This guest post is by Kate Long, a second-year PhD student at the University of York. Her research focuses on the politics of climate change and democratic innovations. She is particularly interested in climate education and deliberative methods and has just started teaching political theory modules for undergraduate students. Follow Kate at @kateelongg
A few weeks ago, I led my first seminar as a Graduate Teaching Assistant (GTA), and while I thought I had carefully prepared – meticulously choosing my font and colour scheme for my seminar slides, choosing an outfit that felt appropriately “teacher-like” and rehearsing out loud how I would introduce myself – most of this wasn’t actually that helpful once I was stood in front of a class of 20 undergraduates. Still, I wanted to share a couple of reflections I have had since starting as a GTA, both as a first-time seminar leader and someone who is interested in finding out more about active learning and pedagogy.
One of the things that first attracted me to doing a PhD was the opportunity to teach. During my undergrad, some of my most impactful teachers were GTAs – perhaps because interacting with them felt less intimidating than with a professor. At my university, you can apply to be a GTA in the second year of your PhD. There wasn’t any expectation that you needed to have extensive training or any formal teaching experience beforehand, but there were a couple of compulsory workshops we had to attend. This did mean that the first time I had stood in front of more than five students, was my first seminar.
The ‘balancing act’
Doing a PhD is already a juggling act – you’re a researcher, a student, and somehow also an employee. Throwing “teacher” into that mix adds a new set of challenges, including imposter syndrome, which many PhD students experience. It felt like it was only yesterday that I was an undergraduate sitting in seminars myself, so it felt like I was not anywhere near knowledgeable or experienced enough to be stood in such a position of power. Finding the balance between approachability and authority felt like a tricky task.
However, as soon as the nerves wore off, and I realised the students were not going to put me on trial to check I was knowledgeable enough to be stood there, I began to remember why I was so excited to start teaching in the first place.
A key lesson I have learned as a GTA is that teaching is as much of a learning process for me as it is for the students. Realising that it isn’t about having all the answers might sound cheesy, but it has been a huge relief to let go of those expectations. One positive of being assigned four hours of consecutive teaching with four different groups is the opportunity to fix things if they go wrong or trying different techniques if another felt like it wasn’t working. Trial and error is definitely going to be a big part of this journey!
The importance of community
One of the most unexpected parts of becoming a GTA has been feeling a part of this new community of teachers and fellow GTAs. Every fortnight, I participate in a GTA circle where we can share both our experiences – good and bad – and strategies – that worked and did not work. This has been a great space to share and reflect, and hear how others are handling similar situations. Lecturers and other members of the department have also been vital sources of support while starting this journey – conversations and tips shared over a coffee in the staff room, as well as the more formal training sessions offered, have been invaluable. It’s good to remember that even those who have been teaching for many years are still trying to figure out lots of the same things I’ve been worrying about.
Reflecting on the first few weeks of teaching, the things that I was nervous about – particularly about being unprepared for students’ questions – have largely proven unfounded. I’m looking forward to settling into this new role, expanding my teaching beyond just my own experiences of good or bad teaching, and embracing the discomfort of not knowing everything!