Teaching Tips for International GA/TAs
The GA/TA role can be challenging, especially for new GA/TAs. International GA/TAs may face added challenges as they are acclimating to a new culture, social context, education system, and language. Though, the GA/TA experience offers a unique opportunity to engage with the Canadian education system and international GA/TAs bring a unique perspective that can greatly enrich student experiences. The aim of this section is to provide a brief overview of teaching in a Canadian classroom, including some suggestions to help ease the transition.
Differences in Educational Background
Across countries, there are differences in education systems and curriculum covered in secondary school and post-secondary education. As a result, when you begin your GA/TA role, you might find that students in your course do not have the same understanding of course material that you do. Therefore, practicing patience, slowing down your teaching, and checking student understanding at the start of the course and throughout can further your teaching success. This may be especially important when working with first- and second-year students, who are learning to navigate university life in addition to new course content and personal responsibilities.
Level of Interest
Domestic students enter post-secondary education for a variety of reasons such as, influence from family members to attain higher education and the desire to attain knowledge in a field they enjoy. You may also find students have varied interest levels in their courses, which can also be influenced based on whether the course is required or an elective. If you notice students seem disinterested, try to showcase your interest in the course material and draw connections between what you are teaching and “real-world” experiences. You might also try implementing some student engagement techniques, described in the Teaching Strategies section of this handbook.
Classroom Environment
As an international GA/TA, you might be surprised by the informal and relaxed behaviour of students in class. Students may call instructors and GA/TAs by their first name, ask questions to challenge instructors, or voice disagreement. This isn’t necessarily a sign of disrespect. In fact, students may act informally with instructors and GA/TAs who they respect and feel comfortable with. Though, this doesn’t mean students should get away with disrespectful or disruptive behaviour that negatively affects the learning environment. It can be helpful to set ground rules or expectations with students at the start of a course, lab, or tutorial to reduce the chances of these occurring. Building rapport with students, while respecting professional boundaries, can also help foster a productive teaching environment. This can be accomplished by sharing appropriate personal experiences or stories, interacting with students before class, learning their names, and being responsive to student needs, concerns, and questions.
Teaching Approaches
As an international GA/TA you may have learned in a “teacher-centred” education system where the teacher is at the forefront, positioned as the expert responsible for transferring knowledge to students through lecturing. Within the Canadian classroom, you may find that students expect a greater degree of interaction and engagement in the classroom. This means you may want to incorporate creative teaching practices that allow students to actively participate. This could include activities such as discussion, debates, role play, or group work. When selecting activities, consider what you hope to achieve through them, along with any logistical considerations such as class size, classroom space etc.
As you begin your role, it can be helpful to sit in on a class, lab, or tutorial delivered by a peer. You can also discuss any concerns with the course instructor, fellow GA/TAs, or reach out to the GATA Network or CTL for a teaching consultation.
References
- Tomkowicz J, Bushnik T. Who goes to post-secondary education and when: pathways chosen by 20 year-olds.
- Preston JP, Boateng S. Classroom Experiences of International Students in Canadian Postsecondary Education.
- Guo S, Chase M. Internationalisation of higher education: integrating international students into Canadian academic environment. Teaching in Higher Education 16: 305–318, 2011.
- Parker-Shandal C. Classroom Experiences of International Students in Canadian Postsecondary Education.
- Lambert M, Zeman K, Allen M, Bussière P. Who pursues postsecondary education, who leaves and why: Results from the Youth in Transition Survey.
- Davies S, Hammack FM. The Channeling of Student Competition in Higher Education: Comparing Canada and the U.S. The Journal of Higher Education 76: 89–106, 2005.
- Heng TT. Voices of Chinese international students in USA colleges: ‘I want to tell them that … .’ Studies in Higher Education 42: 833–850, 2017.
- Centre for Teaching Excellence, University of Waterloo, Being an International TA in a Canadian Classroom. Retrieved from https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/being-international-ta-canadian-classroom
- UNBC Teaching Assistant Manual. Teaching tips for international TAs. Retrieved from https://pressbooks.bccampus.ca/unbctamanual/chapter/teaching-tips-for-international-tas/
- York University Teaching Commons. (n.d.). International TA (ITA) Handbook, edition 1. Retrieved from https://www.yorku.ca/laps/sosc/wp-content/uploads/sites/216/2020/12/2015-2016-ITA-Handbook.pdf