On Being a GSI and Teaching
>> Monday, May 18, 2009
This last semester, Winter 2009, I was a GSI (grad student instructor) for the undergraduate class, Bio 305: Intro to Genetics. My position required of me - each week - to attend the two 1.5-hour lectures, teach three 1-hour discussion sections, and hold 4 hours of office hours. At the beginning of each week all the GSIs (6 of us total) met with the professor teaching the course to plan and "standardize" which topics and problems we'd be emphasizing and going over in discussion sections. Also we had to proof-read, take, and proctor the exams for the course.
For me, being a GSI and teaching was perhaps the most fulfilling and rewarding grad school experience. I knew the moment I walked into the classroom that I wanted to make a difference in the minds of my students - I wanted them to think critically on genetic problems and issues, to understand the growing importance of genetics in medicine and society, to see that we've come so far and still barely scratched the surface, and above all to care about the subject. I don't know if I achieved this, as it was very ambitious, but I think I was met with some level of success.
I had several practical aims. The first aim was to get a high attendance in my sections. Discussion sections were completely voluntary and anyone could go to any GSI's sections. In this respect, I succeeded. I usually had at least half attendance in my Tuesday section and almost full (if not full) attendance in my Friday sections. In fact, several students from other sections regularly came to my discussion sections! The second aim was to explain the material as clearly as possible. Genetics is a difficult subject to conceptualize, so explaining the material is quite a challenge. But I've repeatedly received positive comments about how I explained things. And my third aim was to link the material to health, medicine, and society to help illustrate the importance of genetics. I used examples such as taking a family history, inherited diseases, stem cells, and cancer.
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Halfway through the semester, all new GSIs had to be observed by a senior GSI. The senior GSI would sit in a class, observe, and in the last 10 minutes of class, ask the new GSI to leave and ask class to be open and honest about the strengths and weaknesses of the new GSI. When I met with the senior GSI who observed me, she said, "Of all the observations and evaluations I've done, yours was the easiest, quickest, and most positive. They had only good things to say about you."
In my last discussion section for the semester, one of my students (a male nurse who's older than me) brought his two little kids - age 3 to 5 - to my discussion section. I guess somehow he felt that my discussion sections were necessary enough to attend, even though he could've easily skipped to take care of his kids? (Btw, his kids were adorable, and I just so happened to bring cookies that day, and they loved them.)
Upon turning in her final, one of my students said to me, "You're literally the BEST GSI I've ever had. I'm not even kidding, seriously. Thank you."
When another one of my students turned in her final, she said, "I just wanted to let you know that you are probably THE best science GSI I've ever had. One of my friends actually transferred into your section because his GSI sucked and I told him that you were amazing."
And at one point while I was proctoring the final, the professor herself came into the lecture hall and whispered to me, "Several students in my office hours tell me that you do a great job explaining things to them. Good job, I thought I should tell you."
And lastly, my friend Emily (whose friend is in one of my discussion sections) tells me, "So my friend Kate says you're her favorite GSI."
Clearly from the "testimonials" above, I must be doing something right, right?
-----
I'm not sure what it is I do exactly, I sort of teach on-the-fly with a very bare-boned lesson plan in my head. I do what I feel like would most benefit them in the 1 hour (well, 50 minutes) we have together. I have, however, identified a few things I think have helped a lot:
1. Make it relevant.
Students tend to not like the theoretical stuff. They need a way to take the concepts learned and integrate them into something they can relate to on a personal level. I often used the example of cancer genetics, because it fits so well with many topics. I also tried to link up some concepts to things like cardiovascular disease, family history, etc.
2. Organization.
It definitely helps to know what you're doing, what order you're doing it in, and how long you expect it to take. Even better if you've internalized that organization so you don't have to always have it in front of you.
3. Reflecting questions.
As I work out a problem on the board or present a concept, I constantly ask my students about the next "step." What happens now? What do you think I should do? Why do you think this is? How do you think this works? Etcetra. They may not always answer (and in one of my classes, they rarely did answered), but they are thinking and considering. This is much more effective in office hours where they have "nowhere to run." I force the students to try to solve the problem on their own, with me basically giving them sign posts and clarifications - only give directions if they're lost.
4. Visual learners.
I always draw up a diagram on the board and describe what I draw as I draw. Genetics is not a very tangible subject, so you have to somehow make things visual so they can more easily and readily comprehend it. Also, you have to actually draw it out, it does no good to just flash a picture or a diagram up. You need to walk through how the diagram's constructed, and explain what makes it tick, so to speak.
5. Understanding their needs.
I think one of my greatest assets is that I understand where many of them are coming from. It wasn't so long ago that I was "in their shoes." I understand what many want out of the class (that is, nothing to do with it) and I hoped to make them actually interested in genetics so that things stick in their heads. So I put myself in their shoes, "If I were taking this course again, what would I want to learn? What would make it interesting and relevant? What do I want to take out of it?" With that in mind, I try to meet them at that level. The professor actually remarked (with a hint of sarcasm), "No wonder why they liked you. You're a pre-med GSI for pre-meds."
-----
It usually brightens my day when I have to go in to teach my discussion sections. And it feels pretty damn good to receive such high praise and comments about the way I teach. Teaching is rather fulfilling, I find. You see the light bulb turn on, the confusion melt away into clarity and understanding. You see that glimmer in their eyes, and you know you've reached someone, you've piqued someone's interest. And perhaps that someone will take that interest and do something great with it.
