Teaching How-to: Chapter 2.1: Getting Ready to Teach

Envision Yourself as an Instructor 

Take time to reflect on your values, goals, and teaching style, whether you’re a Teaching Fellow (TF) or Part-Time Acting Instructor (PTAI). For TFs, this includes understanding your rights and having a conversation with your assigned faculty that clearly defines the responsibilities you are willing to shoulder. For PTAIs, this means thinking about your course objectives and which materials and activities you want to assign to help students reach those goals. 

The questions below serve as a good starting point for thinking about how you envision yourself as an instructor. This section will help you examine your role by reviewing your formal responsibilities, considering how your identity shapes your teaching, and reflecting on your values. As you read, try articulating your goals and teaching style, recording them either in private or shareable notes. These reflections can guide interactions with your students and prepare you for meetings with the rest of your teaching team or department. 

Teaching Values, Philosophy, and Persona 

Consider what kind of teaching persona you want to adopt. Taking a moment to reflect on your past teaching and learning experiences can help you answer these questions. 

Step 1: Identify Your Values

• Think about your favorite instructor or course as a student. What made them stand out? 
• Think about your least favorite instructor or course as a student. What didn’t work for you, and why? 
• Think about an instructor or course you learned the most from. What made this experience particularly effective? 
• Think about an instructor or course you learned the least from. What aspects of the instructor or course hindered your learning? 
• What qualities from these experiences do you want to incorporate into your teaching? 
• What qualities do you want to avoid in your teaching?
• What strengths do you want to help your students develop? 
• What challenges do you want to help your students overcome?
• If you’ve taught before, what was one of your favorite or most successful teaching moments? What made it work? 
• If you’ve taught before, what was one of your most uncomfortable or challenging  teaching moments? What made it difficult, and what might you change next time?

Drawing from your answers to the previous questions, identify key values you hope to reflect in your teaching practice. 

Here are some examples to help get you started:

Acceptance Accessible Approachable Authentic Autonomy Available Balance Belonging Bravery Care Casual Clear Cohesive Compassionate Competent Comfortable Confident Considerate Courteous Creative Critical Curiosity Dedicated Dependable Determined Diplomatic Direct Discovery Diverse

Efficient Empathy Empowering Encouraging Energetic Excited Equitable Fair Focused Forgiving Flexible Fun Generous Genuine Giving Grounded Growth Harmonious Helpful Honesty Hopeful Humble Humility

Imagination Innovative Ingenuity Inspiring Insightful Involved Integrity Joy Justice Kindness Knowledgeable Leadership Love Logic Motivated Meaningful Mindful Modest Neat Neutral Nurturing

Observant Objective Openness Optimism Organized Patience Peaceful Personable Perseverance Playful Pleasant Proficient Quality Quick Radical Realistic Reasonable Relaxed Reliable Resilient Resourceful Respect Responsible

Safe Secure Selfless Serious Sincere Spontaneous Straightforward Supportive Sympathetic Teamwork Thoughtful Tolerance Transparent Trustworthy Understanding Unity Unique Variety Vigorous Vigilant Vulnerable Warmth Welcoming Willing Wisdom Wonder Yearning Zealous

Step 2: Put Your Values into Practice

Once you’ve identified your values as an instructor, it’s time to apply them in the classroom. Reflect on the following aspects of your teaching practice; how can you implement your values in each of the following areas? 

1. Attendance policy
2. Participation
3. Learning objectives
4. Course content
5. Assessments
6. Grading
7. Feedback

Step 3: Define Your Teaching Persona

Your teaching persona is just as important as your teaching practice: it’s the presence you want to bring to the learning space. While the idea of a “persona” might suggest something different from your day-to-day self, it’s better understood as a set of choices informed by your teaching values. In other words, how does your behavior in the classroom embody what you believe about teaching? Consider these questions as you define your teaching persona: 

• How do you want your students to perceive, describe, and refer to you? For example, by your first or last name. 
• Where will you position yourself in the classroom? Will you sit, stand, pace, or move between spaces? 
• Will you speak and dress formally or informally?
• If students visit your office, how will you create a welcoming space through its setup or decor?

