Our Approach to Teacher-Student Interactions in the Laboratory

    Any student who has taken a Biology lab at Bates will claim they "never got a straight answer to a question!" in lab. Our teaching philosophy is based upon facilitation and guidance in learning biological concepts and skills rather than simply laying out a set of facts for consumption and later regurgitation. Most students entering college have yet to learn how to learn. Learning is an active and highly individualized process. So, when a student asks a question we will attempt to discover the limit of their knowledge with careful questioning. Once determined, we then attempt to nudge the student to discover the answer or a path by which they can obtain (discover) the answer for themselves with more directed questions and suggestions. Do we ever give a straight answer? Surely, but not without first trying the above approach.

    Are you expected always to have a good answer?

    Definitely not. When confronted with a question for which you have no reliable answer, be honest, and just say "I don't know, but I'll bet so and so knows" OR, " but I think we might find that information in such and such a reference. " The most aged and learned of academics do not have all the answers and it would be the height of hypocrisy to presume they did.

    Learning to learn is tough work and often frustrating for students-- be sensitive and creative.

    It is very important to be sensitive to the needs of each student; if their personal frustration rises in a particular situation, back off a bit and give some straight factual answers to help them get back on track and in a good frame of mind. For example, try using different teaching techniques to address different learning styles; often diagramming concepts is helpful. Be patient and use positive reinforcement. Remember how frustrating it can be not to understand class/lab material. At the same time, do not be suckered by those students who WILL attempt to get every answer from someone else without investing their own ATP's. When in doubt, you are free to pass on a question (or student) to an AI or professor.

Some Tips for Being An Effective TA

  • Always be on time to lab (5-10 minutes before lab starts) and ask what last minute things need to be done. Take it upon yourself to become familiar with the biology stockroom and clean room facilities so you'll know where to find things when needed.
  • Always come to lab prepared for the day's activities. READ the lab carefully before lab meeting and brush up on techniques. If you have questions about the lab, get clarification before lab. If you aren't prepared for lab, you might as well not be there.
  • Circulate in the lab from group to group. Students really notice and appreciate it when a TA or instructor visits them regularly during lab. The instructors really notice when TA's don't circulate.....so don't be that TA!
  • Be a concerned teacher and get in your students faces with a smile on yours. Ask them how's it going?, what are you up to?, what do think that result means?, have you considered how many replicates you'll need?, what is your control? Etc. Ask questions to help stimulate their thinking. Don't wait for them to come to you with questions - go ask them .
  • Take it upon yourself to become proficient with the information, techniques, and technologies we use in the lab. The students need you to be able to explain difficult concepts and demonstrate lab or field techniques. When skills are being taught for the first time, you may find yourself working closely with a small group of students to teach those skills. During labs, it is vital that you be aware when students are using equipment incorrectly (e.g., pipetting, spectrophotometry) so that you can intervene to correct them.
  • Model what it means to be a good student. Students respect TA's who demonstrate good work habits and attitudes. If there is a correct way to do something, always do it that way so your students will learn by your example.
  • Don't make appointments during your assigned lab time. You are part of the lab staff and we expect you to be in lab every week for the duration. Further, the students anticipate seeing you and will not be as comfortable with a stand-in. If you must be absent or leave early, make appropriate arrangements in advance.
  • Develop a strong work ethic. Simply put, do the best job you can all the time, shoulder your responsibilities and fulfill them, and always look for ways to improve your work environment. We want you to be "one of the top two or three TA's in the past 20 years at Bates. "

      • What is the payoff for a job well done?

      The benefits of being a TA are many. Teaching the course material and techniques to others increases your own knowledge and skills, and improves your ability to communicate information to others. As you become comfortable working with individuals, small and large groups, and speaking in front of others, your performance in thesis seminars, job interviews, and the like will improve. Your experience will help if you go on to TA in graduate school or if you get a teaching position. When you need a recommendation, your TA experience will add an important dimension to what we can say about you. Recent graduates who were TA's have gotten good jobs in large part because we could say they were very good in working with people one-on-one.

      What else can we do to help you become a better TA?

      We want to provide TA's with good basic training in laboratory teaching. Your ideas and insights are important. As you carry out your duties, make notes about which aspects of your training worked or didn't work. We will meet near the end of the semester to hear your feedback and discuss changes we can make to improve your training as TA's.

      Bates College, Department of Biology - Modified 1-6-2011 gja