SETTING, COMMUNICATING, ENFORCING EXPECTATIONS
Identifying and communicating expected routines for the classroom in areas such as
Participation, assignments, and general classroom behavior.Redirecting behavior that isn’t consistent with expectations.
| - Explaining that all classes have certain routines; sharing the ones relevant for the class and noting how they impact students’ success:
- General: use of electronic devices, doing work for other classes, entering late, where to sit, etc.
- Participation: speaking loudly enough to be heard by everyone in the room, raising of hands, reading prior to discussion, responding with respect to other students, etc.
- Assignments: procedures, time limits, grading standards, submission of late work, etc.
- Addressing behavior that isn’t consistent with expectations right away by means of verbal reminders, direct requests, and private conversations as needed.
| Communicates to students that TA is competent and can be trusted.Acculturates students to university classroom expectations.Reduces student anxiety and improves performance.Helps ensure that students’ behavior supports learning objectives.Increases teaching satisfaction and effectiveness. PROMOTING SELF-DIRECTED LEARNING
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