York International Teaching Assistant Handbook

York International 108 Vanier College York University 4700 Keele Street M3J 1P3 phone: 416-736-5177 fax: 416-736-5176 http://international.yorku.ca [email protected]

Table of Contents
1.0 Introduction.............................................................................................................................. 4 1.1 The Role of the ITA at York............................................................................................4 1.2 Health Care...................................................................................................................5 1.3 Income Tax....................................................................................................................7 2.0 ITA Resources..........................................................................................................................7 2.1 Supporting Units for ITAs...............................................................................................7 3.0 Teaching at York.......................................................................................................................10 3.1 Initial Apprehensions.....................................................................................................10 3.2 What Students Expect of You........................................................................................10 3.3 What You Should Expect from Students........................................................................11 3.4 Teaching Tips.................................................................................................................12 i) Creating a Supportive Classroom......................................................................... 12 ii) Effective Presentations.........................................................................................16 iii) Varying Instruction...............................................................................................16 iv) Approaching Student Questions..........................................................................18 3.5 Evaluating Students.......................................................................................................21 4.0 Adapting English Language Skills by Nick Elson.....................................................................24 4.1 Language in the ITA Classroom.................................................................................... 24 4.2 Classroom Strategies....................................................................................................25 5.0 The First Day............................................................................................................................28 5.1 Get Set: Preparing for Your First Day of Teaching at York.............................................. 28 5.2 Go: The First Class........................................................................................................30 5.3 Following Up: Preparing for the Rest of the Course......................................................35 6.0 The Context of a Canadian Classroom....................................................................................37 6.1 Addressing Issues.........................................................................................................37 6.2 Some Related Campus Resources...............................................................................39 7.0 Advising Students.................................................................................................................... 41 7.1 Some Related Campus Resources...............................................................................41 8.0 Bibliography and Further Reading........................................................................................... 46 9.0 Resource Checklist..................................................................................................................48 10.0 Feedback Form......................................................................................................................55 Quickguide to ITA Resources and Map of Keele Campus - back cover

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1.0 Introduction
1.1 The Role of the ITA at York
Welcome to York University. As an International Teaching Assistant (ITA) here you will have a number of responsibilities, but also a chance to grow in a significant way in your field of study, as well as in your approach to pedagogy. The aim of this handbook is to introduce you, as an International Teaching Assistant, to your new academic home at York University. Inside you will find information regarding your role at York, resources available to you, and some detailed information about teaching at York. This book is written specifically with ITAs in mind, but often the suggestions given would be equally valuable to a non-international TA. What makes this book different is its concern with specific areas in which being an ITA differs from being a TA. The section on teaching in English when it is not your first language will hopefully help you feel more comfortable in front of your class. This book is also a work in progress, and as such, we welcome your feedback and encourage you to fill out the comment sheet at the back of the book in order to tell us how we might improve future editions.

The Role of the TA

As a teaching assistant at York, you are also enrolled in post-graduate studies. You are in the unique, but exciting, role of both student and instructor. A skill you will need to develop is attempting to find that magic balance-point between the amount of time put into your teaching activities, and the amount of time put into your own academic responsibilities.

The TA as a Faculty-Student Liaison

Your unique position allows you to play the role of liaison between faculty and undergraduate students by communicating needs and desires, and bridging any misunderstandings between the two groups. Your participation as a mediator can be very rewarding as you help to facilitate the overall process of learning.

Relationship with the Course Director

As a TA you will be working with a professor or a course director to help administer a course to undergraduates. In order for your job as an instructor to be fulfilled, youll need to be in contact with your

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1.0 Introduction Health Care

course director right from the beginning. Read over the outline of the course and the syllabus several times, then ask the course director what s/he expects of you. Course directors may assume you have been a TA before, and not give you much guidance; if you need help, ask for it. Make sure you understand your duties and what the course director wishes to accomplish in the course. A good start with your course director will translate into a strong start to the course. Once you have met with your course director and discussed the content and scope of the course, you will be equipped to begin preparing for the first day of class. This will be covered in section 5.0 on page 26, but first, we will discuss some basic information you will need to know, and share some of the resources you will want to make use of.

1.2 Health Care

As an international student studying in Ontario you do not qualify for the Ontario Health Insurance Plan (OHIP), the domestic health insurance for Ontario residents. You will find however that you are offered a number of health care support structures through various departments at York. These health plans are outlined below; read carefully what each plan covers, and what procedures you must follow to use them. University Health Insurance Plan (UHIP) UHIP is a mandatory health plan for all international students at York. Students must sign up each year for UHIP through York International (students should bring their York Card and Passport when signing up). The premium will be charged to you on your student account. As an international, degreeseeking graduate student, you will receive a bursary to cover half of your UHIP premium from the Faculty of Graduate Studies. For more information about what UHIP covers, this years premium cost, and important information about enroling dependents and the Preferred Provider Network, please view the two websites below, or visit York International. Enrol at: York International, 108 Vanier College Hours: Mon-Fri 9-5 Phone: 416-736-5177

UHIP

York International website: http://international.yorku.ca/ Insurance company (WBN) UHIP website: http://www.uhip.mercer.ca/

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1.0 Introduction Health Care

CUPE 3903 Health Plan Canadian Union of Public Employees 3903 Health Plan As an ITA you will be covered by the CUPE Health Plan, after an initial four month waiting period during your first year as an ITA at York. Your coverage will also be in effect for four months after the end of your time working at York. The plan covers prescription drugs, vision care, and dental care. You should receive an enrolment package from York a few weeks before you become elligible for coverage. If your contract begins in September, you must fill out your enrolment form and return it to the address provided so that your coverage can begin in January. If you do not receive an enrolment package, contact the CUPE office . Enrol: by mail Phone: 416-736-5154 Hours: Monday-Friday, 9am-4pm Website: http://www.cupe3903.tao.ca GSA Health Plan Graduate Students Association (GSA) Health Plan The GSA health plan is, like the CUPE 3903 health plan, a supplemental insurance that goes beyond what UHIP covers to offer you coverage for vision, dental, and prescription drugs. The GSA health plan is for all full-time graduate students who are not teaching assistants. Therefore, as an ITA, it is not mandatory to opt-in to the GSA health plan. However, since your CUPE coverage will not be in effect for your first four months at York, there is the option of opting-in for 4 months in the GSA health plan. To do so, you can fill out a form at the GSA Office and pay them the premium for the four month period. Enrol at: GSA Office, 325 Student Centre Complex. Phone: 416-650-8066 Hours: TBA Website: http://www.yorku.ca/gsa/health/ Email: [email protected]

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2.0 ITA Resources Supporting Units for ITAs 1.3 Income Tax
As an international student you will have to fill out an income tax return if you owe taxes, have earned income in Canada, have received a scholarship or grant, wish to claim a refund, or wish to apply for any tax credits. Each year, York International offers information sessions on income tax to advise students of the income tax policies as they relate to them. Representatives from the International Tax Office in Ottawa present these sessions.
Apply: By mail (or over the internet) before the end of April Forms Available: Most Canadian Post Offices Dates of annual income tax info sessions: check for updates at: http://international.yorku.ca Information Pamphlet: pick up at York International (108 Vanier College)

2.0 ITA Resources

2.1 Supporting Units for ITAs
Centre for Support of Teaching (CST) As a graduate student you will be carrying course work for your own courses as well as teaching classes and marking papers. This may seem daunting at first, but rest assured that many students have made it through being an ITA in the past, and you will be able to make it through just as well. Below are five support networks available to you as an ITA at York.
The CST is a unit which provides advocacy for excellence and innovation in teaching. Services for TAs include TA Day, University Teaching Practicum (UTP), Ongoing Lecture Series, University Teaching and Learning (UTAL), and Teaching Assistants Resource Group (TARG). More detailed and up to date information about these valuable programmes can be found at the CST website.
Office: 111 Central Square Hours: Mon-Fri 8:30-4:30 Phone: (416) 736-5754 Fax: (416) 736-5704 Email: [email protected] Website: http://www.yorku.ca/cst/index.html

Faculty of Graduate Studies

The faculty of graduate studies is available to help you with issues pertaining to your academic life at York. Through their website you can view information from their publications, and be linked to information on the individual programme for which you are enroled.
Office: 283 York Lanes Phone: 736-5328 Website: http://www.yorku.ca/grads/

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2.0 ITA Resources Supporting Units for ITAs

CUPE 3903 (TA Union) Canadian Union of Public Employees (CUPE) Local 3903 CUPE 3903 represents contract faculty and teaching assistants at York University and is involved in two major activites. First, using the collective bargaining process to negotiate a collective agreement with the university, which governs working conditions and rates of pay; second, monitoring and enforcing the collective agreement through the use of a grievance procedure to ensure the equitable settlement of disputes. Contact CUPE for information about your rights and responsibilities as a member.
Office: 104 East Office Building Hours: Mon-Fri 9am-4pm Phone: 416-736-5154 Fax: 416-736-5480 Email: [email protected] Website: http://www.cupe3903.tao.ca/

Graduate Students Association (GSA)

The GSA is the student government for graduate students at York. They also administer the graduate student supplemental health care plan (which covers prescriptions and dental care). If you want to be involved with student government, or have questions about graduate issues, give them a call.
Office: Suite 325, Student Centre Complex Hours: (September May): Mon Thurs 10:30am 4:30pm (June-August): Monday Wednesday 10:00 am 4:00 pm Phone: 416-736-5865 Fax: 416-736-5729 Email: [email protected] Website: http://www.yorku.ca/gsa/ Health Plan Website: http://www.yorku.ca/gsa/health.htm

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2.0 ITA Resources Supporting Units for ITAs

International Graduate Student Committee (IGSC)
The IGSC is a sub-committee of CUPE 3903 intended to represent international graduate students who work as Teaching Assistants and as Graduate Assistants at York University. They act as a voice for for the interests of international graduate students through lobbying and advocacy campaigns. Sign-up for Email Listserv: If you are an international student you can immediately subscribe to the IGSC email list. This is both a discussion and announcement list, so you can post your messages and keep informed about their initiatives. To subscribe just send a message to [email protected], with no title in the subject heading. In the body of your message type: SUBSCRIBE IGSC Your Last Name Your First Name.

