Everyone knows communication is important, but in the midst of one’s own coursework, grading, and various other responsibilities, this knowledge can get misplaced.
Earlier this year, I took part in the CTLT’s Instructional Skills Workshop. In the workshop, we learned how to create lesson objectives: “By the end of this lesson, learners will be able to do x, y, and z.” When students know what they are supposed to take away from a lesson, they are better able to allocate their attention.
This isn’t always applicable in TA positions since not every TA assignment involves lesson planning. However, I think that communicating what you hope students will take away from your feedback is valuable. When I am marking, I tend to focus on the positive aspects of an assignment. I was inspired to do this because of Sheryda Warrener’s module in the TA Orientation. One of the things that has stuck with me from that presentation is that “studies show that positive technical feedback at the undergraduate level is more effective than critical technical feedback”.
However, when I focused exclusively on the positive, many of my students were confused. They were used to getting critical comments on their work. After emailing back and forth with a few of them I realized it would be easier (and save time!) to explain my approach in their feedback. So, I drafted a few sentences about my approach and then copy and pasted that into my feedback for each student. I have found that the responses to this have been overwhelmingly positive. Some students and I have discussed this in my office hours and they have expressed appreciation for this method.
Another communication method that has benefited both my students and myself is responding quickly to their emails. Even if I am not sure how to reply, I let the student know I have received their question/concern and will get back to them when I know more.
I hope these communication tips are helpful for TAs!