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GSI
TA Talk Highlight
Getting Feedback on Your Teaching: Self-Reflection
by Joanne Holladay
In the annual rush to complete your own work, as well as your TA duties, it would be easy to leave the semester behind without taking time to reflect on your experience. I encourage you to set aside some time this spring for some self-reflection on your teaching experiences. According to a national study conducted by the "Re-envisioning the PhD Program", graduate student instructors should be prepared to "teach in a variety of settings using a range of pedagogies based on research in teaching and learning." A key to assessing progress towards this goal is the process of self-assessment. Take a look at the study at: http://www.grad.washington.edu/envision/project_resources/national_recommend.html
A self-assessment can be conducted individually or in the context of group discussion with peers. It can be used in combination with peer and student feedback to flesh out a fuller "snapshot" of yourself as a teacher at this point in your career. The insights gained from the self-assessment process can a) assist you in developing and articulating a philosophy of teaching, b) help you identify areas to promote improvement and c) be compiled along with other teaching materials into a portfolio to use when applying for faculty positions. I also hope that this information will motivate you to generate a plan for ongoing professional development during the time you have remaining at UT.
This issue of TA TALK contains two different tools. The first, Feedback on the TA Experience, will help you reflect upon your TA/AI experience - not only in your teaching, but also in the other job responsibilities you may have had as a TA. The second, Graduate Instructor Self-description of Teaching, will assist you in rating yourself in a variety of specific teaching behaviors. The results can then be combined with any input you may have already received through conducting peer and student feedback, as discussed in the two previous TA TALK articles.
By filling out these surveys, you will likely gain new insights into your strengths and weaknesses as a teacher. Now, what will you do with this information? First, as previously mentioned, the results of your self-assessment will help you articulate a teaching philosophy. A statement of teaching philosophy becomes an important "barometer" in your development as an instructor. It helps you to better understand your discipline, your students, and yourself as a teacher. It will also help you begin to understand and appreciate your own teaching style, while allowing room for growth and change. When you are ready to think about your philosophy, take a look at two outstanding web-sites on teaching philosophies: from Iowa State: http://www.celt.iastate.edu/teaching/philosophy.html, and from the University of Pennsylvania site with models of award winning teaching philosophies from a variety of disciplines: http://www.ctl.sas.upenn.edu/tools/philos.html.
Second, use both of the surveys to also evaluate your teaching this semester. Once you've completed them, generate some action plans for making changes. What resources or experiences will you need to facilitate desired changes? These may be experiences that you seek within or outside your department. Perhaps you'd like to attend or present at a teaching conference, such as those sponsored by the Graduate Student Instructor Program (Hint, hint!). Perhaps you want to look for a part-time teaching position outside of UT for the summer or fall. Perhaps you would like to do more reading about pedagogy or familiarize yourself with the teaching journals in your discipline. Perhaps you'd like to observe more "master" teachers and talk to them about their teaching. Perhaps you'd like to organize an informal group of TAs in your department to meet regularly to talk about teaching.
These are all examples of how you can continue to develop your teaching expertise. Good luck in using these materials and revisit them once you decide to write a teaching philosophy. If you haven't thought about your teaching before, this self-reflection may be a first step in making more active decisions about enhancing your teaching - both during your time at UT and beyond.