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, combine aspects of your behavior
  with 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 your 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:

http://www.lsa.umich.edu/eli [1]

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