RESOURCES:

1
RESOURCES

• Center for Teaching Excellencewww.umaine.edu/tea
  chingTA Support Network581-3278(Meetings in
  the Graduate Student Center)UMaine Official
  Student Handbookwww.umaine.edu/handbookStudent
  Conduct Code
• http//www.maine.edu/pdf/conductcode.pdf
• Teaching Assistants Handbookhttp//www2.umaine
  .edu/graduate/content/File/TAhandbook2006.pdf

2
WORKSHOP GOALS

• To increase your awareness of the multiple roles
  of TAs
• To highlight your responsibility for creating
  positive learning climate for all students and
  for enforcing University of Maine policies
• To familiarize you with the resources available
  to support your efforts as a TA
• To model a variety of teaching strategies

3
CLIMATE SETTING OBJECTIVES

• Brainstorm some of the factors that can influence
  positive and negative classroom behavior
• Clarify the role that a positive climate can play
  in deterring dishonest, non-inclusive or
  disruptive behavior

4
ACADEMIC MISCONDUCT OBJECTIVES

• To familiarize you with the policy as it is
  stated in the Student Handbook and covered as
  Ethics in the TA Handbook
• To familiarize you with the type of situations
  you might come up against in your class, steps
  you might take to avoid them and University
  resources available to you should they arise
• To discuss some of the reasons why students might
  engage in academically dishonest behavior

5
ACCOMODATING DISABILITIES OBJECTIVES

• To familiarize you with disabilities you might
  find among students you teach
• To familiarize you with University policies that
  have been designed to ensure reasonable
  accommodation of students with disabilities
• To give you an opportunity to consider your roles
  and responsibilities when working with students
  with disabilities and to discuss a variety of
  teaching strategies designed to ensure that these
  students have an equal opportunity to succeed in
  your classes

6
HARASSMENT OBJECTIVES

• To familiarize you with the policy concerning
  harassment on campus
• To give you a chance to apply policies to case
  studies

7
GROUP ROLES

• Reader read the case study aloud to the group
  read the question to the group.
• Facilitator make sure everyone is involved in
  the discussion warn the group when one minute is
  left.
• Recorder take notes of the discussion among the
  group write down important points for group
  memory.
• Divergent Thinker suggest alternative to the
  consensus forming in the group ask challenging
  questions.

8
TEACHING TECHNIQUES OBJECTIVES

• To recap the workshop content
• To re-emphasize elements that can contribute to
  positive climate
• To run through teaching techniques that have been
  modeled in the workshop so far, and emphasize the
  role they can play in creating positive classroom
  climate
• To discuss the importance of documentation

9
TEACHING TECHNIQUES

• Whole group two-column method (used during
  Climate Setting)
• Informal pair-sharing and group-work (used during
  Climate Setting)
• Individual work followed by group discussion
  (used with T/F quiz)
• Structured group work (including processing used
  with case studies)
• One minute paper (to be demonstrated now!)