Contents
Section 4 Marking work and giving feedback 3
Acknowledgements
3
Section 1 Being a GTA at LSE 1.1 Becoming a GTA at LSE
5
1.2 The roles and responsibilities of a class teacher
5
1.3 The differences between undergraduate and postgraduate teaching
6
1.4 Development opportunities at LSE
9
Section 2 Preparing to teach a class
4.1 The student assessment context at LSE
33
4.2 Marking students’ course work
34
4.3 Giving feedback
36
4.4 Writing class reports
38
4.5 Dyslexia, neurodiversity and written work
40
Section 5 Office hours and student contact outside of class time 5.1 Managing your office hours
43
5.2 Helping students to study effectively
43
5.3 Responding to students’ requests for advice on personal matters
44
2.1 The teaching context at LSE
11
2.2 Gathering information about the courses you are teaching on
11
2.3 Preparation before a class
12
2.4 Preparing for your first class
13
2.5 Getting to know your students
14
6.1 Preparing a lecture or talk
47
2.6 Managing your time and workload
15
6.2 Delivering a lecture
47
6.3 Handling nerves
49
5.4 Responding to students’ requests for private tutoring 45 5.5 Personal relationships with students
45
Section 6 Lecturing at LSE
Section 3 Class teaching Section 7 Monitoring teachers’ performance and ensuring quality
3.1 The different types of class teaching at LSE
17
3.2 Planning classes
17
3.3 Running classes: generic considerations
19
7.1 How teaching quality is assured at LSE
51
3.4 Running classes: specific suggestions
23
7.2 Student surveys
51
3.5 Ethical and compliance considerations
29
3.6 General Course students
29
3.7 Getting feedback on your teaching
30
Section 8 Facilities and resources 8.1 Technologies for teaching
55
8.2 Teaching room equipment
56
8.3 Health and safety considerations
57
Handbook for GRADUATE TEACHING ASSISTANTS • 1
contents
Welcome