York International (YI)

YI is the international education office of York University, and as such, works towards the internationalization of the university. Among the many activities that YI is a part of, you will find that there are a number of services and programs provided for you as an international student. Advising is available, and a number of programmes including orientations, social gatherings, workshops, and forums. Students may learn more about upcoming events through the York International Listserv, an electronic mailing list international students can join. York International also produces several publications which you may find useful, including this one. YI sponsors joint workshops with the CST on TA day each year on such topics as International TAs, and Internationalization in the Classroom. York International also provides information on international activities, international academic programs, and international research at York. For more information about the services and programmes provided by York International, please visit our website. Office: 108 Vanier College Hours: September-April: Monday-Friday 9:00am-5:00pm May-August: Mon-Thurs 9:00am-5:00pm Friday 9:00-3:30 Phone: 416-736-5177 Fax: 416-736-5176 Email: [email protected] Email to join listserv: [email protected] Website: http://international.yorku.ca

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3.0 Teaching at York

3.1 Initial Apprehensions
Whether you have had previous experience teaching or not, you may initially be wondering if you are fully qualified to teach at York. You may have taught before in other countries, but not know what to expect in a Canadian classroom, or you may never have taught or instructed a course before, but only been part of a classroom as a student. The strategies and tips in the following sections should give you a starting point from which to embark on your teaching at York. Teaching can be an exciting and rewarding adventure, for both you and your students. Because you may worry about feeling out of place, the first section below will focus on student expectations, both what your students will expect of you, and what you can expect from your students. Evidence suggests that students strongly prefer an interactive, informal, personalized and supportive atmosphere
-Discourse Strategies for ITAs Across Instructional Contexts by Elizabeth R. Axelson and Carolyn G Madden

3.2 What Students Expect of You

We have talked about where the ITA fits into the university community at York, but what do undergraduate students expect of a TA? What extra contributions do you bring as an International TA, and how do you take advantage of these in the classroom? The above quotation indicates several key ideas concerning how a TA can adapt course content into chances for the student to grow and learn in ways s/he will enjoy. The first point made is that students prefer and have come to expect interactivity in the classroom. This means the TA should be prepared to engage in creative teaching tecniques which go beyond the once standard one-sided lecture. Informality is also mentioned as something students prefer, and you will discover quickly that allowing a certain amount of informal behaviour in the classroom can be a benefit at York. Perhaps the most important, and most challenging to administer, of these suggestions is creating a personalized and supportive atmosphere which makes students feel at home, and encourages them to apply themselves. In short, your students will expect not only someone knowledgable about course material, but also someone willing to engage their minds in ways that are interactive and creative, and who will be there to support them

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3.0 Teaching at York Student Expectations

on a personal level. Students expect office hours and appointments to be punctual and productive, and they expect a professional, but not overly formal, atmosphere.

3.3 What You Should Expect From Students

What should you expect from your students? If you are used to a more formal teaching situation, you may find some students at York do not fit your expectations. Certain behaviours which are crass or rude in your native culture may be more acceptable in Canada. Whereas in some cultures asking questions or voicing disagreements with the instructor may be considered a sign of disrespect, these are common student behaviours in Canadian classrooms. Other student behaviours such as sleeping during class or causing distractions while someone else is speaking should be expected as well. It is your choice as a TA how you react to such behaviours, however, singling out students in class can sometimes backfire. Perhaps the best idea is to lay out a detailed groundwork for students detailing your expectations of them. If you observe behaviours you feel are effecting the workings of the classroom or other students learning in a significantly negative way or undermine the groud rules you have established, it is up to you to enforce the rules you have set out. For more information on establishing your classroom, please see the section 5.0 The First Day on page 26. In terms of evaluation, since academic levels vary not only from student to student, but from institution to institution, it is a good idea to review the course expectations as they have been set by your Course Director. Concerns about student evaluation will be further expanded upon on page 19. When teaching at York, expect the unexpected; an idea for a lesson which you feel might be risky to try, might end up being an excellent way to engage with students, while approaches you are confident with may fizzle with certain classes. It is best to always keep an open mind, and observe classroom dynamics in order to adjust your rapport accordingly.

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3.0 Teaching at York Teaching Tips 3.4 Teaching Tips

Being an ITA can be a very challenging job. Not only do you have to deal with the anxiety and insecurity felt by all first time teachers, but also the anxieties of being new to Canada, and possibly new to English. In this time when you are adjusting to York, the best thing you can do is enhance your self-confidence: there have been many successful ITAs before you, and you are now ready, or nearly ready, to become one of those successful ITAs. The teaching tips below, some specific to ITAs, some general to all TAs, will give you ideas which you can use to help plan your classroom. What better way to boost your self-confidence than to be well prepared and ready for a number of teaching situations?

i) Creating a Supportive Classroom

An environment conducive to learning and the pursuit of knowledge through discussion should be above all a comfortable environment for students and instructors alike. Here are some suggestions aimed at creating a supportive classroom environment which will make you and your students at home and prepared to engage with course material. Learn Student Names If a student sees that you know his or her name, they will receive the positive message that you care about your students enough to learn their names. Alternately, if a student feels the need to interrupt or throw discussions off-course, addressing them by their name in a neutral tone is often enough to discourage future interruptions. If you have a hard time memorizing names, try using index cards to write out student names or ask students to say their name before they speak for the first few classes. Encourage Student Participation Participation is a large component of many courses at York, and is sometimes allocated academic credit. Some students will not hesitate to make their opinions and answers known to the class, while others may need more encouragement to share their ideas and reactions. As well, there will be a number of questions posed by students, which we will look at in some detail in section iv on page 16. Students respond well to verbal encouragement: try paraphrasing a students statements, then point out the positive

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3.0 Teaching at York Creating a Supportive Classroom

elements of what they said, and make gentle corrections or counter-arguments if required. Non-verbal acknowledgements are also important; nodding to show you understand a point and maintaining eye contact are great ways to make students feel their participation is valuable. Avoid Discouraging Students Hand in hand with encouraging student participation goes avoiding discouraging students. Whether its making a joke at the expense of a student who is chronically late for class, or making fun of a student whose perspective you disagree with, the TA must be careful not to humiliate or discourage students. Do not condemn students for incorrect answers, instead lead them towards more accurate ones. Even a comment on a paper may be taken as an insult by a student. The best way to avoid discouraging students is to provide positive reinforcement and relate to them on a personal level. Treat students the way they treat you; if you know a student has a sense of humour, perhaps use them as an example in an off the wall explanation, but if you know a student is quite reserved or shy, centering them out could likely discourage them from participating in, or even attending future classes. Treat Students as Adults You may perhaps find students in your classes that seem to lack maturity or display rude behaviour towards authority figures (which you, as a TA, are). Though your students may not display adult behaviour, it is important that you treat them as adults, and as your equal. Someday students in your classes may be TAs or even ITAs themselves, and you can shape their perception of this role by the way you treat them. If you are speaking to a student, and immediately turn away to speak to a colleague, a student will remember this and see you as someone that cares more about their colleagues than their students. Instead, in a similar situation, you might introduce the student to your colleague or excuse yourself politely from the student making arrangements to meet them during your office hours.

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3.0 Teaching at York Creating a Supportive Classroom

Read Behaviours, and React Knowing when to change your approach is an important skill for all TAs, and one that requires observation and a little intuition. We will speak in more detail about strategies for varying classroom instruction in an upcoming section, but we will discuss here how to know when you might be best suited to shift strategies. When students are attentive, making eye contact, participating enthusiastically, smiling, or even nodding in agreement, you will know that your current teaching technique is engaging to the students. If, on the other hand, you find that students are shuffling or shifting in their chairs, coughing awkwardly, glancing at other students (or their watches), sleeping, or even talking on cell phones, your classroom may be in need of a change of direction. Rather than reprimanding students (though the sleepers and cell phone talkers may need to be approached after class) a good idea is to attempt to vary your approach in one of the ways suggested on page 14. Be Positive Students will instantly notice a negative attitude, and will react accordingly. Try your best to bring a positive atmosphere with you to the classroom. Let students see your enthusiasm for the course materials by being energetic, using a bright inflection in your voice, and using body language. Be willing to laugh in class, though not at the expense of others. Dont put up a wall before and after class or at breaks; open up and socialize with students. Chatting with and greeting students can be an energy booster for you as well as your students. All of the above suggestions will help contribute to how supportive your classroom is for students. Office Hours and Student Advising Outside of class, your office hours are the best time for students to interact and ask questions concerning course work. It is very important that you make students aware of your office hours, and that you are punctual and come prepared to discuss student issues. Sometimes you may find a student has concerns regarding something outside class, something you might not feel qualified to advise

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3.0 Teaching at York Creating a Supportive Classroom

on. There are many advising options on campus, many of which have been collected in the Advising Students section on page 39. If you are unsure how to advise a student, you may wish to consult with the course director to seek advice. For maximum communication with students, it is a good idea to schedule one mandatory meeting with each student, as some students may be too timid to make an appointment themselves. You may also wish to contact students if you are concerned about their performance or if it looks like they may not pass the course. Often a short friendly note is enough to show students that someone cares and get them on the right track. Other times, you may wish to schedule a session with the student in which you discuss how best to confront the problem they are facing. If such problems are caught early enough, any potential for failure may be averted. If for some reason you cant make your office hours, make sure students are informed since this time is often relied on by students for important questions. Make Students Comfortable In combination, the above strategies make students feel at home in your class, and can also have a positive effect on you. Though you may feel awkward at first, rest assured that students feel the same way. The best thing you can do is to create a comfortable and supportive place for learning; take the time to make students see that you care about them and their success or failure in the course. Go that extra mile to reach out to students in a supportive way. Spend the first class creating a positive learning environment. As an ITA you have the added advantage of another cultural reference point. Bring in knowledge and experience from places students might not be familiar with; allow them to explore the world through you. You will find that it is much nicer to go each week to a class that you enjoy, rather than one that is a burden. It is up to you and the way you engage your students whether they will put the effort in. One thing is for sure, if you put the effort in, you will have a rewarding and enjoyable classroom that lends itself to student learning.

