This page is designed to give new TAs the basic tools they need to get started in teaching discussion sections in the History Department. This is a starting point and new TAs should not hesitate to ask for advice and suggestions from their supervising faculty member, the lead TA, or other TAs in the department. In addition, they will find a wealth of resources elsewhere on this website as well as a mother lode resources and advice at the university's Center for Instructional Development and Research (CIDR).

Note One: One thing not covered in any of these readings are logistic support. As a TA in the History Department you have access to classroom supplies (chalk, dry erase markers, overhead transparencies, etc.), copies, computer printers (and paper), and all sorts of other things. Visit Smith 315, introduce yourself and ask for the things you need. (The staff in Smith 315 are invariably nice.)

Note Two: If you find yourself teaching in an unsuitable classroom (or two classrooms that are at opposite ends of the campus), contact Stefanie Starkovich, explain your problem, and then be patient. She can often get your classrooms re-assigned, but it may take two or three weeks.

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First Day Checklist (PDF)

This four-page handout was developed by a History Department TA for CIDR's "Teaching Social Science & Humanities Quiz Sections: First Day and Beyond" workshop. It walks you through things you may want to do in the days leading up to your first teaching assignment. In addition to the checklist, it suggests a way to manage classroom recordkeeping and provides links to useful resources.

Model Syllabus Template

Sections should have their own syllabus, expanding on the course syllabus and laying out the expectations, rules, and quirks that will govern your classroom. But, the section syllabus doesn't have to be original. This template—with a few tweaks—may be all you need. If your looking for additional ideas, there are more than four dozen section syllabi available on this website. Some of these may even be for the class you are teaching (although some of those may be out of date, as well).

Barbara Gross Davis, "Teaching Academically Diverse Students," "Leading a Discussion," "Encouraging Student Participation in Discussion," "Asking Questions," "Fielding Students' Questions," "Helping Students Learn," "Learning Styles and Preferences," and "Motivating Students," in Tools For Teaching (San Francisco: Jossey-Bass, 1993), 55-59, 63-95, 177-202.

These readings provide a good practical starting point for new TAs and offer ideas and tips about how to structure and manage a class and discussions as well as provide insight into the learning styles and needs of diverse student populations.

Three Resources for Improving Gender Balance in Your Classrooms (PDF)

Although this collection of three brief readings (the entire packet is just 10 pages long) focuses on gender imbalances in the classroom—why male students are often privileged over female students—its lessons and strategies can be used to create learning environments that encourage engagement and participation from all students.