or at least they were in this class, but she still felt present at every moment. It made me think about how I seem in class when I'm not talking. Do I give my students the same attention I expect them to give me? Something to think about from now on. Thank you, Sam.
In case anyone didn't know, Sam is great. She is knowledgeable, a confident speaker, and professional, but still warm, with students. I’m grateful I was able to have this observation experience. It’s made me think about my own role as a TA, as it probably has for most of us here. The questions I've been lingering on most: am I present in class? Do students value my input? Am I making a large enough contribution to class? Do I give my students the same attention I expect from them? How can I improve my relationship with students? How can I continue to refine my role?
388V is a gift to professors and TAs alike. Learning is infinite. Peer learning is so important."
Their lesson focused on Rhetorical Analysis, specifically working with elements of the “rhetorical situation” and the classical appeals. Professor Pleydell mainly operated from ELMS. She pulled up handouts, information, examples, etc. and projected them to the class. I could tell some students were actively taking notes, others listening, a few not paying attention (but at no fault of Sam or Professor Pleydell). Sam’s responsibilities in class were pretty laid back, or at least they were in this class, but she still felt present at every moment. It made me think about how I seem in class when I'm not talking. Do I give my students the same attention I expect them to give me? Something to think about from now on. Thank you, Sam.
In case anyone didn't know, Sam is great. She is knowledgeable, a confident speaker, and professional, but still warm, with students. I’m grateful I was able to have this observation experience. It’s made me think about my own role as a TA, as it probably has for most of us here. The questions I've been lingering on most: am I present in class? Do students value my input? Am I making a large enough contribution to class? Do I give my students the same attention I expect from them? How can I improve my relationship with students? How can I continue to refine my role?
388V is a gift to professors and TAs alike. Learning is infinite. Peer learning is so important."