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3.0 Teaching at York Effective Presentations

ii) Effective Presentations
Sometimes as a TA you will be expected to, or may feel it is nessecary to, present a formal lesson to your class. There are hundreds of excellent books available about giving effective presentations, many of which can be found in the Centre for Support of Teaching (CST) library in 111 Central Square. If you are going to be giving presentations as part of your TAing duties, it would be a good idea to review a few such sources. Below is a list of six characteristics of effective teaching as formulated by N. L. Gage, as cited in Teaching and Learning at York: a Guide for Teaching Assistants and Course Directors. This source is available at the CST and is an excellent resource. Characteristics of Effective Teaching: Stating objectives at the beginning of a lesson Outlining the lesson content Signaling transitions between parts of a lesson Indicating important points in a lesson Summarizing the parts of the lesson as the lesson proceeds Reviewing main ideas and facts covered in a lesson, at the end of a lesson and at the beginning of the next lesson

iii) Varying Instruction

As noted above, it is the TAs responsibility to notice if students are becoming restless, and alter the instructional method accordingly. Although it is important to keep students interested, you are not expected to be an entertainer performing at the front of the classroom. The ideas below should help you with some strategies to vary your teaching style, while still engaging with students in a significant way. Pause to give restless students a few moments of silence while making eye contact. This is often enough to get discussions back on track. Also try moving around the room as you speak, alternating your voice patterns to prevent a monotone effect, and changing the pace of the class. If things seem hopeless and students continue to have problems concentrating, sometimes the best course of action is

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3.0 Teaching at York Varying Instruction

to allow a break in which both you and your students can recharge your energies. Instruction styles can be varied within one class session or vary from session to session. Dont feel restricted by what you have planned to teach, if you must reaccess the situation and alter your teaching style in the middle of a class, do it. Its better to keep students attentive to the course material than to cover course material in a specific order. If there are a lot of hard facts to be covered, perhaps lectures could be split up into several seperate segments interspersed with small group work related in some way to the material in the lecture. Be aware of the three different modes of learning: auditory, visual, and kinesthetic. Some students may learn concepts more easily if they are given examples not only through explanation or discussion (auditory), but through use of slides, overheads, or diagrams drawn on the board (visual). Other students may learn better if they can apply their knowledge to solving a problem themselves or physically manipulating equipment (kinesthetic) rather than observing the examples on paper that others have produced. A good strategy is to incorporate all three modes of learning into your sessions. Vary your sessions by teaching in each of these three modes. Use both deductive and inductive teaching methods. In the deductive approach students are given information and asked to apply this information to a task or answer questions involving the information they have received. Alternately, the inductive (or discovery approach) asks students to perform a task without receiving prior information, therefore encouraging learning through discovery. Inductive approaches are often followed up by discussion about what students discovered, or what roadblocks they came up against. Some students will find they learn information more easily when they have already attempted a problem themselves. A combination of both deductive and inductive approaches will make for a more balanced learning environment.

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3.0 Teaching at York Approaching Student Questions

iv) Approaching Student Questions
A point of anxiety for many ITAs is responding to questions from students. As prepared as an instructor may be, sometimes it is the way that student questions are asked, or how to approach answering them that can be confusing to those new to or inexperienced with English. In this section we will discuss the most common types of questions you will receive from students, and give examples of how you can answer them. Many of the ideas below are adapted from the article Student Questions: When, Where, Why, and How Many by Patricia L. Rounds. Dont sidestep questions. Make sure you address all student questions, even if they may seem straightforward to you. If students feel their questions are being avoided or not fully answered, they will think future questions are not worth asking. Avoid the questions must be asked at the right moment system, sometimes it is best to let students interrupt a lecture if it will make things clearer for the class. If you find yourself overloaded with questions, write them on the board and have students answer some of them. This gives you a chance to recognize any local slang and a few moments to think about how you will respond to the question. If you do have other students answer, be sure to monitor their answers to make sure they are accurate. Listen carefully not only to if what the student answering the question says is correct, but also how a native speaker of English phrases their answer. Listen to students. Sometimes students have understood what someone has said, but want to double check, or clarify some points by paraphrasing what theyve heard. When a student begins a question with something like So what youre saying is... they are most likely giving you their understanding of what has just been said, and looking for authentication of this being correct. Listen carefully and either agree with the student, or point out places where what they have said is off the mark or could be clearer. One of the best ways to answer student questions is to make sure you listen in order to know what the student is actually asking. Dont be afraid to ask the student to repeat themselves if you are having problems with their language.

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3.0 Teaching at York Approaching Student Questions

Dont respond to direct challenges defensively, consider where the student is coming from. If a student feels inclined to challenge the instructor, there may be several different things at play. Perhaps you forgot to mention something which will make your points more clear to the student; perhaps the student has a valid point, but one that needs developing; or perhaps there has been an oversight or mistake made somewhere along the line, and the student is pointing out an inaccuracy. If you are constantly getting challenges from students, you may want to rethink your approach to the subject matter. Also, using everyday examples can help make your teaching more accessible. Prevent digressions. Some questions may cause the discussion to move away from course material. These questions should be answered as quickly and succinctly as possible in order to keep the focus of the session in sight. Leave time for student questions. After you have covered some material, leave time for students to ask questions about the information you have covered. You should have question breaks like these several times each class, especially after covering particularly difficult concepts. Be prepared to wait a few seconds, sometimes it takes a student a few moments to establish what they would like to ask. Be open to changing your classroom. If students are consistently raising questions about certain aspects of the class, it may be time to reappraise your teaching style. Not all teaching styles work with every class, you will need to pay close attention to student questions in order to track if your current approach is working. Below, for reference, are the most common types of questions that you will find yourself responding to, and some strategies to consider when responding to them. (Adapted from the article Student Questions: When, Where, Why, and How Many by Patricia L. Rounds. ) Clarification. Question: Student either misunderstood or didnt hear information, or would like more detailed information. Response: Paraphrase the information in a more detailed manner using everyday examples if possible.

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3.0 Teaching at York Approaching Student Questions

Interpretation Check Question: Student attempts to paraphrase information in a way thats easier for them to understand, or gives an example from their own experience. Response: Listen carefully, and let student know that they are on the right track, or make gentle corrections where necessary. Digression Question: Student asks a question which is either off-topic, or one which will swerve the discussion towards irrelevant issues. Response: Address any issues related to the session, being careful to not let the discussion move too far away from the central course material. Challenge Question: Student refutes something you or someone else has said in the class or points out what they perceive as errors. Response: Review the students points, then review your own and see where the inconsistency lies. If the student is correct, acknowledge this and move on. If the student is incorrect or has misunderstood, attempt to re-explain your case. If the student wants to continue the challenge, offer to meet with him or her in your office hours to continue the discussion. Demonstration Requested Question: Student would like to see instructor perform a problem described or give an example. Response: Use an example from everyday life to work through the problem. Sometimes multiple examples may be required. Answer a question Question: Student answers a question you have posed to the class as a question. Response: In this case the question being asked is whether the answer they have given is complete and correct. Simply acknowledge the students answer as correct or incorrect and make any corrections required.

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3.0 Teaching at York Evaluating Students

A Final Note Related to Questions: Some students feel the urge to over-contribute or ask too many questions that are irrelevant to course materials. Take wisecracks or sarcastic comments as straightforward, non-evaluative statements. Some comments can also just be ignored. Students will learn quickly that their wasting of time is not appreciated.

3.5 Evaluating Students

One of your tasks as a TA is to assess student progress by assigning grades to their assignments. Its a good idea to speak with the course director of the course(s) you are TAing to make sure that students in different sections are marked using the same criteria. Most courses at York are broken up into several components, each worth a certain percentage of the students final mark, which include written assignments, seminar presentations, labwork, exams, participation, and several other areas depending on the course. Below is Yorks common grading scheme for all undergraduate students, which will give you an idea of how to grade students. For more detailed information about evaluating students, please see Teaching and Learning at York: a Guide for Teaching Assistants and Course Directors which is published by the CST and is available in 111 Central Square.

York University Common Grading for All Undergraduate Faculties

Mark Grade Level of Achievement Point A+ 9 Exceptional Thorough knowledge of concepts and/or techniques and exceptional skill or great originality in the use of these concepts, techniques in satisfying the requirements of an assignment or course. Excellent Thorough knowledge of concepts and/or techniques together with a high degree of skill and/or some elements of originality in satisfying the requirements of an assignment or course. Very Good Thorough knowledge of concepts and/or techniques together with a fairly high degree of skill in the use of those concepts, techniques in satisfying the requirements of an assignment or course.

B+

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3.0 Teaching at York Evaluating Students

Mark Grade Point B 6 Level of Achievement Good Good level of knowledge of concepts and/or techniques together with considerable skill in using them to satisfy the requirements of an assignment or course. Competent Acceptable level of knowledge of concepts and/or techniques together with considerable skill in using them to satisfy requirements of an assignment or course. Fairly Competent Acceptable level of knowledge of concepts and/or techniques together with some skill using them to satisfy requirements of an assignment or course. Passing Slightly better than minimal knowledge of required concepts and/or techniques together with some ability to use them in satisfying the requirements of an assignment or course. Barely Passing Minimum knowledge of concepts and/or techniques needed to satisfy the requirements of an assignment or course. Marginally Failing Failing

C+

D+ D

3 2

E F

1 0

Evaluation can be a point of frustration between students and teachers. If students think they are being marked unfairly, they may take this personally. Right from the start you should make sure students understand your approach to evaluation, and the precise breakdown of each individual mark. Students may be used to less rigorous or easier evaluation systems, and it is important you stress with them the difference of academic standards between university and highschool,especially in the case of first-year students.

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3.0 Teaching at York Evaluating Students

Despite your best efforts, some student work may be at a level far below your expectations. For such students look at this as something you can help them with. It is not necessary for you to arrange private tutoring sessions with students, there are resources on campus created for the very purpose of helping students whose work may need improvement. See the section on Advising Students on page 41 for more information. Grades are a big issue for students, and students at York have the right to appeal their marks in some cases. You will find that students often approach you to reappraise assignments if they feel their work deserves a higher grade. If you need to, admit that youd like the chance to re-mark the work, but at the same time, stand firm on your decisions. Your policies concerning evaluation should be firm but fair. You should also be aware of the petition system at York by which students can have assignments re-assessed in some cases by another faculty member. The process for appealing assigned grades varies, and you should check with your department for up-to-date regulations so you can inform your students about this process. The Registrars Office is the best source for information regarding guidelines concerning petitions. For more information, visit the Registrars Office in the West Office Building, or on the web at: http:/ /www.registrar.yorku.ca.

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4.0 Adapting English Language Skills

All ITAs will face a cultural shift from their home country to Canada, and often this shift will include shifting to using the English language for nearly everything, from conversations, to writing and marking papers. Below are a number of suggestions about adjusting culturally, with special attention to language skill adapting.

4.1 Language in the ITA Classroom

by Nick Elson
Nick Elson is the ESL Coordinator in the Faculty of Arts and a faculty member of the Department of Languages, Literatures and Linguistics. His research and teaching interests include second language teaching theory and application, sociopolitical aspects of second language teaching and learning, and language assessment issues.

Your native language ability, the culture that you grew up in, and your bilingual abilities are assets that can enrich your work as an ITA. University study places a heavy emphasis on language use, even for native speakers of English. Language in the classroom involves how it is used by students, as well as yourself, and strategies for effective language use can have an important and positive effect on the learning process.

