General+strategies+for+running+discussion+sections

Please review and employ
 * General pedagogical thoughts, discussion sections **


 * Overall goals:**
 * Consistency
 * A respectful and productive environment
 * Focus and self-discipline
 * Retention of "big-picture" considerations and of above overall goals.
 * Strategies:**

o However, don’t let them whisper answers to one another. **Solution**: get //close// to individuals who are targets of questions. If another student whispers, tell that other to shut up! o Similarly, if a number of people have already answered aloud, the target individual then answering doesn’t really reveal anything. **Solution**: call on individuals and insist that others //not// answer aloud.
 * Use of discussion questions is good**.

o ** Solutions ** : //Tell them// what is important, e.g., § "You should write this down"; "This is likely to appear on a test"; "OK, read me back what you just wrote down""; etc. o However, I would discourage distributing your own notes to them afterwards—this "lets them off the hook" for their own note-taking. Instead, point students at "Sample Lecture Notes Handout" under "Resources" and insist that they take their own notes. This is also a good opportunity to point out the importance of getting good notes from a fellow student for any sessions missed (lecture //or// discussion).
 * It’s always good to emphasize note taking**.

o However, beware the possibility that it can take too much time or drain energy from the session. What strategies can you develop for enlivening review? o Remember also that too much review can come perilously close to spoon-feeding. You want to always be strategizing how to make them take responsibility //themselves//. **Solution:** //limit the duration// of review, and make sure that you only review that material which a majority may need. Otherwise, tell individuals "you can find that for yourself: use the index of the Bonds textbook."
 * Reviewing lecture content is very good.**

o ** Solutions ** : Speak up yourself o If someone speaks too quietly to be heard, say "did everyone hear that?", and if there is any doubt, repeat the question yourself.
 * Make sure that all students can hear you //and one another//.**

o ** Solution ** : If someone volunteers an answer but does not use the right terminology, prompt that student—or the class—to come up with the specific terminology. o ** Solution: ** A corollary of this is that, in the event of any unclarity, you yourself should always provide a working definition, and make sure that individuals’ answers conform to it. This is one reason we have you take notes in lectures.
 * Insist upon specific and accurate use of terminology.**

o One wants to convey the sense that answering questions is the best way to demonstrate participation. **Solution**: call on people, and **write down** their answer/no-answer, letting students see you do it. Don’t //ever// let a student get away with casually saying "I have no idea" without demonstrating that such unpreparedness has a price. o Similarly, guesses are not admissible and should be critiqued as guesses. o ** Solution: ** Another good technique to force participation is to set up listening, debate, or teamwork b/w rows
 * Calling on individuals by name is good.**

o However, don’t let them just read definitions from their notes (or even worse, from others’ notes) or from the textbook. **Solution:** If they //do// simply read a definition, pose the followup question, "OK, now explain that in your own words, and give an example." o Obviously, students should bring textbook //and score anthology// to all class meetings, including discussion groups. o ** Solution: ** notebook quizzes are a good strategy. Be sure to limit their scope and duration: § Just 1 or 2 questions § No more than 5:00 minutes for the quiz. § // No // talking or sharing of answers by students. § Collect results
 * Referencing the textbook is good; insisting that they look things up is good.**

o Generally speaking, don’t hand-hold too much; refer students to "Resources" instead. o Likewise, don’t get caught up in problem-solving and don’t commit to a position you’re not sure of: refer to professor-of-record instead.
 * Assignments:**

o ** Solution: ** Circulate attendance sheet. How will you address issue of late arrivals? **Solution:** Make essential class announcements in the first 5:00 minutes and //don’t// repeat for the tardy ones. Other strategies?
 * Attendance:**

o Make sure you have a second pair of eyes to help monitor. o Turn off the blowers during musical examples; the noise is very loud and distracting. o Fades are nicer than abrupt cut-offs at end of examples. o Don’t verbally change the sequence of examples (e.g., don’t say: "OK, you’re going to answer question 1, then question 3, then question 2," etc. In all circumstances you want to avoid giving clues, particularly clues that might travel across/between sections. o During quizzes: try to make eye contact, look around the room //while students are taking the quiz//, and move around the space yourself. Do not let would-be cheaters predict or rely upon your quiz conduct.
 * Quiz strategies**

**Assigning work to be done in- or outside discussion meetings:** As a general policy, we will //avoid// the assignment of additional chores outside of discussion time. TA’s are at liberty to modify or initiate in-class work as they see fit—and provided that such work does not disrupt the Friday-by-Friday curricula circulated by professors—but TA’s should //avoid// giving assignments to be done outside of discussion meetings.