Step 4: Bring It All Together

Now that you have answers to the above questions, use them as a guide to describe your ideal classroom and teaching environment in a page or less. The most important part of this exercise is to be honest about what feels authentic and comfortable for you as an instructor. Your perspective will likely evolve over time as you gain more experience and as you teach in different institutions or departments. 

If you pursue an academic career, you will likely need to prepare a document known as the “Teaching Statement” or as “Statement of Teaching Philosophy.” Aside from introducing yourself as an instructor to potential employers, this statement is a personal, living document which you can revisit throughout your teaching journey. Use it when drafting policy sheets, introducing yourself to students, setting objectives, designing and grading assessments, or soliciting feedback. 

Regularly check in with your students and yourself to ensure your teaching practices align with your described values. If they don’t, consider whether your values have shifted or if your practices need adjustment. There’s no single right way to show up in the classroom, so taking the time to check in with yourself will help you make sure that your approach remains intentional. 

Identity and Positionality 

Positionality refers to how we are situated in relation to various social identities, such as gender, race, class, ethnicity, ability, and geographical location (Alcoff, 1988). The intersection of these elements shapes how we engage with the world, including our knowledge, perspectives, and teaching practices. As individuals and as instructors, we occupy multiple identities that are fluid and dialogical, contextually situated, and continuously amended and reproduced.

Below are some questions adapted from Christine Harrington (2022), to help you understand how your lived experiences affect your positionality as an instructor. As you answer these questions, think about how your answers inform your teaching values and persona:

• What groups—race, gender, sexual orientation, age, social class, religion, ability and so on—do I identify with?
• What type of training and experiences do I have? How have they shaped who I am as a professional, and how might they positively or negatively affect those who enter my classroom?
• What are my beliefs and values, and how do they impact my professional life? 
• In what ways do my identities represent privilege or marginalization, and how might they compare to those of my students? How might I be engaging in actions that marginalize or discourage students from doing or exploring certain things? What actions can I take to promote student success for everyone in my classes?

Answering these questions may lead you to rethink some of your previous insights. What matters is that you now have a greater awareness of how your identity and experiences impact your positionality as an instructor. Sharing some or all of these aspects with your students from the beginning of the semester can help build connections. You can do this via a positionality statement or in your introductory slides on the first day. How much or how little you share is up to you! While this is a vulnerable practice, it can also be a vital step in fostering a trusting relationship with your students.

TF Rights and Responsibilities

Knowing your rights and responsibilities as a TF or PTAI—including those outlined by the Teaching Fellow Program and the graduate worker union—will help you better advocate for your needs and the needs of your peers. At Yale, the union is called Local 33, and represents graduate student teachers and researchers. The contract includes many policies relevant to TFs, such as workload and leave expectations, grievance procedures, benefits, and stipend information, and a summary can be reviewed here. Make sure you review the Teaching Fellow Program website for the following information:

• Teaching Fellow Levels and Types
  • Time commitments
  • Responsibilities
• Teaching Fellow Funding 
  • Funding categories and respective stipend per semester
• Teaching Fellow Program Policies 
• Teaching Fellow Requirements 
• International Students and Graduate Teaching 
• Teaching Fellows Program Hotline 

Connect with the Lead Instructor and Teaching Team

If you’re not the lead instructor, try to schedule a meeting with them—either one-on-one, or with the full teaching team—at least two weeks before the beginning of the course. If possible, get a copy of the syllabus, assignments, tests, and any other course materials before you meet. Make sure you have access to the Canvas site or other learning management system (LMS). If you can’t obtain these materials before the meeting, consider scheduling a follow-up so you have enough time to review the materials and get your questions answered. This meeting is also a great opportunity to discuss your own teaching goals, including what skills or experiences you hope to gain as a TF or PTAI and how the lead instructor or teaching team can support your development over the semester.

If you’re a PTAI, you’ll likely have a course director who convenes meetings with you and other instructors of the same course or department. This person can be a good resource if you have questions or challenges related to your teaching and they may also be able to connect you with other PTAIs experiencing the same or similar issues.

Course Goals

If you’re a TF, discuss the course goals with the lead instructor and teaching team. Being clear about goals will help you contextualize each week’s learning objectives and outcomes in the greater scheme of the semester. In case the lead instructor doesn’t provide weekly objectives, understanding the course goals is crucial to ensure you guide students with appropriate objectives, assessments, and section content. See Ch 3.1, “Preparing for Class: Principles and Frameworks”, which introduces backward design and the process of crafting effective learning objectives.

