Speaking and Acting Professionally

You may have an interest in teaching because you tutor your friends, enjoy mentoring others, or are passionate about the specific content area. Being a learning assistant will draw on those interests and experiences! But, the classroom setting requires a more professional, if not authoritative, tone. As someone who knows the class content and went through the course successfully, you are in a position of privilege compared to the students.

It is important to build rapport with your students, while also maintaining boundaries—to be friendly without overstepping into friendship or romantic relationships.

Very broadly, the goal is to maintain respect and a relationship of peer mentorship. In some classrooms, learning assistants may have direct responsibilities that affect a students’ grade (e.g., taking attendance). Given the power dynamic, any personal relationship with students means unfair bias toward the student in the class, even subconsciously. Start establishing a friendly and objective (as much as possible) relationship with your students. This includes learning the names of your students and not making assumptions about your students while being friendly. Be respectful and build a supportive community within the course by following these suggestions:

No Assumptions

Help establish or set an inclusive environment by putting aside your assumptions about students’ backgrounds and identities. Asking questions about someone’s pronouns or  prior experience with the subject invites the students to be open with you without having to correct you.

Finding your voice

You can rely on your strength as someone who has taken this course. Students may ask you questions, you may get prompted by your instructor, or you may want to give unsolicited advice. As always, check in with your instructor about expectations and opportunities to participate in class. To start, becoming familiar with your students might make them more comfortable with asking questions. Show up to class early and engage with your students; ask why they are in the course and what their goals are. Share your background and research interests. You may also share relevant and appropriate interests with the class. Don’t overshare about your personal life, for example.

What if a student does not ask questions? Consider when you needed help as a student to determine when to exercise your voice now.

• While you were a student, which concepts were you most confused about? Or, which ones were most confusing to your friends and classmates? These might be great times for you to speak up.
• What helped you understand the material better? These might be the things that you share to help your students.

You could also ask your instructor about getting student opinions about your performance in an informal mid-semester feedback.

Supporting Your Instructor

Treat your instructor as you did before, with some new adjustments. You are still their student and should maintain a professional working relationship. Though you are no longer learning classroom content, you are learning how to teach and support students. A few pointers:

• Don’t gossip about the instructor
• Don’t use/show shortcuts to students if this is not how your instructor has shown them how to complete work (for example, shortcuts in math problems should be avoided)
• Ask them how you can be helpful
• Clarify your instructor’s expectations of you and your role in the course