Pedagogical Coursework

During my time at WPI, I worked as a Peer Learning Assistant (PLA) for the introductory physics courses including Mechanics and Electromagnetism. This experience allowed me to get an idea of what teaching in the classroom would be like. The labs offered an environment for me to connect on a personal level with the students and instruct in small group or one-on-one scenarios.

WPI then implemented Pedagogy courses to accompany the Teaching Assistant (TA) and Peer Learning Assistant (PLA) roles. These courses explored videos of TA-Student interaction and what went right/wrong about it. There were leading questions along the lines of “what did you notice about how the TA interacted with the students”, often specifying different CAP elements such as Meeting Diverse Needs in the classroom. These videos were discussed in a group setting and allowed peers to bounce ideas off of one another. Each pedagogy course had both experienced TA’s and brand new (or prospective) PLA’s which led to a great teaching/learning environment to prepare everyone to instruct most effectively. One of the greatest things I pulled from these sessions was how to ask leading questions. Oftentimes, a student in my lab section would ask for a specific answer, I learned quickly giving them this answer was not the right route to take. Instead of you doing the work, make them do it and guide them along the way. Although this takes more time, the student-teacher interaction goes much deeper and even though students can get frustrated with this method they feel much more accomplished when they reach their conclusion!