How to Train Your TA
Presentation Outline
Christopher Soper, ALWD Conference 2015
I. INTRODUCTION
1. Why Use TAs?
a. Grade papers
b. Practice skills
c. Create/teach research/citation
d. Write model answers
e. Answer questions
f. Provide support
2. Other Issues
a. How to pick TAs?
b. How many?
c. Risks?
II. TA TRAINING
1. Guiding principles
a. TA training is worthwhile
b. Start planning early
c. Train as large a group as feasible
d. Train incrementally
e. Teach the teachers how to teach
f. Be a role model for your TA
2. Three phases of training
a. Orientation – Before semester
b. Small group sessions – During semester
c. Debrief – End of semester
3. Orientation
a. Introduce pedagogical theory
i. How to teach
1. Assess how students learn
2. Teach to various learning styles
3. Provide clear expectations
4. Instill confidence in students
ii. How to teach writing
1. Emphasize writing is a process
2. Work on major problem areas before “correctness”
b. Explain TA’s role
i. From cite-checker to colleague-in-training to junior colleague
ii. More responsibility = more benefits = more training
How to Train Your TA
Presentation Outline
Christopher Soper, ALWD Conference 2015
iii. Explain peer mentor role
1. Be attentive
2. You’re a tutor, not a preacher
3. Don’t judge
4. Don’t criticize the professor
c. Go over course goals
i. Skills to acquire
ii. Exposure to legal profession
iii. In any event, define clearly
d. Introduction to commenting
i. Purpose of commenting
1. Diagnose problem
2. Teach students how and why to edit themselves
ii. Prioritize
1. Analysis and substance
2. Organization
3. Mechanics
4. Style
iii. Use examples
iv. Incorporate active learning
1. Have TAs do a sample critique
2. Or a sample rewrite based on sample comments
v. Preview common errors
1. Bouncing from RARARA
2. Conclusory analysis
vi. Comment guidelines
1. Be specific
2. Identify strengths as well as weaknesses
3. Be professional
vii. Write it down
1. Written guidelines for assignments
2. Written guidelines for grading
4. Small Group Work
a. Early semester joint grading session
b. Focus on assignment objectives and common problems
c. Have TAs bring in student work to review and compare notes
d. Discuss upcoming first major assignment
i. Assignment goals for students
ii. Role of TAs
iii. Commenting guidelines
iv. Written guidelines
e. Discuss student/TA conferences
How to Train Your TA
Presentation Outline
Christopher Soper, ALWD Conference 2015
i. Careful listening by TA
ii. Framework for visits:
1. Establish rapport
2. Diagnose need/problem
3. Identify goal for session
4. Assist student in addressing the need
5. Assess whether student understood
iii. Log visits
f. Repeat during major assignment
5. End-of-Semester
a. Individual meeting with TA to debrief
b. Solicit information from
i. Yourself (review TA comments, office hour logs)
ii. Students (evaluations, informal feedback)
iii. The TA (portfolio, written self-evaluation)
c. Assess TA development
i. Do the students like me? (first stage)
ii. How do I lecture? (second stage)
iii. Are the students getting it? (third stage)
6. Training Goals for You
a. Assess how your TA learns
b. Train to a variety of learning styles
c. Preview expectations
d. Show the TAs they can accomplish your goals
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