Zoë May

Fall ‘19
ENGL 388V - Teaching Log

Teaching Log 1

Leading up to the start of the semester, I was somewhat nervous to take on the new challenge
of UTAing for ENGL 388V...

It has been over a year since my last experience as a UTA. What if I forgot the basic skills
needed to succeed in this role?

The course structure of ENGL 388V is so drastically different from that of ENGL 101. What if I’m
not prepared to UTA for a class of this nature?

When UTAing ENGL 101, I was typically a resource for students that were struggling. Yet, the
students enrolled in ENGL 388V will most likely not face challenges of this nature. What if I’m
simply not needed in the classroom?

After my first two ENGL 388V, I came to understand that while there may have been some
legitimacy to these concerns, I was certainly being too hard on myself. Working as a TA for the
class that essentially teaches students “how to TA” is an unconventional role. However, I
quickly came to realize both how much I can gain from this role personally, as well as how much
my prior experiences as a TA can provide reassurance and guidance to my students.

Furthermore, having Katherine as my professor provides a sense of comfort to this role, as I can
draw upon my experiences as both a student and a UTA in her classroom. Additionally, she
has not previously taught this class, I hope that I can point to her attention thoughts from the
student perspective.

With this in mind, I understood that I may have to mentally redefine my role as a UTA. I should
not question if I am qualified to successfully TA this class, but rather do what I can to help my
students thrive as UTAs as well as foster a sense of community in the 388V classroom.

Moving forward, I think it will be in my best interest to recognize how different the 388V
classroom is from the 101 classroom, and I must adapt my TAing approach to best fit this new
environment.

One aspect I need to reconsider is how I can best assist my students outside the classroom. In
ENGL 101, I typically felt that my work outside the classroom frequently included reading
assignments and helping students that faced challenges with their coursework. Yet, in ENGL
388V, I assume that the students in my section are not going to need to come to me in office
hours to help them with their assignments. Thus, my goal for the next couple of weeks is to find

1
a different way to be a resource to my students that best fits with the structure of ENGL 388V. (If
anyone has suggestions for how I can do so, let me know!)

Overall, I am curious to see how this semester is going to play out. I hope that I will become
more and more comfortable with my new UTA role, as well as begin to form relationships with
my students.

Regarding the observations, I am excited to observe another UTA. I think it will provide me with
new insight on how I can best interact with my students, and question my current practices.
However, I am somewhat nervous to be observed. Since the observations are occurring so
early in the semester, I am afraid that I may not be able to adjust to my new role before the
observation. Despite this, I believe that both observing another TA and being observed myself
can only lead to overall improvements.

Sandra:
I understand your stress about the observations. I’m also a little nervous for them, but mostly
because I feel like most of the work I do happens outside the classroom rather than in it.

In terms of what you were saying about reimagining your role as a UTA, I wouldn’t completely
close yourself off from helping students with assignments for 388V. Sure, they might not ask for
proof reading on an essay, if they themselves are UTAs for a writing course, but there are other
assignments within 388V for first years. I remember last year being somewhat confused by
writing my own lesson plan, and being worried that I wasn’t doing it right. For the assignments
that are a little more unconventional, it might be good to still offer your support for proof-reading,
helping edit, etc.

I do feel like another way you can offer yourself as a resource though, would be if students want
advice on how they are doing things in the classroom. Like if they are struggling with
confidence, or with how to give feedback on student’s writing, you can offer to sit down with a
student and have a more in depth one-on-one discussion that what the classroom discussion in
388V might allow them to go into.

Teaching Log 2

To be honest, presenting a lesson to a class for the first time can be scary, but it is also a
valuable and meaningful part of being a TA! Thinking back on my first time standing in front of
the classroom, I was certainly nervous. Before having the opportunity to give a lesson to my
ENGL 101 course, I typically viewed my TA role as a friendly face in the classroom and a
resource for additional help. Yet through presenting lesson plans, I was forced to adopt a
“teacher-like” role and was responsible for ensuring that my students understood the course
material.

2
As an ENGL 101 UTA, I gave lesson plans about rhetorical appeals and best peer review
practices and procedures. In preparing for my lesson plans, I approached this process as I
would approach any other assignment: researching my topic, creating an outline, compiling my
information into a presentation, etc. While there was nothing “wrong” with preparing with this
mentality, in hindsight, I wish I put greater consideration into how the students in my course
would best engage with this material. When getting ready for my lesson plans, I at times was so
concerned with appearing prepared and knowledgeable that I potentially neglected to ask
myself what I can do to make my students genuinely want to listen to what I have to say.

With that said, I would definitely recommend that new UTAs think how to make their lesson
plans interactive and exciting for their students; Consider creative ways to engage your students
and plan questions that you would want to ask if you were in their position. Also, if possible,
choose a topic that excites you, or simply include examples related to something you are
passionate about. Your students can probably tell if you are truly enthusiastic about what you
are saying, which might make the lesson feel more engaging.