Cultural language issues

You may find that students address you with a familiarity and directness that you are not accustomed to. Slang and even swear words may be used in classroom discussion. While this may appear rude, it is not necessarily so. You are entitled to let students know how you wish to be addressed, ask how they wish to be addressed, and establish what sort of tone you expect in the class. Take opportunities to observe the classes of more experienced TAs and professors, and get a sense of what the norms are. Students can be very casual, in dress and behaviour in the classroom. This may come across as less respect for the teacher than you expected, although it may not be intended that way. While it can be hard to set firm limits, you are expected to have a classroom that is an effective teaching and learning environment, and you are entitled to try to correct anything that interferes with that. Again, observation of how other classes are managed can be very helpful.

Planning the tutorial or class: organization and structure

The main purpose of tutorials is to encourage the sharing of ideas, information and opinions related to the course material. These discussions can be lively and exciting. Try to seek a balance between so much control of the class that little spontaneous discussion takes place, and so little control that the discussion becomes directionless and hard to follow. Be prepared to intervene, guide the discussion

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Adapting English Language Skills Language in the ITA Classroom

through questions, suggestions, and rephrasing of ideas. Draw connections between peoples contributions to show how they relate to each other. When it appears appropriate, take time to define specific terms being used in the course materials, so that there is a common vocabulary for the discussion.

Listening to students
Listening is a basic human skill. A common student complaint is that when they try to talk with instructors they are too busy or dont really seem to be listening. Try to find time to deal with students who have questions, or who want to come and see you. Be conscientious about keeping office hours: students get very resentful if they go to see someone during their posted office hours and they are not available. You should also decide whether it suits you to make yourself available for consultation over e-mail. This can help you deal with student questions and concerns without having to arrange a specific appointment. It also allows you the opportunity to work out answers more carefully than in a hurried conversation at the end of a class.

4.2 Classroom Strategies for the ITA

Language, or teaching?
There are studies that suggest that if language is a difficulty in the classroom, students tend to downgrade the quality of the teaching. Then it becomes easy for a student to say: Im not doing well in the course, and its because of the instructor. If you are not a native speaker of English, you can reasonably anticipate that it could cause some difficulty in the classroom. While this may only be until students get used to your particular style of speaking, some of the strategies suggested below can be helpful in preventing problems. There is a science as well as an art to teaching, and it is good to be aware of some strategies that you can try out to see how they enhance your teaching. Let your enthusiasm and interest in the students and the subject matter show. If you dont appear to be enjoying working with the material, the students wont either. Take the time to be well organized and prepared. This makes your life easier, and students notice and appreciate it. This also makes

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Adapting English Language Skills Classroom Strategies for the ITA

you familiar with words and phrases that will probably come up in the class, making you better able to lead the discussion. Solicit concerns and feedback throughout the course. Dont let problems build up. Make it clear from the beginning of the course that you encourage students to raise questions and seek clarification. If students are having trouble following you, it is much better to find out earlier in the course than later. Use handouts when possible for discussions and lectures. This gives students a sense of structure, both of the course and of individual components of the course, but it also lets you take the time to prepare materials that might explain aspects of the course more clearly than you could orally. Use visuals as much as reasonably possible. This is particularly if you are a non-native speaker of English. Using the board, overheads, handouts, etc. lends visual reinforcement to the points you are making to the class. Have examples prepared ahead of time to illustrate points you expect to come up in class. Use small groups from time to time, to encourage interaction and learning. The groups can then report back on their discussion to the rest of the class. This relieves you of some of the responsibility of leading the discussion, and lets students interact among themselves. Avoid unnecessary pauses and hesitations when addressing the class. This is part of communicating that you are prepared and in control of the material. Some rehearsal prior to the class will help to make the presentation flow more smoothly and make your descriptions more clear. Use other students in class sometimes to answer questions. This takes the focus off you, and involves students in the learning process. Some students may try to dominate the discussion. Deflect these people with phrases such as, Lets hear from someone else, or Does someone else have a view on this? Encouraging those who

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Adapting English Language Skills Classroom Strategies for the ITA

are more reluctant to participate is part of your role as a teacher. Check frequently that students are following both you and the classroom discussion, using phrases such as Is that clear to everyone? Do you follow what Im saying? Let me put that another way, and so on. If you are not a native speaker of English, that will be apparent to the class, and indeed, at York University, it is quite likely that many members of the class are themselves non-native speakers of English. But if the class is well run, with interesting subject matter, students quickly focus on the content, not on the teachers use of English. When marking assignments, if you wish to write comments, it is often more effective to keep comments on the paper to a minimum, but to then meet with the students to discuss their individual papers in person.

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5.0 The First Day: Preparing for the First Day of Classes
5.1 Get Set: Preparing for Your First Day of Teaching at York
Your experience as an ITA will be greatly shaped by the department within which you are taking and teaching courses. Getting ready for the first class will obviously be different depending on whether you are assigned to lead a lab, a tutorial discussion, a workshop, or something else. The following sections will deal with some of the more general details you will face, and bring up issues that you may wish to follow up with your course director.

The Classroom: Rules and Setup

Before the first day you will have time to become familiar with the room you will be using for the class, and the rules regarding enrolment limits. Depending on the sort of course you are leading, there are very specificic class size restrictions which should be available to you through your department. Be sure to speak up if you find that your class has more students than it should. Either the department secretary or course director will be able to advise you in the case of an overloaded class. The department secretary and course director will also be able to help if you find there is a problem with the room assigned for your class. You should visit the room in advance of the first day in order to make sure that it will be suitable. Things to check include a) number of available seats for students; b) blackboard space; c) physical condition of the room. If you find one of those things, or something else, is not appropriate or has a problem, be sure to request a different room as soon as possible. If a room change does take place, or if there is an error regarding the room listed in the course calendars, be sure to post a sign at the original room instructing students where the class has been moved to. It is important that your classroom is offering a good environment within which students can learn. When you make that initial visit to the classroom, think about how you will organize the setup of the room on the first day. Do you want chairs in a theatre style? Perhaps if you plan to lecture alone, but arranging seats in a circle or horse-shoe pattern makes more sense for a more interactive discussion group. The most important thing, no matter how you decide to set up the room, is that students will be able to see you, the instructor, without straining. On the first day, ask students if the classroom setup is working for them, and if there are problems, ask for their advice to make it work better. Dont forget to ask students to return tables and chairs to their original position at the end of class.

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5.0 The First Day Checklist for the First Day

Checklist for the First Day

(based on suggestions by York ITA Delivee L. Wright) Below is a list of considerations which will help you be prepared for your first teaching experience at York. Get ready. It is very important that the initial impression you give the class is one of preparedness. If you come to class with loose ends, it will be apparent to students and you will lose credibility. Getting ready includes reading ahead in course material (if applicable) and doing any labwork beforehand so that you are aware of any snags students may come across. Be energized and enthusiastic about the class and ready to pass along this enthuisiasm to students. Make sure the classroom is arranged and ready Note your name, the course title, your phone number, and your office hours on the board. As well, it is a good idea to prepare a handout for students detailing the above information and anything else about course that students should know that does not appear in the syllabus. Have icebreaker activities prepared to help students get to know you and each other (suggestions follow on page 35). Be prepared with a technique to remember students names Prepare a way to gather information about students such as an info sheet that they fill out and return to you. You want to know how to contact students and perhaps some information about their prior academic and social experiences in order to cater the class more specifically to them. Have the course syllabus copied (with several extras) for the entire class, and if it is not yet available, let students know when and where they can pick it up. It would be a good idea to go over the syllabus and take student questions early on in the first class.

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5.0 The First Day Checklist for the First Day

Be ready to speak about student evaluation, one of the things students will be most concerned about. Show students what you expect from them using sample handouts or describing the way marks will be broken down in detail. Make clear notes to yourself so you dont forget to relay any important information or announcements. Have a time set aside in which you can gather student feedback, or perhaps have a questionaire in which students give their thoughts about how the class is going so far. A good idea is to make such written responses anonymous so students can feel more free to comment without feeling it will alter your perceptions of them. An overall rule of thumb is to make sure that by the end of the session both you and the students look forward to the next class because you have conveyed to them your natural inclinations towards the course materials, and the rewards to be reaped by studying them.

5.2 Go: The First Class

At last, after all the planning, its time for your first class as a TA. This section will feature approaches and tips for your first day in the classroom at York. As has already been mentioned, being prepared is one of the most important parts of being a TA. You might want to go through different scenarios in your head before class begins, this way if something out of the ordinary happens, you will be prepared to guide the class through it. What follows will be a variety of suggestions and tips which you may or may not have heard before. Following that are some ideas for icebreakers on the first day of class. Getting to know your students is an important step in the education process which you should begin immediately on the first day of class.

Surviving the First Class

Its natural to feel a bit wary when you are about to embark on an uncertain path, but be confident and your students will retain a positive first impression of you as a TA. The suggestions below will be useful in realizing a positive experience on your first day in the classroom with students.

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5.0 The First Day Surviving the First Class

Be ready for enrolment problems. Often there will be students in attendance who are still trying to enrol in the course, check your departments policies beforehand to see how you should proceed with enrolment problems. You should also see how your professor is planning to deal with these issues. Students will want to know as soon as possible their chances of getting into the course; do your best to answer their concerns. Since you want to give a more informal impression to students, it would be a good idea to arrive to the first class a bit early in order to socialize and get to know students before the class even starts. Students will inevitably be late the first day, and you should give a few more minutes than usual to let any stragglers arrive. A great way to start your first class is by writing your name, office hours, contact information, and the title and course code of the course on the board. Students want to be reassured that they have arrived at the correct classroom, and they seek the security of knowing they can contact you in case of an emergency. When you begin to speak to the class, take your time. Try not to feel rushed or panicky, but if you do, try slowing down your rate of speech and repeating points. Focus on what you are trying to say instead of concentrating on how you are saying it or how you might appear to students. Make sure to give students time to respond, in case they have missed something you have said. Dont be discouraged by having to repeat yourself or asking students to repeat themselves. Once you are on the same page as your students, the learning process will run more smoothly. At some point near the beginning of this first class it is important to introduce yourself to the class. You may want to begin with this, or you may wish to wait until after some icebreaker activities in case any students are running late and have not arrived. Your introduction to the class should detail not only your