If you’re a PTAI, there may be predefined course goals each instructor is expected to meet in their own way, or you may be responsible for drafting your own objectives (often with certain restrictions). Whether or not these goals have been written down, it can be useful to discuss the ways in which your approach intersects with or diverges from those of your colleagues. This can help you clarify your own thinking and methodologies.

Managing Expectations Across Multiple Course Sections

In a large teaching team with multiple TFs, clear communication among you and your fellow instructors is essential for aligning expectations. These expectations can include preparation time, section objectives, formative assessments, learning activities, handouts, worksheets, problem sets, rubrics, study guides, and grading. 

Being transparent about teaching standards and guidelines is vital for equity across sections, ensuring that as many students as possible acquire the necessary knowledge and skills for class-wide assessments. TFs must also ensure an equitable distribution of time and labor inside and outside the classroom. 

For more guidance about grading and assessments, see Ch. 5.1, “Assessments,” and Ch. 5.2, “Grades and Grading.”

Questions for the Teaching Team

Below are some examples of questions you may want to ask the lead instructor, course director, and the rest of the teaching team at the beginning and throughout your semester of teaching: 

• What do you enjoy most about teaching this course? Are there any challenges or aspects you find less engaging? 
• What motivated you to teach or TF for this course?
• Do you have any advice for the first day? If you were leading a section, how would you approach it? 
• What materials, activities, or strategies do you use in sections?
• What are the course policies on attendance, participation, and late work? How much flexibility do I have in setting my own policies? 
• What are the key takeaways you want students to gain from the section?
• Do you have any teaching materials (activities, examples, problems), assignments, or assessments (exams, paper topics) that I can reference for inspiration?
• Are copies of the textbook or other required materials available through the department or the library? (Before asking this question, keep in mind that publishers often provide desk copies—copies of a textbook that are free for instructor review. You can find these on their websites.) 
• How much autonomy do I have over the design of the class or section? Are there shared expectations or norms I should follow? 
• How can this TF assignment support my broader professional and teaching development goals? Are there specific skills I should focus on, and how can the lead instructor help me develop them?
• How frequently will instructors and/or the teaching team meet? 

Get to Know Your Students

Before the semester begins, it’s a good idea to learn as much as you can about your students.  Take a look at the LMS to find out their names, pictures, class year, and major or department. Some systems also allow students to record a pronunciation of their name.

While this information is a great starting point, it doesn’t cover everything you may need in order to understand your students as people and learners. Gathering insights about your students early on will help you design more engaging content and activities tailored to their needs. Consider sending a pre-class survey via Google forms, Canvas, or your LMS, or have students complete a short questionnaire during the first session. These can be anonymous or non-anonymous, depending on your goals and strategies for the classroom.

Be transparent about how you’ll use this information so students feel comfortable sharing. The responses can help you strategize about ways to build a strong learning community from day one. 

If you’re a TF planning to distribute a pre-class survey, check with the lead instructor about making it a graded assignment or counting it toward participation. You can frame it as a metacognitive pre-assignment or a benchmark for tracking student progress throughout the semester. 

Below are a few topics you can include. You may not want or need to use every question—choose what will be most useful to you, your students, and the teaching team.

Names and Pronouns

Regardless of what’s listed in the LMS, ask students about their preferred name, pronunciation, and pronouns. Official records don’t always reflect how students refer to themselves, and this can help clarify if they use a nickname, go by their middle name, or have a double name (e.g., Mary Anne, Jean-Paul). 

If you’re not sure how to pronounce a student’s name, ask them. You can also ask students to provide a phonetic spelling or recording of their name online; if you opt to do this, make sure to offer step-by-step instructions for both phones and computers.

Names and pronouns are integral to a student’s identity and will be used in every class session. As an instructor, prioritizing correct pronunciation and respectful language sets a standard for an inclusive and supportive learning environment. 

Demographics and Background

Students’ demographics and backgrounds can be sensitive topics, especially in an educational context. Give students space to share by asking open-ended questions that let them volunteer as much or as little as they choose, including opting out entirely. This approach gives students control over their own narratives. 