Sandra:
I definitely understand the tunnel vision of “this is what I want them to hear” versus “this is a way
they’ll want to hear it.” It can be tough figuring that out, especially at the beginning of the
semester when you are still trying to feel out the classroom dynamics, and how your students
engage.

I agree that giving a lesson plan can feel like a really big role shift from background support to
taking lead on a class period. I really enjoy the way my professor has me presenting material to
the class this semester. Unlike the last time I TAed, where I was in charge of two whole class
periods, my professor this semester has me leading short 15 - 20 minute analysis and
discussion of the text with the students. I feel like it takes less pressure off of me as an
‘authority,’ since I’m still only contributing every now and then, and it allows me to maintain my
support position for the students. You might be able to talk to your professor about using a
system like that if it makes it more comfortable for you.

Teaching Log 3
I have really been enjoying my UTA experience thus far. Over the past several weeks, I believe
I have successfully transitioned my approach to TAing to better fit the classroom environment of
388V. Compared to ENGL 101, the class is smaller and more discussion-based. As such, I
believe that it is incredibly important to foster personal relationships with my students. I hope
that the students in the course will feel comfortable sharing their personal, and even somewhat
vulnerable, experiences from serving as a TA. In order for this to successfully occur, they must
feel that they can be open and honest with me. As such, I have been making a deliberate effort
to come to class early to chat with my students. While some have been more receptive to this
than others, I believe that overall things are moving in the right direction.

3
Another thing that has been interesting throughout this process has been re-doing the readings
that I was first exposed to when TA-ing ENGL 101. While my intention in re-reading these
articles is to simply be stay on top of my student's work, they often provide me with valuable
insight to my own UTA experience. Specifically, it is fascinating to reflect upon how much I have
grown as a TA since the first time I read each of these readings, and consider how I can apply
them differently to my current UTA role.

Teaching Log 4
This week was rather different than the weeks prior. Having reviewed my student’s learning
logs, I had a newfound understanding of their attitudes toward both their individual courses, as
well as our 388V section. This was a useful insight to have, especially as Katherine was unable
to attend 388V this Wednesday. As such, Lyra led the course this week, which went really well.
At the end of the course, Lyra asked the students to write down what they would like their 388V
experience to be like moving forward. I collected these observations (but if I am being honest,
have not read through them yet). Overall, I believe that the take-aways from both the learning
logs and Lyra’s exit ticket will be incredibly helpful moving forward.

Additionally, this has been the first week where the semester feels as though it has truly started.
We now all have papers, midterms, etc. While we are all certainly stressed, I found that this was
also the first week where I have truly connected with my students. Students have reached out to
me via Elms for help with lesson plans and with other questions, and I had some really
enjoyable conversations with them before class began this Wednesday. I am absolutely thrilled
that they are more comfortable with me, but a goal moving forward for me is to find a way for me
students to feel this same closeness with one another. One student raised in her learning log
that she wishes she were more comfortable with her peers in the course. Does anyone have
guidance for how I can help facilitate this? Another thing I have observed is that two of my
students seemed to be less engaged in the 388V dialogue; One simply does other work on her
laptop, and occasionally adds a comment or two, where the other seems to be actively listening
to the conversation, yet rarely makes contributions herself. I would love to hear if anyone has
advice to better interact with these students or to just make 388V feel even more comfortable for
the students.

Sandra:
I’m so glad that you feel like you are connecting better with your students overall! In terms of the
student who doesn’t sound engaged, I am also struggling with this, and the idea of making the
classroom a more personal space. I remember when I took 388V the first time, the first 15
minutes were all of us sharing about our weeks. Spending time talking informally and sharing
personal stories is what helped me as a student feel comfortable in 388V. I don’t know if that
helps. I’m trying to do some of that in my classroom too though, making sure that students have
a chance to interact informally in the classroom to build that comfortability.

Teaching Log 5

4
Each time I sit down to write my teaching log, it is fascinating to see how I am more confident in
my UTA role than the week prior. With each passing week, I am finding that I learn more about
my students on a personal level, and it seems that they become more comfortable with me. At
the beginning of class this week, I had a couple of really positive interactions with my students,
where we simply chatted about our lives outside of TA positions. It has also been reassuring to
have students reach out to me to ask me simple logistical questions about assignments and to
even provide feedback on their lesson plans. When I first began this position, I was incredibly
nervous that the students in my section would not view me as a resource or feel inclined to
contact me. At this point in the semester, it is clear that this is not the reality!