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5.0 The First Day Surviving the First Class

interest in the course material but also your previous experience. It will be useful for your students to know a little bit about your background, including where you have studied in the past, and what you bring to the classroom. Icebreaker games, which will be described shortly on page 33 will allow students to share these same sorts of things about themselves. Share also your hopes for what the class will be and the directions youd like to see things go. Since English may not be your first language, it is important from the beginning to work towards complete understanding between your students and yourself. Explain your past experience with English, and let students know the origin of your accent. Make sure students know that if they miss or misunderstand something youve said, to ask you to repeat it, perhaps in slightly different words. Also, dont be afraid to ask students to repeat statements that you have trouble with. One thing to avoid is talking down to or appearing to patronize students when they ask you to rephrase something. You may face students who are rude or patronize you as if your capability in English indicates your intellectual level. This is a serious issue, and one that you may wish to speak oneon-one with the student about in your office hours. For more information about these sorts of issues, please refer to the section 6.0 The Context of a Canadian Classroom on page 35. Beyond taking down student names to work on memorizing them, you may wish to jot down student needs that you notice, or add things from the information seeking strategies you use to get to know your students. As mentioned earlier, a valuable way to make it clear to your students that you are organized and serious about the class is by preparing beforehand a handout which features extensive information about yourself and the nature of the course. You name and contact information as well as the information for the professors name and office hours. You might also wish to mention required texts and readings, although this may already be covered in the syllabus for the course (which you should review extensively before the class begins)

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5.0 The First Day Surviving the First Class

Students will be eager for information regarding assignments and mark breakdowns, so it would be very worthwhile to consider a handout with this information as well. Important dates could be mentioned, as well as a detailed breakdown of what you are looking for in assignments. Be careful though, dont give information you are not certain of, or details that may change; a student may cling to the original information and become confused. As long as you are careful to keep the class aware of their responsibilites, you are setting up a strong learning environment. Convey your enthusiasm about the course material though facial expressions, smiles, attentiveness to students, eye contact, moving around the classroom, and observing student expressions. Students will notice immediately if you are not enthusiastic about the material. This may lead students to think that since the instructor is not interested, they should not be either. A good way to conclude your first session is with a time set aside for students to comment and ask questions. Ask for honest opinions about how theyd like to see the class function. Keep student suggestions in mind to help construct a class that will be challenging and rewarding to you and your students.

Some Ideas for Icebreakers

(based on suggestions by York ITA Delivee L. Wright) A great way of opening communications among students is by doing a series of icebreakers, activities which help students get to know each other. Below are some suggestions about leading the class through some icebreaker activities. Choose which of these approaches would work best for you, and adapt as you see fit. Have students raise their hands indicating what year they are in, whether they are majors in the department, their experience with course materials, and any other student descriptors. This will give you a sense of who the students are that make up your class, and

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5.0 The First Day Some Ideas for Icebreakers

will let them know where other students are coming from. Go around the class and have students introduce themselves and give some information about themselves, perhaps in relation to the course material and their past experiences. Students could tell a little about where they are from and why they took the course, or even what they did in the summer. (After the class has done this is a good time to give your introduction). Try using a naming cycle in which students introduce each other repeating names of the those already introduced. (ie. First student introduces themselves, then the next person repeats the first students name, and introduces themselves, etc.) This will help you and your students learn peoples names more quickly. Have students interview each other and then have them introduce that person to the class, and introduce them once again at the beginning of the next class. An alternate way of doing this is having students write a short sketch about the person they are interviewing to be handed in. You may want to have students fill out an interest or experience survey from which you can provide summarized feedback on the second class. Or, you could try having students switch surveys and have other students introduce them. Select a keyword from the course title and have students do an association exercise by reporting what they came up with, and writing these ideas on the board. This is a good way to segue into describing what the course will entail. A similar idea is to record what problems and ideas students would like to see come up in the course. Later, using the course syllabus, you can refer to this list to help students clarify or correct expectations and perceptions of the course.

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5.0 The First Day Introducing Yourself

Introducing Yourself

(based on suggestions by York ITA Delivee L. Wright) Just as you will be able to structure your teaching better if you know more about your students, your students will be able to function more effectively if they know a bit about where you are coming from. As an International TA you have the added expertise of having trained in another cultural environment. In your introduction let students know about the other countries youve lived and studied in, and what experience you bring to the class. This will help students respond to you on a more personal level, and will help generate a level of respect that will continue thoughout the course. Some questions you may want to answer during your introduction include: What was your first exposure to the course material? When did it come together? What else would your students like to know about your academic history? What are your approaches to teaching and learning? What do you expect of them as your students? Who is responsible for what in an academic setting? What are your hopes for the course? What would you like to get out of it, and what would you like students to get out of it?

5.3 Following Up: Preparing for the Rest of the Course

The first class is done: now what? Hopefully your first day in the classroom was all you hoped it would be, but even if it fell short of your expectations, stay confident, youll have to return in just one week (or perhaps even less time) to face this class again. When its time to enter into the classroom again, how should you procede? Perhaps the best advice is to follow through. Ideally you have set up a healthy and well-informed classroom during the first class, but its also up to you to continue in this task you have begun. Make sure you do all the things you said you would do, and stay true to your aims for the class.

Setting up Patterns
You will want to review everything you set up during the first class and make sure you are going forward in a meaningful way. Creating patterns such as having a mini-lecture, then small-group discussion, then reconvening may be helpful. When using such tactics, explain

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5.0 The First Day Following Up

what the structure of the class will be that day at the beginning of class.

Breaking Patterns
Just as it can be a challenge to set up positive patterns in the classroom, it can be even more of a challenge to break out of negative patterns. Be patient, but be creative as well. If you find the class slipping into patterns which students are not responding well to, it may be time to rethink your approach in order to engage students in a more meaningful way.

Moving on Beyond the First Day

Beyond the first day lies an adventure for you as an ITA. You will find yourself in undiscovered regions and uncharted territories; this is the realm of the ITA. You will no doubt face difficult as well as greatly rewarding times as a TA at York, it is up to you to make the most of your time here. The tasks are set before you, and there is no doubt that you will be successful in facing these tasks with creativity and perseverance.

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6.0 The Context of a Canadian Classroom

6.1 Addressing Issues
As an educational institution, York has the important obligation of upholding fairness and equal human rights for all members of the York community, and of the world at large. As a TA, you have a responsility to address certain issues, even if they may appear only in subtle ways. This section will give suggestions of issues you may have to address during the course of your time teaching at York, and contact information for places on campus to get further information. Even if you feel comfortable with issues that may come up in the classroom, it would be a good idea to read over this section to become more familiar with the resources available at York. Not every issue you will face will be listed here, but the ones that are should give you some working knowledge of how to approach these issues.

Ignorance and Intolerance

A large part of being involved in scholarly and academic pursuits at York is argument. Whether student to student or student to instructor, argument can be healthy. Sometimes disagreement can become hurtful to others; this is the type of argument that should be addressed in the classroom. Ignorance and intolerance often stems from difference, whether it be based on ethnicity, race, gender, age, sexual orientation, or something else. The section below covers questions you may wish to ask yourself or your class concerning these issues.

Questions to ask:
Are you conscious of expectations you may hold about student performance based on something other than academic merit such as gender, ethnic background, or age? How do you react to uses of language (accent or dialect) that are different than standard English or that are different from your own. How do your students react to your accent (if you have one)? Do you discount the speakers intelligence and information? What is the number of males versus females or students of various ethnic groups called on to answer questions? Which students do you call by name? Why?

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6.0 The Context of a Canadian Classroom Questions to Ask

What types of students participate more frequently through answering questions or making comments? Is the number disproportional enough that you should encourage some students to participate more frequently? Do interruptions occur when an individual is talking? If so, who does the interrupting? If one group of students is dominating classroom interaction, what do you do about it? Is your verbal response to students positive? Aversive? Encouraging? Is it the same for all students? If not, what is the reason? Is it based on actual evidence, or presumptions or biases on your part? (Valid reasons occur from time to time for reacting or responding to a particular student in a highly specific manner) Do you tend to face or address one section of the classroom more than others? Do you establish eye contact with certain students more than others? What are the gestures, postures, and facial expressions used; and are they different for men and women, people of colour, international students, those of different ages or levels of ability? Are you making sure to address gendered language, racist language, homophobic language, or other uses of language that could be perceived as hurtful? Be sure not to simply ignore or avoid such language; if course work includes these types of language, be sure to address it in class and discuss whether the use is appropriate. (The above questions are extracted from Teaching and Learning at York published by the Centre for Support of Teaching (CST) at York University)

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6.0 The Context of a Canadian Classroom Some Campus Resources

6.2 Some Related Campus Resources

(Please note: All numbers begin with area code 416. All five digit extensions are from the main York switchboard which is 736-2100)

Centre for Human Rights & Equity

The Centre for Human Rights & Equity is home to three core units: Employment Equity, the Centre for Race and Ethnic Relations (CRER), and the Sexual Harassment Education & Complaint Centre (SHEACC), each of which is described in more detail below. All three centres are located at 108 Central Square. Location: 108 Central Square Phone: 650-4823 Webpage: http://www.yorku.ca/chrey/
Employment Equity York is committed to ensuring that its employment systems are fair and inclusive for all groups protected by human rights legislation, and achieving and maintaining a representative workforce with particular reference to aboriginal peoples, persons with disabilities, visible minorities, and women. Phone: 736-5706. Centre for Race and Ethnic Relations (CRER) CRER advises the University on policy relating to race and ethnic relations, and provides anti-racism education for the entire community, as well as, support and services to Yorks multi-ethno-racial community, so that working, studying and living at York will be a harmonious and rewarding experience for all. Phone: 736-5682 Sexual Harassment Education & Complaint Centre (SHEACC) The Sexual Harassment Education and Complaint Centre serves all members of the York community. Anyone who is experiencing sexual harassment, who thinks what they are experiencing what could be sexual harassment based on their gender or sexual orientation, should drop in to the Centre. The Centre offers advice, ensures confidentiality, and provides a supportive atmosphere. No action will be taken unless the complainant requests it. Two advisors are available to give workshops on sexual harassment and related issues to colleges, residences and Faculties. There is a small library which students, staff and faculty are welcome to draw upon. Hours: 9:00 a.m. to 5:00 p.m. Monday to Friday (or by appointent in the evening) Phone: (416) 736-5500.

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6.0 The Context of a Canadian Classroom Other Campus Resources

Able York ABLE-York is a student organization which promotes the rights of students with disabilities on campus and provides a number of services and disability resources for York students, staff and faculty. Phone: ext 20492 Location: 429 Student Centre Website: http://www.yorku.ca/ableyork/ York Womens Centre In 1975, the York University Womens Centre became the first University-based Womens Centre in Canada. It continues to thrive as Yorks only women-only space and offers a wide variety of activities and services to the York community. Recognizing that the womens community on campus has diverse needs, it is the Womens Centres mandate to try to fulfill them. They offer peer counseling, referral services, library and other resources and above all a safe, comfortable environment. They also sponsor/ co-sponsor a wide variety of events including educational forums, entertainment events, self defense classes [Wen-do] and more. Phone: ext 33484 Location: 328 Student Centre Website: http://www.yorku.ca/org/ywc/index.html

See also the complete list of Campus Resources on page 46 or the York Internal Directory which is available in every office at York.

