Supervisor's GTA Evaluation

The feedback I received pointed out a number of strengths in my teaching. The evaluator noted that I presented material in a clear and organized way, following a logical flow that helped students stay on track. They also mentioned that I was able to keep students engaged through good questions, structured discussions, and explanations that responded to their needs. My understanding of the subject matter came across in how I adjusted my approach when necessary. The classroom environment I’ve tried to build—one that feels respectful and inclusive—was also acknowledged, along with my willingness to reflect on my teaching and continue learning from the process. At the same time, the evaluation included helpful suggestions, like adjusting the timing of group work so all parts of the lesson get covered, making my directions more clear (especially with visual or written cues), and creating more chances for students to give feedback throughout the term.

Getting this kind of feedback was both encouraging and informative. It meant a lot to see that the things I’ve been focusing on—clear communication, meaningful student interaction, and creating a positive learning space—were showing up in my teaching. I’ve worked hard on these areas, so it was good to know they’re making a difference. I also took the suggestions seriously. Since then, I’ve started adding more written and visual instructions to go along with what I say during class, particularly when we shift into group activities. That’s made expectations clearer and helped those parts of class go more smoothly. I’ve also been trying out ways to better manage time—things like setting informal check-ins during discussions or adding small reflection breaks—so we stay on pace without cutting off conversation too quickly.

One of the biggest takeaways for me was the importance of getting more regular input from students. I’ve always been open to hearing from them, but I now see how useful it is to build in short, low-stress ways for them to share how things are going. Whether through quick end-of-class reflections or check-ins partway through the term, these tools help me make small changes that better meet their needs—and show them their input matters.

Overall, this experience gave me a clearer picture of how my teaching is landing and where I can keep growing. It confirmed that the things I care about most as an educator are having an effect, and it gave me real ideas I’ve already started using. I’m continuing to focus on building a classroom that’s inclusive, thoughtful, and centered on students’ experiences.