Suggestions for New Graduate Student Instructors Who Have Been Educated Abroad
Elizabeth Axelson and Barbara Hofer
The University of Michigan
The goal of this Guidebook is to assist all GSIs at the University of Michigan (U of M) in adapting to the task of being a GSI. Most of the material presented here pertains to American learners in an American academic setting, and all is relevant to teaching undergraduates specifically in the U of M context. For graduate students educated abroad, and for some educated in U.S. institutions that are quite different from the U of M, undergraduate classes here may differ from those in your experience, your students and their range of diversity may be different from undergraduates you have known, and some kinds of formal and informal interactions may be different from those appropriate to your own culture. Noticing these differences will help you to understand the new environment you are in and will enable you to make choices to adjust to it and to help your students adjust to you. Everyone taking on the role of a GSI for the first time is embarking on a journey into new territory. For someone educated abroad, the journey may seem both long and strange. We hope it will also be fascinating and rewarding. To help you on your way, here are some notes and some suggestions about aspects of the GSI job which may be particularly challenging for graduate students educated abroad. Much of the discussion which follows is drawn from Gary Althen's Manual for Foreign Graduate Student Instructors (1981). Prospective GSIs who enroll in the three-week intensive workshop co-sponsored by CRLT and the English Language Institute (ELI) will cover this and related material in detail.
Challenges for GSIs Educated Abroad
First, you may be surprised at the varied level of preparation of U of M students. Depending on the high school they attended, some have had experience with sophisticated laboratory courses and have had extensive math preparation, but many have not. Most have received a broad educational background that will prepare them to choose an area of study during college. As a result, the first two years of college are often spent in taking required courses in diverse areas and in sampling introductory courses in areas of potential interest. Generally, students choose a major or concentration area by their junior year, if not before. Specialization within a field usually occurs later, at the graduate level. In addition, unlike in many other countries where higher education may be limited to only a small fraction of the population, in the U.S. more than half of the current high school graduates attend college. Their reasons for doing so vary widely. While many students are quite interested in their studies, many others may not appear particularly focused on academics. For them, college life may center around social and cultural activities, as well as intellectual pursuits.
GSIs are generally assigned to teach required introductory courses at the freshman and sophomore level. This means that any particular class will be composed of students majoring in the subject, students who are required to take the course but who are majoring in something else, and students who are taking the course to assess their interest in this field as a possible major. Some students will have considerable preparation and others very little. Motivation will vary as well.
Suggestions: While there is no easy solution to the problem of how to teach a class with students of varied preparation and interest levels, most teachers try to aim their courses at motivated students of average ability. They also try to involve and engage those students who enter the course with low motivation. As Gary Althen (1981) says, "If your expectations are inappropriately high, you will certainly become disappointed and discouraged." You also might want to assess the background of your particular students during the first week of the course, so that you are not operating from generalizations. Some teachers distribute index cards on the first day and in addition to asking for name and address, request information about what other courses the student has had in this field and why they are taking this particular course. Other teachers, particularly in math-related fields, may give a simple "quiz" the first day, stressing that it will not be graded but will be used only to assess what the class already knows so that the level of instruction will be appropriate. Stay sensitive to the varied levels when teaching, learn to "read" your audience to see if they are following you, and check for understanding regularly by asking questions. Above all, avoid belittling students who seem less prepared for the course than you may have expected.
You may also be surprised at the informal behavior of American students in class and in other interactions with their professors and GSIs. For instance, students may wear casual clothes to class. During class, they may eat or drink, read the newspaper, or talk with their friends. They may arrive late or leave early. They may call the teacher by his or her first name and ask questions which seem to challenge the teacher. Such behavior may shock or offend you, if you are accustomed to a culture in which students are overtly deferential and respectful toward their teachers.
Suggestions: Recognize that your students are not acting disrespectful of you personally or of you as a foreigner. Rather, their behavior is normal for them. Indeed, many American students may behave informally with teachers they like and respect. However, this does not mean that you must tolerate any and all behavior in your classroom. On the contrary, teachers commonly attempt to discourage behavior that appears disruptive to the class, such as students talking loudly to one another. You may also prohibit activities that you find offensive; for example, some faculty and GSIs announce that newspaper reading is unacceptable during their classes. If you are uncertain how to deal with particular classroom behaviors, confer with a GSI from the U.S. You might also ask to observe another GSI's class in order to assess how students typically interact with one another and with the GSI.
Some American students have grown up thinking unquestioningly that the U.S. is the best country in the world and that Americans are superior to the people of other countries. Thus, without necessarily being conscious of their attitudes, they may assume that they are superior to you.
Suggestions: Understand that many U of M undergraduates have had no contact with people from other countries. Furthermore, their prejudices are not aimed at you personally. By serving as an example of an intelligent, well educated and personable foreigner, you will help to enlighten your prejudiced students. If you have questions or doubts about how your students are responding to you, a mid-semester observation and feedback by a Graduate Student Mentor (GSM) or CRLT is an excellent way to get an independent and confidential reading on the classroom climate and advice to help address any problems.