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7.0 Advising Students

An important part of your role as a TA is working with students not just as an instructor, but as a general advisor. This does not mean you need to be an expert in every area a student might have difficulty with, but simply that you should be aware of what steps a student can take to get help. Sometimes a student will come to you expressing a problem outside of what you can help them with, other times you might notice a student acting strangely, or having difficulties with a particular element of the course. Its a good idea to meet with a student in your office hours privately first, and see if you can suggest a course of action for the student. Below are some common resources that you may want to recommend to students. Remember to stay centred on academic concerns, and refer students to other departments and services as you see fit.

7.1 Some Related Campus Resources

(Please note: All numbers begin with area code 416. All five digit extensions are from the main York switchboard at 736-2100. ) Arts Advising Centre
The Faculty of Arts Advising Centre offers advice and guidance on academic planning; including how to choose a major, developing a programme of study, and general information on the programmes available through the Faculty of Arts, as well as information on degree and programme requirements. Advising is also offered on academic standing, and strategies and guidelines for continued success can be provided. Website: http://www.arts.yorku.ca/advising/ Hours: Monday through Friday, 8:30 am to 4:30 pm Location: Faculty of Arts, S319 Ross Phone: 736-5294

Bethune Writing Centre

Assistance with academic writing is available to students affiliated with Norman Bethune College. Assistance is available for lab reports, essay questions, research papers, theses, reports, case writing, letters and plans of study, etc. Website: http://www.yorku.ca/bethune/about/writing.html Location: 205 Bethune Phone: 736-5164 ext 22035

Career Services

As part of the York community, Career Services is a team of professionals who work with students, staff, faculty, alumni, and employers to support students in their pursuit to realize their career potential. Information about finding jobs through the Campus Worklink is also available. Website: http://www.yorku.ca/careers/ Location: N108 Ross Phone: 736-5351

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7.0 Advising Students Some Campus Resources

Centre for Academic Writing

The Centre offers a number of programs for helping students improve their academic writing, including on-on-one tutoring and mini courses. Website: http://www.yorku.ca/admin/caw/home.htm Location: Faculty of Arts, S329 Ross Phone: 736-5134

Lee Wiggins Childcare Centre (LWCC)

LWCC provides innovative childcare in a family group setting to the York community, with a particular focus on the needs of students. The centre provides licensed part-time care for 24 children aged 18 months through 5 years of age with limited full-time spots. Website: http://www.yorku.ca/children/ Hours: Monday- Friday 8:30-5:30 Location: Student Centre 201 Student Centre Phone: 736-5959 ext 30102/3

Community & Legal Aid Services Program (CLASP)

C.L.A.S.P. is a Student Legal Aid Society that provides services to persons without a legal aid certificate. C.L.A.S.P. is staffed by law students who are supervised by qualified lawyers. C.L.A.S.P. can help you with basic legal problems, represent you in certain courts and tribunals, and provide legal advice. Website: http://www.yorku.ca/osgoode/clasp/default.htm Location: near room 124 Osgoode Hall Law School Phone: ext 33143

Computer-Assisted Writing Centre (CAWC)

The Computer-Assisted Writing Centre is a teaching support organization within York University that provides facilities and services to courses that formally integrate computer-based writing and communications technology into required course work. Their purpose is to enhance teaching and learning, especially such important critical skills as reading actively, thinking well, writing effectively, and contributing positively to group discussions. Website: http://www.yorku.ca/cawc/ Location: 530 Scott Phone: 736-5376

Computing and Network Services (CNS)

Website: http://www.cns.yorku.ca/ Location: T103 Steacie Science Building Phone: 736-5257

CNS is the Universitys central information technology organization.

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7.0 Advising Students Some Campus Resources

Counselling & Development Centre (CDC)

CDC provides a comprehensive package of psychological and academic support services to members of the York Community. The vast majority of clients are students registered at the University, but consultations with faculty and staff also occur as necessary. Included among the services provided are personal counselling (individual, group, couples, and family counselling as appropriate), crisis response and support, assistance in the development of learning skills, specialized support to students with learning or psychiatric disabilities, and various consultative and outreach activities to the York University community. Since the Centre is funded almost entirely by student ancillary fees, there is no additional charge for any of the core services provided to students. In some programs, a minimal refundable deposit may be used to enhance participation rates. The use of services at the CDC is purely voluntary and the Centre conducts assessments and clinical interventions only at the request of the primary individuals involved. Staff and interns take all possible precautions to maintain client confidentiality and guard against the disclosure of personal information unless informed, written consent has been obtained from the client. Website: http://www.yorku.ca/cdc/ Location: 145 BSB Phone: 736-5297

Disabilities, Office for Persons with

York University strives to provide an environment for students with disabilities, that combines both architectural accessibility and academic flexibility. The Office for Persons with Disabilities (OPD) provides information, support and advocacy on behalf of students, staff and faculty with mobility, hearing, visual disabilities, and invisible disabilities. Some of the services provided by the office include: pre-university advising, assistance with course selection, mobility orientation, advising on financial, academic and legal matters, referral to the Ontario March of Dimes Independent Living Assistance Programme as well as other York services and community resources in the Toronto area. Website: http://www.yorku.ca/admin/sa/offdis/ Locatio n: 109 Central Square Phone: 736-5140

ESL Credit Courses

There are several credit courses available through the Department of Languages, Literature, and Linguistics for students who come from English as a Second Language background. Website: http://momiji.arts-dlll.yorku.ca/languages.html Location: S561 Ross Building Hours: 9:00 am - 12:00 noon, 2:00 pm - 3:30 pm Phone: General: (416)736-5016 Course Information Line: (416)736-5858

Lost & Found Office

A Lost and Found Office is maintained on the Keele campus which is open from 11 am to 3 pm, Monday through Friday, and from 5 to 7 pm, Wednesday and Thursday, to accommodate evening students. Any items turned into this office are retained for 30 days only. On the Glendon campus, enquiries should be directed to the Security and Parking Office,

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7.0 Advising Students Some Campus Resources

Greenhouse Building which is open 24 hours daily. Location: N101 Ross Phone: ext 33369

Mediate@York

Mediate@York is a two-year pilot project that has been designed to offer FREE mediation services to York community members (students, staff and faculty) who are experiencing conflicts or disputes. For the duration of the pilot project, the disputes appropriate for mediation will include: student/student disputes, student group/student group disputes, interpersonal conflicts, and workplace disputes, when all parties involved are in agreement for mediation to proceed. Website: http://www.studentaffairs.yorku.ca/mediate/index.htm Phone: 650-8147 or ext 58147

Office of the Registrar (RO)

The Office of the Registrar maintains, updates and preserves the official student record, operates the enrolment system in courses, updates the student record with grades and academic decisions, audits the record and ascertains eligibility to continue or to graduate, issues transcripts and letters of permission, and certifies academic standing or completion of studies. In addition, the RO publishs official information about programs and courses, processes petitions, serves students in person, by phone and by e-mail and serves Faculties by assigning classrooms to courses and scheduling exams. Website: http://www.registrar.yorku.ca/ Location: Suites A, B, C, WOB Phone: 736-5440

Office of Student Affairs

The Office of Student Affairs provides student services and programs such as the off-campus housing search engine, disability services, a record of clubs at York, first-year student orientation, convocation, a record of religious organizations, Mediate@York, and health education. Website: http://www.studentaffairs.yorku.ca/ Hours: September through May: Monday-Friday: 8:30am to 4:30pm June thr ough August: Monday-Thursday: 8:30am to 4:30pm Friday: 8:30am to 3:30pm Location: 103 Central Square Phone: 736-5144

Sexual Assault Survivors Support Line (SASSL)

SASSL is a peer support telephone line, which provides referrals and support to callers on a 24 hour basis. The crisis line number is 650-8056 and the information line is 736-2100 ext. 40345. The line is closed on University Holidays with a message providing alternative crisis line numbers. SASSL is in the process of develop-

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7.0 Advising Students Some Campus Resources

ing into a service for the York Community in its own right. Phone: Crisis Line - 650-8056 Info Line - ext 40345

Student Financial Services

Student Financial Services covers a number of monetary issues including, Financial Assistance (including OSAP), Student Accounts, Fees & Charges, Petitions, Refunds, Tax Forms, and YorkCard (Student ID cards). On their website you may view your Student Account Statement. Website: http://www.yorku.ca/osfs/ Location: West Office Building, Suite D Phone: 872-9675

Wellness Centre

The Wellness Center is dedicated to promoting holistic health for the students, faculty, staff and alumni working and playing at York University. Wellness is achieved by following an integrated life model that empowers individuals and respects natural laws. Health is living in sustainable harmony and peace with ourselves, our neighbours, and our environment. Underlying the entire foundation of the Wellness Centre is its search for truth. Through open and respectful dialogue with a variety of perspectives, a more complete and reliable model of health and wellness can be realized. Website: http://www.yorku.ca/wellness/ Location: 252 Vanier Phone: ext 33898

York International (YI)

YI is the international education office of York University, and as such, works towards the internationalization of the university. Among the many activities that YI is a part of, you will find that there are a number of services and programs provided for you as an international student. Advising is available as well as a number of programmes including orientations, social gatherings, workshops, and forums. International students may learn more about upcoming events through the York International Listserv, an electronic mailing list which international students can ask to be added to. Another area of internationalization that York International is involved in is Student Mobility, which includes formal international exchanges, as well as other information on studying and working abroad. York International produces several publications which you may find useful, including this one. For more information about the services and programmes provided by York International, please visit our website. Website: http://international.yorku.ca Location: 108 Vanier College Phone: 736-5177 See also the complete list of Campus Resources on page 46 or the York Internal Directory which is available in every office at York.

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8.0 Bibliography and Further Reading

The publications listed below were either consulted, or are recommended for further reading and research.