I've learned as much from teaching as (hopefully) my students have learned from me. I've learned what works and what doesn't work when explaining complex ideas to people. I've learned how to better handle and answer difficult or vague questions. And overall it has only helped me to become a better and more confident communicator. These are all critical skills for me as a future physician, and whatever else I may be along the way.
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For me, being a GSI and teaching was perhaps the most fulfilling and rewarding grad school experience. I knew the moment I walked into the classroom that I wanted to make a difference in the minds of my students - I wanted them to think critically on genetic problems and issues, to understand the growing importance of genetics in medicine and society, to see that we've come so far and still barely scratched the surface, and above all to care about the subject. I don't know if I achieved this, as it was very ambitious, but I think I was met with some level of success.
I had several practical aims. The first aim was to get a high attendance in my sections. Discussion sections were completely voluntary and anyone could go to any GSI's sections. In this respect, I succeeded. I usually had at least half attendance in my Tuesday section and almost full (if not full) attendance in my Friday sections. In fact, several students from other sections regularly came to my discussion sections! The second aim was to explain the material as clearly as possible. Genetics is a difficult subject to conceptualize, so explaining the material is quite a challenge. But I've repeatedly received positive comments about how I explained things. And my third aim was to link the material to health, medicine, and society to help illustrate the importance of genetics. I used examples such as taking a family history, inherited diseases, stem cells, and cancer.
-----
Halfway through the semester, all new GSIs had to be observed by a senior GSI. The senior GSI would sit in a class, observe, and in the last 10 minutes of class, ask the new GSI to leave and ask class to be open and honest about the strengths and weaknesses of the new GSI. When I met with the senior GSI who observed me, she said, "Of all the observations and evaluations I've done, yours was the easiest, quickest, and most positive. They had only good things to say about you."
In my last discussion section for the semester, one of my students (a male nurse who's older than me) brought his two little kids - age 3 to 5 - to my discussion section. I guess somehow he felt that my discussion sections were necessary enough to attend, even though he could've easily skipped to take care of his kids? (Btw, his kids were adorable, and I just so happened to bring cookies that day, and they loved them.)
Upon turning in her final, one of my students said to me, "You're literally the BEST GSI I've ever had. I'm not even kidding, seriously. Thank you."
When another one of my students turned in her final, she said, "I just wanted to let you know that you are probably THE best science GSI I've ever had. One of my friends actually transferred into your section because his GSI sucked and I told him that you were amazing."
And at one point while I was proctoring the final, the professor herself came into the lecture hall and whispered to me, "Several students in my office hours tell me that you do a great job explaining things to them. Good job, I thought I should tell you."
And lastly, my friend Emily (whose friend is in one of my discussion sections) tells me, "So my friend Kate says you're her favorite GSI."
Clearly from the "testimonials" above, I must be doing something right, right?
-----
I'm not sure what it is I do exactly, I sort of teach on-the-fly with a very bare-boned lesson plan in my head. I do what I feel like would most benefit them in the 1 hour (well, 50 minutes) we have together. I have, however, identified a few things I think have helped a lot:
1. Make it relevant.
Students tend to not like the theoretical stuff. They need a way to take the concepts learned and integrate them into something they can relate to on a personal level. I often used the example of cancer genetics, because it fits so well with many topics. I also tried to link up some concepts to things like cardiovascular disease, family history, etc.
2. Organization.
It definitely helps to know what you're doing, what order you're doing it in, and how long you expect it to take. Even better if you've internalized that organization so you don't have to always have it in front of you.
3. Reflecting questions.
As I work out a problem on the board or present a concept, I constantly ask my students about the next "step." What happens now? What do you think I should do? Why do you think this is? How do you think this works? Etcetra. They may not always answer (and in one of my classes, they rarely did answered), but they are thinking and considering. This is much more effective in office hours where they have "nowhere to run." I force the students to try to solve the problem on their own, with me basically giving them sign posts and clarifications - only give directions if they're lost.
4. Visual learners.
I always draw up a diagram on the board and describe what I draw as I draw. Genetics is not a very tangible subject, so you have to somehow make things visual so they can more easily and readily comprehend it. Also, you have to actually draw it out, it does no good to just flash a picture or a diagram up. You need to walk through how the diagram's constructed, and explain what makes it tick, so to speak.
5. Understanding their needs.
I think one of my greatest assets is that I understand where many of them are coming from. It wasn't so long ago that I was "in their shoes." I understand what many want out of the class (that is, nothing to do with it) and I hoped to make them actually interested in genetics so that things stick in their heads. So I put myself in their shoes, "If I were taking this course again, what would I want to learn? What would make it interesting and relevant? What do I want to take out of it?" With that in mind, I try to meet them at that level. The professor actually remarked (with a hint of sarcasm), "No wonder why they liked you. You're a pre-med GSI for pre-meds."
-----
It usually brightens my day when I have to go in to teach my discussion sections. And it feels pretty damn good to receive such high praise and comments about the way I teach. Teaching is rather fulfilling, I find. You see the light bulb turn on, the confusion melt away into clarity and understanding. You see that glimmer in their eyes, and you know you've reached someone, you've piqued someone's interest. And perhaps that someone will take that interest and do something great with it.
I've learned as much from teaching as (hopefully) my students have learned from me. I've learned what works and what doesn't work when explaining complex ideas to people. I've learned how to better handle and answer difficult or vague questions. And overall it has only helped me to become a better and more confident communicator. These are all critical skills for me as a future physician, and whatever else I may be along the way.
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