American students expect and appreciate a variety of things from their teachers, some of which may be unlike the expectations of students in your countries. For example:
- they expect teachers to explain everything to them very fully, particularly the details of what they are required to do in the course and how grades are assigned;
- they value teachers who are friendly and open, communicating something about themselves as people;
- they may want teachers to interact with them in class, encouraging student participation and dealing gently with incorrect responses;
- they prefer teachers who make their classes interesting by using a lively presentation style, "relevant" and intriguing examples, and humor;
- they respect teachers who are knowledgeable, but are also willing to admit that they do not know something when that is the case.
Suggestions: Your experience as a GSI will be more satisfying and your students will actually work harder in your class if you recognize and respond to their preferences and expectations.
- Make all assignments and deadlines clear, writing them on the board and on handouts you distribute to the class. In addition, be prepared for questions about the details of assignments and exams. Grade and return assignments and exams promptly, giving written comments on them.
- Watch how U of M teachers show a friendly interest in their students and, to the extent that you are comfortable, model aspects of your behavior on theirs. Learn your students' names and use them in class. Give examples and share information from your own life. Have informal conversations with your students before and after class.
- Plan to ask your students questions during class and treat their answers with respect even if they are wrong. ("That's a good try, but...")
- Try to vary the format of your class and lecture. You might want to take CRLT workshops in which you can learn about different teaching methods. Workshops for GSIs are offered regularly on topics like "Leading Discussions,” “Teaching Problem-Solving” and "Active Learning.”
- Again, use examples that are drawn from the everyday lives of your students or that share some information about your country or your experiences.
- Prepare for class very thoroughly, anticipating potential areas of difficulty for your students. Prepare responses for questions you think they will have. In class, think about unexpected questions before you answer them and do not pretend to know the answer when you don't. An appropriate response is, "I don't know. Does anyone have any ideas?" You can also say you will find out and discuss it in the next class.
Some new GSIs who are not native speakers of English may think that your biggest problem will be your English. Likewise, your students may be concerned, fearing that a GSI’s different English will hinder their ability to succeed in the course.
Suggestions: First, if you have trouble expressing yourself in English, if Americans have trouble understanding you or you have trouble understanding them, make every effort you can to improve your English. Specifically, make sure that you speak English as much as possible, every day. Seek out English-speaking roommates, office mates, lab partners, co-workers and friends. If you find it difficult to meet Americans, sign up for a conversation partner at the English Language Institute (ELI). Take English courses at the ELI to improve your weaker skills. For example, improving pronunciation takes time, so you may need to work at it for several semesters, in and out of class. You may find it helpful to use the self-study materials at the Language Resource Center in the Modern Languages Building (second floor).
In addition to your efforts to become comfortable in English, openly acknowledge on the first day of class that you and your students will have to work at communicating, and that it may take everyone some time to understand different ways of speaking English. Ask them to let you know if they do not understand something. Tell them you may ask them to repeat slowly, rephrase, or explain what they have said, to ensure that you understand them. Use visual media to make sure your students know correct spellings of key terms, and to encourage communication in class. Strongly encourage your students to visit you during office hours during the first couple of weeks of the semester. You may even want to pass around a sign-up sheet with appointment times for "get-acquainted" conversations. These meetings will help you to get to know each other and to learn to communicate with each other. In class, paraphrase what your students have said or asked, to confirm that you understand them. Do not pretend to understand when you don't---this can get you into awkward situations! Instead, if you cannot understand a student after a couple of tries, ask another student to help you out. Finally, as Gary Althen (1981) says, "try to view the language difference as an interesting challenge that you and your students can approach with good humor and a cooperative spirit. Be well prepared for you classes, and present your material with confidence. If your students perceive you as interested, helpful, and friendly, they will overlook many language difficulties."
Your students may not only speak a different native language, they may also have acquired a different system of nonverbal behavior, through which much of communication takes place. Thus, their physical behavior during conversations--how close or far apart they stand or sit, where they look, the movements of their heads, hands and arms, and the expressions on their faces, for example—communicates a part of the message. Furthermore, they will interpret your physical behavior from the point of view of their own system. As you can imagine, there is plenty of room here for you to misunderstand them and for them to misunderstand you, even if your English proficiency is very high.
Suggestions: Observe the nonverbal behavior of other U of M GSIs and their students, taking note of such things as their clothes, the distance between them, their movements, the signals they give that they are listening, and the expressions they use to show agreement or disagreement, interest or boredom, and understanding or the lack of it. To the extent that you can learn and use the nonverbal behaviors of Americans, your mutual understanding will be enhanced. If you feel uncomfortable with some aspect of the American nonverbal communication system, explain your own system to your students so they will understand you better.
Every new teacher faces a great challenge. For you, the task of teaching includes reaching across different cultural values and assumptions, different educational systems, different native languages and non-verbal communication systems. Thus, the challenge is greater, but so is the opportunity. As a GSI, you have the chance to develop a truly sophisticated command of English, to which you have already devoted a great deal of effort. You also have the opportunity to get inside an important part of American culture, the educational system, to understand and affect it by your contributions. Furthermore, you are invited to enter into a meaningful, cooperative relationship with your students, giving both them and yourself a memorable, enriching experience. We hope that this brief discussion of some of the challenges you face will help you begin a positive and rewarding experience as a GSI at the University of Michigan.
The Path to Becoming a GSI
For graduate students whose undergraduate degrees come from institutions where the language of instruction was not exclusively English, testing and training may be required for English language use that is needed in the classroom and other pedagogical settings, before a GSI appointment can be made. See the ELI website for information: