Classes in Summer Session A are finally coming to a close. As we finish grading papers, hosting our last office hours, and running our final discussions and labs, it is also time to prepare for the following summer session. The best way to prepare for these new courses is to reflect on our teaching! We can prepare to be more reflective teachers, exciting instructors, and helpful TAs by reflecting. 

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UDL as Reflective Tool
When reflecting on my teaching, I use principles informed by Universal Design for Learning (UDL) and accessibility. Universal Design for Learning is an educational framework that focuses on creating learning environments and materials that are accessible and effective for all students, regardless of their abilities or learning styles. It's about designing instruction with diversity in mind from the outset rather than adapting after the fact.

UDL often asks instructors to reflect on our teaching practices and encourage student voices in this process. Questions to reflect on include: Where do your students always have questions? Where do they always get things wrong on tests or assignments? Where do they always ask for explanations in a different way from the one you provide? Where do you rely on one type of learning materials or only one style of assessment (like multiple choice quizzes or exams)? UDL asks us, as instructors and TAs, to consider how we can support as many students as possible through transparency, clarity, and multiple modes of learning/assessment. 

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Reflective Questions as a TA
Student Interaction and Support

• How effective were my office hours in addressing student concerns?
• Did I successfully create a supportive and inclusive learning environment for students?
• How well did I balance providing guidance with fostering independent learning?
• Were my explanations clear and understandable to students with different learning styles?

Course Support and Collaboration

• How effectively did I collaborate with the professor to support student learning?
• Did I contribute meaningfully to the course's overall goals and outcomes?
• How well did I manage my workload and responsibilities as a TA?
• Did I provide timely and constructive feedback on student work?

Personal Growth and Development

• What new skills or knowledge did I acquire as a TA?
• How did this experience contribute to my professional development?
• What challenges did I face as a TA, and how did I overcome them?
• What were my strengths and weaknesses as a TA?

By reflecting on these questions, you can identify areas for improvement, celebrate your successes, and contribute to a better learning experience for future students.

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Reflective Questions as an Instructor
Course Content and Delivery

• Content: Was the course material relevant and engaging? Were the learning objectives clear and achievable? Did the content flow logically?
• Delivery: Were my lectures clear, concise, and interesting? Did I use a variety of teaching methods (lectures, discussions, group work, etc.) effectively? Did I manage time well during class sessions?
• Assessments: Were the assessments aligned with learning objectives? Did they accurately measure student learning? Was the grading process fair and consistent?

Student Engagement and Learning

• Engagement: Were students actively participating in class? Did they seem interested in the material? Were there opportunities for student-centered learning?
• Learning: Did students achieve the course learning objectives? Was there evidence of deep learning and critical thinking? How can I measure student learning more effectively?
• Feedback: Did students provide constructive feedback on the course? How can I incorporate their feedback into future course iterations?

Course Management and Organization

• Organization: Was the course well-organized? Were course materials (syllabus, assignments, readings) clear and accessible?
• Technology: Did technology enhance or hinder teaching and learning? Were technical issues effectively managed?
• Workload: Was the workload appropriate for students? Were there opportunities for students to manage their time effectively?

Personal Growth and Development

• Teaching Style: Did I grow as a teacher in this course? What new teaching strategies did I try?
• Professional Development: What professional development opportunities would benefit my teaching?
• Work-Life Balance: How did teaching this course impact my work-life balance? What strategies can I use to improve balance?

Additional Questions

• What were the biggest successes and challenges of the course?
• What would I do differently next time?
• How can I create a more inclusive and equitable learning environment?
• What are my long-term goals for this course?

Remember, reflection is an ongoing process. By consistently asking yourself these questions, you can identify areas for improvement and become a more effective teacher.

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Drafting a Teaching Journal
As an educator, it is important to start writing down what practices, exercises, and teaching styles worked best for you and what your students learned best. Noting these activities and learning practices also helps you when planning your course for the next time.

Key components of a teaching journal typically include lesson plans and reflections, detailed outlines of lessons, and thoughts on their effectiveness. Student observations: Notes on student learning styles and individual needs. Classroom management strategies: Strategies used to manage the classroom and its outcomes. Self-reflection: Personal thoughts and feelings about teaching, challenges faced, and goals for improvement. A teaching journal is a tool for self-betterment. By regularly documenting your experiences, you can identify patterns, celebrate successes, and learn from challenges.

By collecting your best teaching practices, you also have a leg up in writing your teaching philosophy statement in the job market. Teaching philosophy statements require you to articulate what matters to you as an educator, including what strategies work best for you and what teaching evidence you have to ensure this. Having a journal that includes specific teaching strategies and exercises you have found most successful (and that your students have engaged with) allows you to gather evidence for your teaching statement easily and effectively. Evidence is key!

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Seeking Out Additional Resources for Student Learning and Engagement
These reflective questions can be a great practice of self-reflection as an instructor or TA. Additionally, other practices and resources on campus can support this reflection. The Teaching Assistant Development Program holds weekly workshops on specific topics throughout the school year to better your teaching. You can find more info here. Additionally, TADP consultants can do teaching observations of your courses, demonstrating your strengths and areas of growth as a TA/instructor. 

If your teaching reflection is causing you to want to level up your teaching, consider the University Teaching Certificate Program. The UTC Program is a two-quarter instructional training and certification program for graduate students. This program is designed to assist graduate students interested in careers as university-level instructors in developing teaching and lecturing strategies, creating a teaching philosophy, and becoming members of the professional teaching community. The goal of the UTC program is to equip graduate students with the necessary skills to be regarded as outstanding scholars and teachers in their continued academic work. More info, including the next application cycle, can be found here.

Lastly, you can take the Teaching Philosophy Statement Asynchronous Course. The Graduate Writing Center (GWC) and Teaching Assistant Development Program (TADP) are collaborating to support graduate students and post-docs in preparing for the job market by creating an asynchronous course to help guide course participants in their writing of the teaching philosophy statement: an essential job market document for those seeking jobs in academia. The GWC and TADP programs co-created this course to provide students with the skills necessary to pursue their professional endeavors by reflecting on their teaching practices and developing their statements at their own pace. The asynchronous course is set to go live beginning in Summer 2024. More info here.

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Reflecting is important for both improving as a teacher and having evidence readily available for job applications. Here’s to reflecting and self-improvement!