As I mentioned in my teaching log last week, a large goal right now is to help my students
become more comfortable with one another in the classroom to help further facilitate open and
productive dialogue. I mentioned this to Katherine before class this week, and she gave
students the opportunity to chat in small groups for the first 15 minutes of class. While this is
certainly an unconventional thing to do in class, I truly believe that it was incredibly worthwhile! I
was shocked to hear how many students did not even know their peer’s names. For the rest of
the class following this, I think (or at least hope) that the students were more comfortable than
before to disclose information about themselves to the broader discussion.

I am genuinely very happy with the direction that this semester is going. Yet, there unfortunately
was one awkward encounter this week. In class, we were talking about our discussion board
and readings for this week. One of the topics explored on this discussion board was determining
how to best interact with the students that are always first to raise their hand and contribute to
the classroom dialogue. Throughout this conversation, it appeared that one student felt rather
discouraged. Eventually, she turned to a student next to her and whispered “that’s me.” While
her discomfort seemed to subside once we progressed to another conversation topic, I am
fearful that she is going to be discouraged and less open in future conversations...Her ideas and
openness contribute greatly to our class! I already raised this to Katherine, but I was wondering
if anyone has a suggestion for how to handle this situation (if I should do anything at all).

Teaching Log 6
I am unable to attend this week’s class discussion due to my observance of a religious holiday.
With that in mind, I am incredibly curious how this week’s class will play out. It is obviously my
hope that I make meaningful contributions to our conversations as a class, and provide insight
that only a 2nd UTA can bring. However, what if that is not the reality. While I do not believe that
it is the case, I wonder what Katherine and the students in my section will share with me
following this week’s course. Additionally, I am optimistic that my students will be more open
with sharing this week, after having the chance to better get to know one another last
Wednesday.

While I am not going to be in class this week, I still read through our discussion board on Elms. I
recall Rose’s​ I Just Want To Be Average​ as one of my favorite readings when I was first
enrolled in ENGL 388V. With that said, it was fascinating to return to Rose’s work with a

5
newfound perspective, as well as see how my students reacted to this piece. Specifically, one of
my students summarized my reaction to this piece rather well by stating “To me, this is the
biggest crime in education, when the student isn't pushed or even expected to succeed.”
Reading her words was fascinating to me, as I find it so rewarding to hear the diverse opinions
of my students, both those I agree and disagree with.

This week, I also peer-reviewed some of my student’s second lesson plans. At this point, I have
reviewed three lesson plans total (and have one more to go). For the first two, I believe that I
was able to provide valuable feedback on my student’s work. For third, the student’s work was
so meticulous and diligent, that I only left a comment or two. While it at first was frustrating that I
could not leave additional guidance for him, I was also proud of that student for his job well
done.

I am excited to see how things in the class change throughout the upcoming weeks. Katherine
is introducing the group project today, and I look forward to observing how the classroom
dynamic changes once my students are in control of our weekly discussions.

Ayelet:
Zoe, I can totally relate to what your saying about missing class for religious observance and it’s
really hard. I also get very curious how my TA class goes when I am not there. Did you get a
chance to ask your professor or any of the students how it went? I did that last time and it was
helpful just to hear how it went. On a separate note, I enjoyed reading about your experience
grading an almost “perfect” submission. I understand how you would be filled with mixed
emotions but it is definitely something to be proud off. I’m hoping to get a least on those this
semester. However, I’m not so sure my students read my comments so that will definitely make
it harder for that to happen. But, I'm still hopeful :)

Learning Log 7
As I briefly touched upon in my previous learning log, I believe that peer reviewing the 1st UTAs’
lesson plans was a valuable experience. I was assigned three student’s learning logs to review.
I believe, or at least hope, that I successfully gave the first student guidance for how to further
improve upon her work. Regarding the second student, as I mentioned earlier, I struggled to
provide him with insight, as his work was so meticulous and well thought out. He should be
proud of his work, yet, I have to admit that I questioned my ability as a TA since I felt that there
were no real areas of improvement I could offer. Finally, the third student failed to submit his
lesson plan altogether.

Interestingly, I felt that I had both an added benefit and challenge as the students I peer
reviewed are in the class that I UTA. Through knowing them on a personal level, I became a
face that they see on a weekly basis, rather than a mysterious peer reviewer, hiding behind a
computer screen. As such, I almost felt that they would have higher expectations from my peer
review, since I am their TA. Additionally, while the other 2nd UTAs most likely considered the

6
text of the lesson plans alone, I tried to consider the lesson plan in terms of the student
him/herself.

On a related note, in our discussion this Wednesday, we as a class discussed the differences
between giving students guidance as a TA compared to in a peer review. This is something I
certainly considered when peer reviewing my students’ work. Through giving them guidance, I
needed to examine the extent to which I was a “peer,” compared to their TA, and if, in fact, there
is a difference between those two voices.

