Narrative

As a preceptor at Yale I work in the wonderful space between the primary lecture, the teaching assistants and the students. I get to plan assessments, help improve the teaching self-efficacy of the teaching assistants and facilitate learning among my students. In laboratory settings my job is to maintain safety, help guide the teaching assistants and grade reports based on preassigned rubrics. In lecture settings the class sizes are roughly 200 students, which are taught twice a week by the major professor and then discussion sections are throughout the week of 15 students which meet for 50 minutes. 

With our chemistry classes trying to hold all things generally equal between them as far as content and grading it is sometimes a challenge to be creative with topics covered in recitation classes. However, my sections being personalized and genuine is always the goal. Feedback is given promptly and with a purpose so that the students realize that I am trying to help them. Weekly quizzes are usually given to the students during recitation sections. While I feel giving away the questions would be dishonest I try to guide the students into asking questions that are more relevant so that I can give them the best help I can to allow myself the opportunity to help them perform well on said quizzes. 

Although I am not the principal teacher of the content of the classes, I try to make my sections as personal as possible. When learning difficult topics, students do not necessarily understand the information the first time it is presented. Many people may think that overseeing reviewing the material would not actually be the same as teaching it for the first time, but I get the opportunity to help my students on a very personal level. Asking questions and admitting you do not understand something in front of 200 students is an intimidating task. I am able to give the students more individual time. I try to give feedback back promptly from quizzes and tests, so that the students know I am trying to help them. 

When a random observer comes to my class they may be very well be wondering what subject is being taught. I always personify elements and relate them to real life. I emphatically try to make the things my students learn stand out and become unforgettable. When I create my lesson plans(see attached), I always leave room for them to determine what I go over. While it is important to review material that I think is vital, the learning should be what the students need and want and not necessarily what I think is best. If they are coming to me with certain questions, I find that they pay more attention than when I simply try to lecture. The students have things that they like, that they dislike, things that make them uncomfortable, things that make them happy or sad and I need to be aware of these things and be comfortable adjusting my lessons to better suit the needs of the students.

While working on my undergraduate degree, I had to take many 8 am classes. I felt that this was detrimental to my learning because I am not a morning person and staying engaged was simply impossible. Now that I am a TA, I know how important it is for my students to stay focused so that they will more easily grasp the concepts that we are trying to teach. I firmly believe that the instructor sets the tone for the entire class. Students will only care as much as the person leading them. If they were to walk in to a grumpy, distraught teacher that just wants to teach the material as quickly as possible, then they too will have the urge to leave as quickly as possible. Fortunately for me, I enjoy teaching chemistry and so normally I am happy and excited without having to put forth much effort. But on the hard days, I know how important it is to stay positive. I need to be happy to answer their questions, whether it is during or shortly after class or respond to emails promptly, so that the shyer students have a chance to get help as well. 

Unfortunately, many students see chemistry as just an obstacle on their way to future careers as surgeons or medical practitioners. As a teacher, I feel that I have a responsibility to help them see why chemistry is crucial to their overall education. It is impossible to do this if teachers have no connection with their students. Without their trust and respect, they will not believe you when you tell them why it matters. They need to realize that their dreams are important to their teacher, and that you want to help them accomplish their goals.