Books and Articles

Axelson, Elizabeth R. , Carolyn G. Madden.Discourse Strategies for ITAs Across Instructional Contexts. Discourse and performance of international teaching assistants. Carolyn G. Madden, Cynthia L. Myers, editors. Byers, Kathy, compiler. Teaching and Learning at York: A Guide for Teaching Assistants and Course Directors. York University, 1989-90. Forest, James J.F., editor. University teaching : international perspectives. New York: Garland Pub., 1998. Hoekje, Barbara, Jessica Williams. Communicative Competence as a Theoretical Framework for ITA Education. Discourse and performance of international teaching assistants. Carolyn G. Madden, Cynthia L. Myers, editors. Madden, Carolyn G., Cynthia L. Myers, editors. Discourse and performance of international teaching assistants. Alexandria, VA : Teachers of English to Speakers of Other Languages, c1994. Miller, Marilyn. Complaints About ITA Proficiency: Language or Teaching? Originally printed in TESOL Interest Section Newsletter, Nov 1996, Vol. 2, No. 2. Mulji, Sana, compiler. The International Teaching Assistant. York International, York University, c1999. Pica, Teresa, Gregory A. Barnes, Alexis Gerard Finger. Teaching matters : skills and strategies for international teaching assistants. New York: Newbury House, c1990. Rounds, Patricia. Student Questions: When, Where, Why, and How Many. Discourse and performance of international teaching assistants. Carolyn G. Madden, Cynthia L. Myers, editors. Smith, Jan, Colleen M. Meyers, Amy J. Burkhalter. Communicate : strategies for international teaching assistant. Englewood Cliffs, N.J. : Regents/Prentice Hall, c1992. Smith, Rosslyn M. ... [et al.]. Crossing pedagogical oceans: international teaching assistants in U.S. undergraduate education. Prepared by ERIC Clearinghouse on Higher Education, the George Washington University in cooperation with ASHE, Association for the Study of Higher Education. Washington, DC : The University, 1992.

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8.0 Further Reading Web Resources

Below are a number of links to websites that other educational institutions have made available. Though there will be differences with the way being an ITA works at other schools, you will also no doubt be able to find a number of valuable tips and further information.

Web Resources

TA Handbook (University of Guelph) http://www.tss.uoguelph.ca/tahb/tahindex.html Subsection for ITAs http://www.tss.uoguelph.ca/tahb/tah1e.html Guidelines for Teaching Assistants (Trent University, Ontario, Canada) http://www.trentu.ca/academic/graduate/taguide.html Specific information for ITAs http://www.trentu.ca/academic/graduate/taguide.html#rta International Teaching Assistant Links for ESL Teachers (not just for ESL) http://rescomp.wustl.edu/~kschwelle/ita.htm Tips for ITAs on Improving English Communication Skills (The University of Texas at Austin) http://itacert.cte.utexas.edu/ITASite/Brochures/conversational.html International Teaching Assistant Handbook: An Introduction to University and College Teaching in the United States http://dcc2.bumc.bu.edu/ITCommittee/ Workshops/Prereq/teachingassistant.htm Handbooks and Specific Information for ITAs http://www.mun.ca/elss/ita/ita_handbk_1.html Northwestern University TA Handbook http://www.northwestern.edu/graduate/TAHandbook/ Concerns of International Students http://www.northwestern.edu/graduate/TAHandbook/V/international.html University of California International Teaching Assistant Handbook: An Introduction to University and College Teaching in the United States http://www.id.ucsb.edu/IC/TA/ITA/end.html Tufts Universitys Teaching Tips for Graduate Teaching Assistants (including the T.A. Cyber-Handbook. Look under T.A. Support from the main page.) http://ase.tufts.edu/cae/ The Inter-cultural Know-How. Site aimed at students being instructed by ITAs. http://itacert.cte.utexas.edu/itasite/brochures/intercultural.html Improving Communication in the Classroom (The University of Washington) http://www.id.ucsb.edu/ic/ta/ita/lang.improve.html

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9.0 Resource Quicklist

Below is a quicklist with a number of campus contacts and resources. The list is divided into several catagories to make your search easier. All numbers that give only an extension are part of the main York switchboard at 416-736-2100. All other numbers begin with the area code 416. Some of the listings here will be more relevant for your students than for yourself; we have included these so you may advise your students about which area of campus to contact when they have certain questions. If you cant find what youre looking for here, all offices on campus are equipped with an up to date Internal Directory with all divisions of York listed.

ITA Resources
Audio Visual 736-5065 Canadian Union of Public Employees (CUPE) Local 3903 104 E.O.B. 736-5154 Centre for the Support of Teaching (CST) 111 Central Square 736-5754 Childcare, Student Centre 201 Student Centre 736-5959 ext 30102/3 Community & Legal Aid Services Program (CLASP) ext 33143 Computing and Network Services (CNS) T103 Steacie Science Building 736-5257 Education Resource Centre, S805 Ross 736-5259 Graduate Students Association, 325 Student Centre 736-5865 Graduate Studies, Faculty of, 283 York Lanes Admin 736-5328 Graduate Student Affairs Office, 283 York Lanes 736-5521 Guest Accommodation (Hospitality York) Keele 736-5020 Glendon 487-6798 Library, Scott general inquiries 736-5100 Lost & Found Office, N101 Ross ext 33369 Occupational Health & Safety (DOHS), Dept of, C37 EOB 736-5491 Registrars Office Suites A, B, C, West Office Building, 736-5440 Sexual Assault Survivors Support Line (SASSL) crisis line 650-8056 information line 736-2100 ext. 40345 Vice-President Academic, S938A Ross 736-5280 York Association of Mature Students (YAMS) Winters, Rm 138 ext 33546 York International, 108 Vanier College 736-5177 York Telephone Directory ext 22786 York Womens Centre 328 Student Centre ext 33484 Yorkcard Office Suite D WOB 872-9675/736-5614

Centres at York

Canadian Centre for German and European Studies Centre 230 York Lanes 736-5695 Centre for Feminist Research, 228 York Lanes 736-5915 Centre for Health Studies, 214 York Lanes 736-5941 Centre for Human Rights & Equity, 108 Central Square Employment Equity 736-5706 Centre for Race and Ethnic Relations 736-5682 Sexual Harassment Education & Complaint Centre 736-5500 Centre for International & Security Studies (YCISS) 3rd Floor, York Lanes 736-5156 Centre for Jewish Studies, 260 Vanier 736-5823

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9.0 Resource Quicklist Graduate Programs

Centre for Practical Ethics, 102 McLaughlin 736-5128 Centre for Public Law & Public Policy, 409 N Osgoode Hall Law School 736-5515 Centre for Refugee Studies, 322 York Lanes 736-5663 Centre for Research in Earth & Space Science (CRESS) 249 Petrie 736-5247 Centre for Research in Earth & Space Technology (CRESTECH) 4850 Keele St. 665-3311 Centre for Research in Mass Spectrometry 124 CCB ext 77860 Centre for Research on Work & Society, 276 York Lanes 736-5612 Centre for the Study of Computers in Education, S869 Ross 736-5019 Centre for Vision Research, 103 Farquharson Building 736-5659 CERLAC (Centre for Research on Latin America & the Caribbean), 240 York Lanes 736-5273 Human Performance/Fitness Lab 736-5794 Institute for Social Research, 242A Schulich School of Business 736-5061 Institute for Leadership Development (ILD) 1810-2 Assiniboine ext 88704/650-8081 Institute on Achievement & Motivation, 127 Founders ext 66931 Instructional Technology Centre 041D Central Square 736-5065 Joint Centre for Asia Pacific Studies (JCAPS) 270 York Lanes 736-5784 Lamarsh Centre for Research on Violence & Conflict Resolution, 217 York Lanes 736-5528 Multimedia Language Centre, Faculty of Arts, S117 Ross 736-5197 Research Centre for Infancy Studies, Infancy Centre, 161 Central Square ext. 30110

Graduate Programs

Administrative Studies Program, Faculty of Graduate Studies, 107K SSB 736-5059 Art History Program, Faculty of Graduate Studies, 256L CFA ext 736-5533 Atkinson College, Student & Academic Services, Office of, Atkinson 123 736-5222 Business Administration Program, Faculty of Graduate Studies, 106 SSB 650-8089 Chemistry Program, Faculty of Graduate Studies, 124 CCB 736-5246 Communications & Culture, Faculty of Graduate Studies, 313 Calumet Computer Science Program, Faculty of Graduate Studies, 125 CCB ext 66183 Dance Program, Faculty of Graduate Studies, 240 CFA 22127 Earth & Space Science Program, Faculty of Graduate Studies, 249 Petrie 736-5247 Economics Program, Faculty of Graduate Studies, 1120 Vari Hall 736-5323 Education Program, Faculty of Graduate Studies, S865 Ross 736-5018 English Program, Faculty of Graduate Studies, 215 Stong 736-5387 Environmental Studies Program, Faculty of Graduate Studies, ext 66453 Film & Video Program, Faculty of Graduate Studies, 224 CFT ext 22174 French Studies, Faculty of Graduate Studies, 242 YH 487-6811 Geography, Graduate Program in, S410 Ross 736-5106 German and European Studies Diploma Program, Faculty of Graduate Studies, 230 York Lanes ext 40029 History Program, Faculty of Graduate Studies, 2172 Vari Hall ext 66981 Interdisciplinary Studies Program, Faculty of Graduate Studies, S717 Ross ext 77402 International MBA, Faculty of Graduate Studies, 228 SSB 736-5059 International Security Studies Diploma Program, Faculty of Graduate Studies Kinesiology and Health Science, Graduate Program in, 338 Bethune College 736-5728 Languages, Literatures & Linguistics, Dept of, Faculty of Arts S561 Ross graduate Program 650-8046

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9.0 Resource Quicklist Campus Resources

Latin America and Caribbean Studies Program, Faculty of Graduate Studies 240B York Lanes ext 60311 Law Program, Faculty of Graduate Studies, 413 OSGH 736-5046 Mathematics and Statistics Program, Faculty of Graduate Studies, N520 Ross ext 33974 Music Program, Faculty of Graduate Studies, 225 Winters ext 77122 Philosophy Program, Faculty of Graduate Studies, S426 Ross ext 77583 Physics & Astronomy, Faculty of Graduate Studies, 128 Petrie 736-5249 Political Science Program, Faculty of Graduate Studies, S672 Ross ext 88825/736-5264 Psychology Program, Faculty of Graduate Studies, 297 BSB 736-5290 Public Administration Program, Faculty of Graduate Studies 226R SSB 736-5059 Refugee & Migration Studies Program, Faculty of Graduate Studies , 317 York Lanes ext 20562 Schulich School of Business SSB 106 736-5060 Social & Political Thought Program, Faculty of Graduate Studies, 2054 Vari 736-5007 Social Work Program, Faculty of Graduate Studies, 2029 Kinsmen ext 77297 Sociology Program, Faculty of Graduate Studies, 2075 VARI 736-8036 Theatre Program, Faculty of Graduate Studies, 326 CFT ext 22204 Translation Program, Faculty of Graduate Studies, 241 York Hall Visual Arts Program, Faculty of Graduate Studies, 256L CFA 736-5533 Womens Studies Program, Faculty of Graduate Studies, S712 Ross 650-8144