Leading by example can show a willingness to be open without creating an obligation. Sharing a bit about yourself first, without pressure or expectation, can make it easier for students to share. They may find something in your response that resonates with them, creating a sense of community.

Here are some example questions for you to consider asking your students: 

• Is there anything about your life that you think would be helpful for me to know as your instructor? (This might include aspects of your cultural background, hometown, language experience, education, or upbringing.)
• Are there any challenges you’ve faced that you’d like me to be aware of? 
• What should I or our learning community keep in mind about how you learn or work in an academic setting?
• What aspects of your life, interests, or way of thinking do you hope to contribute?
• Are there any rules, boundaries, or policies you’d like to see reflected in our group agreement for discussions and group work? 

Even if you choose to learn more about your students in a more casual way, the questions above are good for you to keep in mind when drafting certain types of assignments or meeting with students in office hours. 

Student Preparation

Every student brings a different set of experiences and backgrounds to the classroom. Some may have had a lot of exposure to or practice with the course material, while others may be encountering it for the first time or learning it in a new way. Instead of making assumptions, it’s best to ask students directly about their level of preparation, whether it’s an introductory or advanced course. 

Beyond academic content, students may also encounter what’s sometimes called the hidden curriculum—the unspoken or implicit expectations, norms, and practices of academia that aren’t always explicitly taught. For example, students may be unsure how to navigate office hours, interpret feedback, or use certain resources effectively, especially if these norms weren’t emphasized in their prior educational experiences. While these elements may feel like second nature to experienced instructors, they can be unfamiliar and intimidating for students. Acknowledging and addressing the hidden curriculum can help level the playing field and create a more equitable learning environment. 

Remember that asking students about prior experiences can sometimes trigger impostor stress (often called imposter syndrome), so it’s important to frame neutrally and use open-ended prompts. This not only helps you learn more about your students but also encourages metacognitive reflection, helping them become more aware of their learning processes.

As above, here are some example questions you might want to think about asking your students early on in the semester:

• Have you had any prior experience with this course’s content? (This can include lived experiences, internet rabbit holes, museum visits, social media, summer sessions, unofficial courses, official courses.) If so, please describe. 
• What skills do you think you’ll need in this course?
• What technology do you anticipate using in this course?
• What do you think would be helpful to know before starting this course?
• What do you hope to learn?
• What do you think will be the easiest and most challenging parts of this course?
• Are there any academic resources or skills you’d like to learn more about?

Student Interests and Motivations

Students enroll in a course for different reasons. For some students, the class may be a requirement; for others, it could align with a personal interest. Understanding these motivations can help you tailor your class sessions with materials and approaches that excite your students and genuinely engage them in the course material. Helping students connect the material to things they care about fosters stronger investment in their learning and encourages them to apply their knowledge beyond the classroom. Recognizing the course’s relevance to students’ lives can also improve the retention of both skills and concepts. 

Questions you might choose to ask your students about their enrollment in the course include:

• Why did you choose to take this course?
• What are you most excited to learn?
• What are your goals for this class?
• What is something you’re passionate about, and how does this course connect to that passion?
• Think about your daily, monthly, or annual routine. What’s something in your life that might connect with this course? How?
• How do you like to learn about new things? (For example, reading, social media, YouTube, newspaper, magazines, conversations with friends or family.)
• What’s something you love learning about or doing outside of class? Why does it interest you? 
• How do you imagine using the things you’ll learn in this course 5, 10, or even 50 years from now?

Summary

Teaching is both an art and a science. After reading this chapter, we hope you’ve gained valuable tools to help you prepare for the semester ahead. By applying these insights, you can set a solid foundation for collaboration and engagement in your learning community. 

Works Cited

Alcoff, L. (1988). Cultural feminism versus post-structuralism: The identity crisis in feminist theory. Signs: Journal of Women in Culture and Society, 13(3), 405-436. https://www.jstor.org/stable/3174166

Harrington, C. (2022, January 25). Reflect on your positionality to ensure student success. Inside Higher Ed. https://www.insidehighered.com/advice/2022/01/26/successful-instructors-understand-their-own-biases-and-beliefs-opinion