Student teaching-assistants reinvigorate classroom dynamics

A new perspective is brought to the classroom by a student with expertise

It was the first class of the semester. “Welcome to English 10” was written on the board, and students noticed an older student conversing with their teacher. Soon, they were introduced to Eliza S. ’23, the class’s teacher assistant (TA), who would soon play an instrumental role in their literary exploration.

Eliza, who’s been a TA for English 10 since the fall semester, has always been “adroit” in English. Over the past two years, she has taken four senior seminars, double the two required for graduation.

“I didn’t want to take another seminar, because I think that work would become rote. But, I really wanted to continue with English so I decided to become a TA,” Eliza said. “It’s nice learning English through a different lens.”

As she coached sophomores through the writing process of finding evidence, crafting a thesis, and revising essays, she revisited the fundamentals which were “superb reminders.”

For Milo K. ’24 and Ari P. ’23, who have both taken creative writing twice prior, the TA role has given them newfound appreciation for workshopping and revising drafts.

As a TA, Milo reviews everyone’s work, from ten minute quick-writes to final drafts, and now applies the edits used by his fellow students to improve his own writing.

“I now realize that workshopping is where the magic happens, unlike when I’m stuck editing with my own brain,” Milo said. “I love watching the progression of [a writing piece].”

On days when creative writing teacher Amber Carpenter isn’t present, Ari and Milo, who teach different block, will step up to teach the class.

“Although it’s a weird balance to be effectively a teacher on those days, but a student of teaching most times, I’ve enjoyed understanding how to engage students even in the last minutes of class on Fridays,” Ari said.

Sam L. ’23, who assists in History of Technology and assisted last semester in Introduction to Fabrication, has learned to navigate the balance.

“It comes down to a knowledge dynamic. If a student doesn’t know how to weld, and I do, I will teach them,” Sam said.

Similarly, Kaitlyn K. ’24, who assists Environmental Director Sarah Koning in leading the Soil Health elective, has embraced these opportunities to lead the classroom.

While at first uncertain in their abilities, Kaitlyn discovered their enjoyment at watching the “lightbulbs switch on” as students began to understand new concepts.

“When Sarah was away, I let the students choose their own projects on denitrification, and it was incredibly rewarding to watch everyone use this open format to find their own passions,” Kaitlyn said.

However, Kaitlyn also experiences the more frustrating sides of teaching.

“I have a newfound respect for teachers because it’s difficult to know when and how much students are paying attention to the lesson plan that you’ve put a lot of effort into,” Kaitlyn said. “Looking down can mean anything from taking notes to doodling or texting, and closing computers can only help so much.”

Micah B. ’23, who is a TA for both History of Technology and was a TA last semester for Philosophy of Consciousness, echoed this increased respect for teachers.

“The TA position is a masterclass on pedagogy,” Micah said. “Similar to reading and writing, my new understanding of teaching has enhanced my learning capabilities and appreciation for my teachers.”

Micah and Kaitlyn, like other teaching assistants, walk a thin line between teacher and student. While the TAs’ age allows them to connect more easily with students than a teacher would, it can also cause some difficult dynamics.

“It’s weird because I’m still a student, but I have to reign in engagement as a teacher would,” Milo said. “It’s all about balancing the two roles.”

For Micah, the role they lean into depends on the dynamics of the class.

“Since [History of Technology] is so individualistic, I’m more like a very good student who knows the bigger picture,” Micah said, “unlike in Philosophy of Consciousness, where I held more of a teaching role.”

Despite each teaching assistant’s differing experiences, the overwhelming narrative has been one of immense gratification for this opportunity. As Milo puts it, “It’s the ultimate collaboration between student and teacher: pitch your ideas, take initiative, and embrace your experience.”