Improving the Performance of Teaching Assistants in the Multi‐Section Classroom

Abstract

ABSTRECT In a study conducted at a large southeastern university, it was determined that teaching assistants with no prior pedagogical preparation nor instructional experience could use supervisor‐prepared lesson plans to incorporate communicative materials and activities into their classrooms. This article mentions some of the common constraints placed upon large departments and points out the need for effective and efficient supervision of teaching assistants who staff many of the multi‐section courses. One approach for providing guidance to TAs when there is no regular group meeting is explored, and specific suggestions are made regarding lesson plan format, topics for follow‐up discussion, and classes oriented toward communicative activities. The article concludes with a synthesis of several recommendations identified as important in a language program that uses teaching assistants for instruction at the beginning and intermediate levels.