Campus Resources
Able York, 429 Student Centre ext 20492 Admissions & Recruitment, Office of, 150 Atkinson 736-5536 International Student Recruitment & Admission 736-5825 Advising Centre, Faculty of Arts, S319 Ross 736-5294 Bethune Writing Centre, 205 Bethune 736-5164 ext 22035 Career Services, N108 Ross 736-5351 Centre for Academic Writing, Faculty of Arts, S329 Ross 736-5134 Centre for Human Rights & Equity, 108 Central Square 650-4823 Childcare, Student Centre 201 Student Centre 736-5959 ext 30102/3 Community & Legal Aid Services Program (CLASP) ext 33143 Computer-Assisted Writing Centre (CAWC), 530 Scott 736-5376 Computing and Network Services (CNS) T103 Steacie Science Building 736-5257 Convocation Office, 104 Central Square 736-5325 Counselling & Development Centre (CDC), 145 BSB 736-5297 Disabilities, Office for Persons with, 109 Central Square 736-5140 Fine Arts Advising, 213 CFA 736-5135 Lost & Found Office, N101 Ross ext 33369 Native/Canadian Relations, 217 Lumbers ext 70328 Occupational Health & Safety (DOHS), Dept of, C37 EOB 736-5491 Office of the Registrar, Suites A, B, C, WOB 736-5440 Park & Transportation Services, Suite D EOB 736--5335

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9.0 Resource Quicklist Undergraduate Departments

Psychological Services 736-5297 Registrars Office, Suites A, B, C, West Office Building, 736-5440 Sexual Assault Survivors Support Line (SASSL) crisis line 650-8056 information line 736-2100 ext. 40345 Student Security & Parking Services 736-5454 Security (Emergencies only) 736-5333 or 33333 Sport Injury Clinic, Tait McKenzie ext 77209 Volunteer Centre B449 Student Centre ext 33576 Wellness Centre, 252 Vanier ext 33898 York Association of Mature Students (YAMS) Winters, Rm 138 ext 33546 York English Language Test (YELT) 150 Atkinson 736-5599 York International, 108 Vanier College 736-5177 York Telephone Directory ext 22786 York Womens Centre 328 Student Centre ext 33484 Yorkcard Office Suite D WOB 872-9675/736-5614

Undergraduate Faculties, Departments & Programs

African Studies Program, Faculty of Arts, 217 Founders ext 66920 Anthropology, Dept of, Faculty of Arts, 2054 Vari Hall 736-5261 Atkinson College, Student & Academic Services, Office of, Atkinson 123 736-5222 Biology, Dept of, Faculty of Pure & Applied Science, 247 Farquharson 736-5243 CERLAC Diploma Program in Latin American & Caribbean Studies, 240 York Lanes 736-5237 Chemistry, Dept of, Faculty of Pure & Applied Science, 124 CCB 736-5936 Classical Studies Program, Faculty of Arts, 210 Vanier 736-5910 Coaching Certificate Program, 323 Stong College 736-5065 Communications Department, N926 Ross ext 33160 Computer Science, Dept of, Faculty of Pure & Applied Science 126 CCB 736-5872 Creative Writing Program, Faculty of Arts, 210 Vanier 736-5910 Earth & Atmospheric Science, Dept of, Faculty of Pure & Applied Science, 101/102 Petrie 736-5245 East Asian Studies Program, Faculty of Arts, 030C Founders ext 33556 Economics, Dept of, Faculty of Arts, 1144 Vari Hall 736-5083 Education, Faculty of, S836 Ross 736-5002 English as a Second Language Program, Faculty of Arts S319 Ross 736-5022 English, Dept of, Faculty of Arts, 208 Stong 736-5166 Environmental Studies, Faculty of, 355 Lumbers 736-5252 Fine Arts, Faculty of, 212 CFA 736-5136 Fine Arts Cultural Studies, 279 Winters 736-5822 Dance, Dept of, 240 CFA 7365137 Design, Dept of, 283 Winters 736-5885 Film & Video, Dept of, 224 CFT 736-5149

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9.0 Resource Quicklist Miscellaneous Resources

Music, Dept of, 225 Winters 736-5186 Theatre, Dept of, 318 CFT 736-5172 Visual Arts, Dept of, 232 CFA 736-5187 Fitness & Exercise Counselling Certificate Program 736-5794 ext 77231 French Studies, Dept of, Faculty of Arts, N727 Ross 736-5086 Geography, Dept of, Faculty of Arts, N417 Ross 736-5107 History, Dept of, Faculty of Arts 2140 Vari Hall 736-5123 Humanities, Division of, Faculty of Arts, 262 Vanier 736-5158 Information Technology Program, Faculty of Arts N602 Ross ext 22647 Kinesiology and Health Science, Undergraduate Program in, 333 Bethune College 736-5807 Labour Studies Program, Faculty of Arts, S741 Ross ext 66272 Languages, Literatures & Linguistics, Dept of, Faculty of Arts S561 Ross ext 88740, Linguistics ext 88738 Latin American & Caribbean Studies, Faculty of Arts, 217 Founders ext 66920 Mass Communications Program, Faculty of Arts, 301 Calumet 736-5057 Mathematics & Statistics, Dept of, Faculty of Arts, N520 Ross 736-5250 Ontario/Baden-Wuerttemberg University Student Exchange Program, 230V York Lanes ext 40006 Osgoode Hall Law School 736-5030 Philosophy, Dept of, Faculty of Arts, S428 Ross 736-5113 Physics & Astronomy, Dept of, Faculty of Pure & Applied Science, 128 Petrie 736-5249 Political Science, Dept of, Faculty of Arts, S672 Ross 736-5265 Psychology, Dept of, Faculty of Arts, 209 BSB 736-5115 Pure & Applied Science, Faculty of, 736 5085 Religious Studies Program, Faculty of Arts, 210 Vanier 736-5910 Schulich School of Business SSB 106 736-5060 Social Science, Division of, Faculty of Arts, S748 Ross 736-5054 Sociology, Dept of, Faculty of Arts, 2060 Vari Hall 736-5015 Sport Administration Certificate Program, 323 Stong College 736-5402 Sport Therapy Certificate Program, 323 Stong College 736-5402 Urban Studies Program, Faculty of Arts, 301 Calumet 736-5057 Womens Studies 650-8144

Other Resources
Art Gallery of York University (AGYU), N201C Ross 736-5169 Athletes Care Sports Injuries Clinic on Campus 736-5991 Awards, Suite D, W.O.B. 736-5614 Bookstore (Glendon Hall) 487-6702 (York Lanes)736-5024 ext 40747 Canadian Woman Studies Journal 212 Founders 736-5356 Creative Arts Students Association (CASA) ext 20205 CHRY Radio, 413 Student Centre 736-5293 Excalibur, 420 Student Centre 736-5239 Existere literary and arts journal, 027 Vanier ext 22829 Fitness York, Bethune College 736-5794 Law Journal, Osgoode Hall Law School 736-5354

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9.0 Resource Quicklist Undergraduate Colleges

Library, Scott, General Inquiries 736-5100 Library, Archives and Special Collections, 305 Scott 736-5442 Library, Business & Government Publications 113 SSB 736-5139 Library, Law, 024 Osgoode 736-5205 Library, Map 102 Scott ext 33353 Library, Sound and Moving Image Library, 125 Scott 736-5508 Library, Steacie Science, 102 Steacie 736-5084 Library, Nelie Langford Rowell (Womens Studies Library) 204 Founders ext 33219 Lost & Found, N101 Ross ext 33369 Philosophy of the Social Sciences Journal, S439A Ross Printing Services, 163A Central Square 736-5527 Sport York 736-5183 Student Accounts, Suite D, WOB 872-9675/736-5614 Student Affairs, Office of, 103 Central Square 736-5940 (double check) Student Clubs & Organizations 736-5144 Student Copy Centre 163 Central Square ext 70300 Student Financial Services, Office of, (OSAP and General Enquiries) Suite D WOB 872-9675 Student Housing Services 736-5152 Student Peer Support, A449 Student Centre 736-5494 Student Security Escort Service (Keele) 736-5454 (Glendon) 487-6799 York Federation of Students (YFS) 336 Student Centre 736-5324 ext 22515

Undergraduate Colleges
Atkinson, Student & Academic Services, Office of, Atkinson 123 736-5222 Bethune College 736-5164 Calumet College, 235 Calumet 736-5098 Founders College, 216 Founders 736-5148 McLaughlin College, 226 McLaughlin, 736-5128 Stong College,736-5132 Vanier College, 254 Vanier 736-5192 ext 22323 Winters College, 650-8199

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10.0 Feedback Form

This handbook is a work in progress, and as such, we would like to have your feedback and comments in order to help us with the further development of this resource. Please complete this form and return it to York International, 108 Vanier College, or fax it to 736-5176 to the attention of International Student Services and Programmes. It is hoped that this book has been a good resource for you, please help us make it even better. Please answer the following with brief statements: 5. What relevant content (if any) should be added to the next version of this handbook? _____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ 6. What changes (if any) should be made to the general organization of this handbook? (ie. Order of articles, and organization of sections.) ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ ____________________________________________ Please turn over ------->

Please circle the most relevant choice for each of the following: 1. Are you: a) A new ITA b) A continuing ITA c) Planning to become an ITA

2. What was your overall opinion of this guide? a) An excellent resource. b) A good resource. c) A poor resource.

3. In terms of the content, how did this ITA Handbook do? a) Missing little or no relevant content. b) Missing some relevant content. c) Missing a lot of relevant content.

4. In terms of the structure and layout, how cohesive was this ITA Handbook? a) Very cohesive. Order of articles seemed very appropriate. Sections were very well organized. b) Cohesive. Order of articles was fairly good. Sections were fairly well organized. c) Incohesive. Order of articles was poor. Sections were not well organized.

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Do you have any additional comments regarding the ITA Handbook? _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ _____________________________________________________________________________________________________ Your input is important to us, and if you dont mind, wed like to record your name, department, telephone, and email so that we can contact you regarding future updates to this book. Name __________________________________________________________________ Department _____________________________________________________________ Telephone ______________________________________________________________ Email __________________________________________________________________ Please Return to York International, 108 Vanier College. Or fax to 416-736-5176 to the attention of International Student Services and Programs.

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