<p>Hey all, </p>
<p>I'm going to be a GSI this fall but have a slight problem... I never actually had GSIs/TAs in any of my undergrad classes so I'm unsure of what makes for a "good" GSI. </p>
<p>What are some things you've liked about your GSIs? Some things you've hated? Any just general tips? I want my students to actually get something out of the class so I want to be an effective GSI. I will have my own section(s) so I do have to do some relatively independent teaching. </p>
<p>It's also kind of weird because I'm GSI-ing in a department/field that is completely different from what I'm studying so I don't even really have others I can ask about their experiences lol. </p>
<p>TIA! </p>
<p>Good for you. My son would say if you speak English that is understandable that’s a bonus point or two or three. My son would say if you have “office hours” or say you are available at such and such a place at such and such a time, to please be there. He would say “please read your e-mail” at least once a week :-)</p>
<p>Thank you and thank you for your “son’s” feedback 
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<p>I think my English is understandable (most days…). I am already a manager of over a dozen undergrads on an M-Cubed project and I pride myself on answering emails quickly and being available for my researchers. I fully intended on being just as engaged with my students. Plus we’re required to have office hours so that’s not a problem.</p>
<p>What course are you going to be a GSI for? I think different subjects have different requirements for being a “good” GSI.</p>
<p>I’d rather not give that away. I will say it’s a history course not in the history department. It’s an upper level writing course with about 100 people. </p>
<p>That’s enough info for me to not be of any help lol. Can only really speak on math/science/engineering GSIs. I’d say generally, try to be relate-able to the students; everyone wants to get the cool GSI. Be clear about expectations for quality of work and participation. If it fits in your schedule, review sessions for exams are really helpful, and I always appreciate when GSIs do them.</p>
<p>Thanks for the tips :). </p>
<p>It’s an all papers-based course (no exams) so I’ll modify that a bit and make sure I have extra office hours before the papers are due. I think they’re only required to write 3-4 papers so they’re all pretty major papers. </p>
<p>Be consistent. I had a GSI that would tell me my papers were pretty good during office hours and then she would destroy them when they were turned in. If the paper sucks, tell the person it sucks, and give clear and concise ways to fix it. </p>
<p>I had a paper based course last semester and my professor would just go crazy with her red pen during office hours and I had to rewrite every paper from scratch at least once. It sucked, but every finished paper was darn good when it came time to submit them and I feel as though the course really improved my writing.</p>
<p>You’ll be busy with other stuff but try to re-read the assignments on the syllabus the same week your students are getting to them, even if you know the sources cold. That will help you refresh your memory on the bits of the material that tend to confuse undergrads and prepare you to answer the questions they’re most likely to have in class. </p>
<p>Definitely will, SOG. While I’m familiar with the topic, I haven’t read the specific readings so I will definitely be reading them along with the undergrads. </p>
<p>I have to take a 900-level writing class because I’m a GSI for an upper level writing requirement class so that will hopefully be very helpful. </p>
<p>Fatsquirrel, I will definitely try. One of the things the professor said is that we should purposely give low grades for the first paper because you are required to rewrite every paper except the final one and the 2nd score essentially replaces the first paper’s score. I don’t know exactly how I’ll deal with that because I’m one of those students that if I get a low grade, I’m not likely to read the feedback. That, for me, will probably be the most difficult part- giving a low-ish grade. I’m very good at giving feedback though. I’m one of those red-pen crazy people but you will have some polished writing skills afterwards 
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<p>^start with the sentence "This would have been an A had you…(done x, y, z). That may hold their attention ;)</p>
<p>My daughter has had good experiences with her GSI’s at U-M. She had one course in particular where there was a difficult prof and she developed a good relationship with the GSI which took a dreadful class and made it manageable. The GSI was able to bridge the gap between the intellectual academic and the student. I’m sure you’ll will be a great GSI.</p>
<p>Thanks all. So far, so good I think. My section is <em>super</em> small and I’ll have my first section later this week. I’ve already met two students in the section and had a nice chat with them. </p>
<p>Now I just need to work on actually finding and arranging my office… </p>
<p>Know the material. Almost all GSIs do, this usually isn’t a problem, but there’s been a couple I’ve had…</p>