At this point, the semester is at its halfway mark. I overall think that my class has achieved a
good routine. My students finally feel comfortable with one another. For example, this week,
when I was chatting with my students before class, I somehow started a large class-wide
conversation about what think are the worst movies on Netflix. It was shocked by how natural
the conversation went among students, and I believe that this energy carried into our class
discussions. Moving forward, I hope to continue this momentum as well as brainstorm other
ways I can help my students through my role.

Learning Log 8
It seems as though we are finally at the point in the semester where everything is more or less
solidified. Several weeks ago, we began kicking off each class by sharing our high, low, and
“buffalo” (awkward moment) of the week prior. This has been incredible for encouraging
everyone to talk with one another, for promoting openness in the classroom… Sometimes,
students might even be a little too open. Regardless, having students talk about their lives, both
in the UTA role and on personal levels, has done wonders for our classroom discussions. As
388V is such a discussion-base course, creating a space where every student feels comfortable
sharing their thoughts and experiences has been an essential goal for me as a UTA, and I
finally feel as though that occurred.

As I mentioned before, we are also at the point in the semester where students are leading the
discussions for their peers. While these discussions occur, Katherine and I have sat back and
watched the conversation occur organically. Throughout these conversations, I have often found
myself trying to bite my tongue and hold back. Yet, it is great to see the students engaging with
one another, without having someone facilitating the conversation. It seems as though they are
both genuinely interested in what their peers have to say, and want to help one another
succeed.

As the semester starts to come to a close, I need to solidify the details of my learning artifact. I
hope to create a final project that will be used to assist future UTAs, but I have yet to figure out
what exactly that will be. I plan to chat with my students before class begins next week, to hear
what additional resources they wish they were given throughout the UTA process… Maybe this
can help me brainstorm!

Sandra:

7
I’m glad that students sharing about their personal lives has made the class feel more
comfortable discussing the topics in class. I’m hoping things go well as you brainstorm for you’re
learning artifact. I know you sent that survey out to get some feedback on TAing. I hope it is
helpful in figuring all of that out!

Learning Log 9
It’s crazy to think that the semester is coming to an end. As I mentioned before, over the past
couple of weeks my students have been presenting their group projects. These projects have
been incredibly creative, and I have been impressed by the unusual ways that the presenters
have been able to engage their fellow students. For example, two students used an activity
called “walk the line” in which the class was all on one side of a rope and required to step over it
if they agreed with a statement that was presented to them. Additionally, another group included
an activity where each student wrote on a sticky note a feature that they valued in writing, and
as a class, they organized and ranked each of these ideas. I am thrilled to see that the students
are going above and beyond with these projects. Rather than simply presenting the information
on a powerpoint slide, they are thinking critically about the information and striving to have their
classmates do the same.

As the semester wraps up, my students are also currently working on their final portfolios. When
I was a student in ENGL 388V for the first time, I recall truly enjoying this assignment. It was a
meaningful way for me to reflect on my growth over the semester, and truly grasp the magnitude
of all that I learned. I hope my students will have the same experience with this assignment and
reach out to me for help when working on their reflections.

Similarly, the process of creating my learning artifact was a great opportunity for reflection for
me as well. In doing so, I had my students fill out a survey about their UTA role and interviewed
other prior UTAs. It was fascinating to hear all that they had to say about their experiences.
Doing so also encouraged me to reflect upon my own UTA journey, and all that I have gained
out of it.

While I am sad that the semester is coming to a close, I hope I can continue to help my students
over the next couple of weeks. Does anyone have any ideas for how to end the semester in a
meaningful way?

Sandra:
I’m glad your students are coming up with such creative projects! That sounds super exciting to
watch. It might be nice to have a reflection of sorts at the end to have everyone talk about what
they learned, their highlights of the semester, the funniest things that happened as a TA, and
other fun things about how the semester went. It would allow them to talk about some of the
reflection that they’ll be doing for the final portfolio.

Learning Log 10

8
It is bittersweet to think that this is my final learning log. Overall, this has been such a wonderful
semester. From the first week, I am confident that I have grown as a UTA, and it has been
incredible to watch my students do the same. Over the duration of the semester, my students
have grappled with topics within pedagogy, learned to navigate their encounters in the
classroom, and grown to become more comfortable with one another. On a related note, this
week was the last group presentation. It is wild to think that we completed the “content” portion
of the course, as there are still so many relevant topics that we could have discussed as a
group.

With this in mind, I am looking forward to our final class. It will be meaningful to see how
everyone uses this last opportunity to come together as a class. Similarly, I am excited to read
my students' final portfolios, as well as create a final portfolio myself.

Additionally, I want to thank all of the other returning UTAs (who may or may not be reading this
learning log). It has been so incredibly comforting to know that you are all there to share in this
experience together and to provide guidance for one another.