This highly practical book supports the knowledge and development of teaching assistants and learning support assistants (TAs/LSAs) in their understanding of neurodivergent pupils. Considering a neurodivergent world is vital in society today, and even more so in the classroom. Starting with a model of difference rather than deficit and…

The personalized system of instruction (PSI) is presented as a teaching system with characteristics that render it especially vulnerable to being misused or abused by teachers, students, and administrators. Examples are provided along with reasons why misuse and abuse may contribute to negative attitudes about the system. (Author)

This document outlines the roles and responsibilities of teaching assistants and gives suggestions for making their initial contact with teaching easier. Teaching assistants can overcome first-job apprehension by acquiring information about the assignment through the course instructor, faculty advisor, and other teaching assistants. Benefits…

Offers a list of ten suggestions designed to help new teaching assistants reduce potential problems and make teaching more enjoyable and effective. Among the suggestions: learn about instructional resources prior to teaching; ensure adequate preparation time; offer alternatives to the standard lecture format; and arrange for weekly supervisor…

Describes program at University of Cincinnati designed to prepare graduate teaching assistants for roles as language teachers. Program includes intensive two-weekend methods course, series of seminars in teaching, and series of class visits by supervisors followed by individual conferences. (Author/BK)

This book addresses the special set of communication and teaching tasks/problems faced by teaching assistants and lecturers in philosophy. Each of the eight chapters begins with an outline of the chapter's content. Chapter 1 reviews the unique problems faced by the graduate student who is both a student and a teacher. Chapter 2 discusses the…

Contributors discuss the following topics: (1) holistic reading in the composition class, (2) the teaching assistant as apprentice, and (3) the status and functions of college faculty adjuncts. (HTH)

Recommends providing copy about undergraduate writing for publication in the campus "TA Handbook." Discusses the advantages of incorporating information about thinking-writing processes, and makes suggestions on the type of information needed by teaching assistants. (PRA)

"Meeting the Needs of your Most Able Pupils in Art" provides specific guidance on: (1) Recognising High Ability and Multiple Intelligences Planning, (2) Differentiation and Extension; (3) Enrichment in Art Teacher Questioning Skills; (4) Support for More Able Pupils with Learning Difficulties (dyslexics, ADHD, sensory impairment); (5) Homework…

Suggests the content and organization of semiformal training sessions for new teaching assistants in freshman composition programs. (RL)

Describes undergraduate teaching assistant (TA) system designed to maintain high standards of grading by TAs and to assure students and colleagues that TA grading is consistent and fair. A description of TA training and monitoring and data on TA performance are presented. (Author/KC)

Compares the situations of freshman composition students and their graduate teaching assistants who study literature. Provides suggestions for teaching assistants regarding how they can orient themselves to their teaching tasks. (PRA)

Briefly describes the problem of graduate teaching assistants having little if any experience in inquiry teaching. Proposes solutions to this problem so it can be avoided in the future. (SAH)

Discusses 10 rites of writing program administrators followed by some suggestions for how to deal with them--in some instances through reactive behavior that accommodates the rites; in other instances through taking the initiative that transforms initiation rites into initiation rights. (MG)

Describes how an encounter in a graduate poetry seminar with a teacher when the author was a graduate student and instructor helped the author to reevaluate his pedagogical stances and classroom practices. Notes that being a teacher and a student simultaneously made him acutely aware of the asymmetry on both sides of that educational relation. (RS)