Success Strategies for Graduate Teaching Assistants

The answers to those questions will change over time, but thinking about how to answer them will lead you toward a path of development that has proved productive for teachers in many challenging contexts: reflective practice (Benedetti et al., 2023). Developing skills as a novice teacher doesn’t have to be “hard work”—it can happen with simple, common-sense moves like talking to colleagues or giving yourself a few moments to think about your teaching and to process recent experiences. A few ideas for incorporating reflective practice in manageable doses:

For example, something as simple as “How did that lab feel for you?” on an exit ticket can help you make informed choices before the next session.

Ask a friend, colleague, or advisor for their take on a teaching question or a situation that came up in class. Chatting about questions and discussing the successes and challenges of your teaching has many benefits. Talking with others about your teaching can mitigate stress, lessen anxiety, and often leads to helpful insights. Simply asking a question is evidence of productive reflection on your part—your brain will continue working on it even after you have stopped giving the issue your full attention. Also, there’s no “extra work” like reading or writing involved!

Write a sentence or two for yourself on a Google doc after each class. You can revisit your thoughts and reactions to the session when you aren’t feeling busy or tired. Looking back at the end of the term may also give you valuable (and heartening) information about how far you and your students traveled together.

Think of one small goal or objective before each class, then check in with yourself at the end to see if you accomplished it. Some teachers do this with their students, but your goal doesn’t have to be about their learning outcomes. It could be I will move around the room more or I will allow a longer silence before I jump in with the right answer.

GTAs looking to improve their work-life balance can practice setting and maintaining boundaries around how and when to decline extra work. They can also work on challenging their inner perfectionists, relying on their support networks, asking for help when needed, and extending grace to themselves when they make mistakes.

Take time away from academia, get enough sleep, access PSU’s Basic Needs Hub, take breaks during work hours, and practice at least one self-kindness a day.

Some tasks have higher stakes than others, and GTAs can learn how to expend energy on those that have the most impact. Knowing how to identify one’s own priorities and resource use in relation to the magnitude of a task’s outcome is a valuable skill.

Take breaks from work communications and screen time.

Seek support from peers and mentors for tips on balancing workload.

Access counseling at The Center for Student Health and Counseling (SHAC).

Learn to identify and manage anxiety/stress triggers. The first step to managing stress and anxiety is understanding what areas of your life cause them to increase. Try a worksheet to identify triggers, do some journaling, or talk with loved ones about what impacts your emotions. Once you’ve identified stressors, you can take steps (like boundary-setting, expressing your feelings, and self-care) to mitigate their impacts.

Studies show that caring for your physical health has a positive impact on mental wellbeing and resilience. Many GTAs at PSU experience food insecurity, which can negatively impact cognition. Students can access the PSU food pantry located in the basement of Smith Memorial Student Union for free and as regularly as they wish. There are many resources available for finding nutrient-dense foods, cooking on a tight budget, and cost-saving grocery shopping. Also make note of PSU’s Basic Needs Hub.

If you’re unsure how to create community, check out the PSU clubs website for an extensive list of student organizations and events as well as cultural resources and support programs for students. Resources (not affiliated with PSU) for making friends in the city can be found here. Consider also joining Employee Resource Groups at PSU.

Practice attunement to your bodily needs, prioritize health, acknowledge when support is needed, and attempt to reduce cognitive load.

The academic profession is changing rapidly, creating a unique dynamic between GTAs, advisors, and the discipline itself. While advisors have a responsibility to offer authenticity, identity affirmation, and open conversation, there are steps graduate students themselves can take to cultivate positive, collaborative relationships:

Having a supportive peer network can alleviate feelings of isolation and empower teaching assistants to navigate complex power dynamics with greater confidence and resilience. Peer consultation can look like regular group discussions, seeking advice from experienced colleagues, and participating in peer mentorship programs.

This proactive approach encourages transparency and mutual respect, and it enables teaching assistants to advocate for their needs and navigate power dynamics more effectively. These discussions can look like scheduling dedicated meetings to address these topics, using specific examples to illustrate each person’s concerns, and proposing collaborative solutions to foster a more equitable academic environment.

Establishing a shared understanding of key concepts ensures alignment on expectations and academic goals, which can reduce potential conflicts arising from miscommunication. Some strategies include jointly developing course syllabi, engaging in regular meetings to discuss instructional strategies, and aligning on assessment criteria and teaching goals.

Studies show that “leaving work at work” can greatly reduce burnout and increase professional performance. Maintaining clear boundaries helps GTAs assert their professional and personal limits and prevent potential overreach by their faculty advisors. This practice helps foster a respectful working relationship. Some strategies include setting and communicating specific work hours, establishing clear expectations for response times to emails, and delineating the scope of their responsibilities in written agreements.

Maintaining connections outside of the university allows GTAs to gain diverse perspectives and support while reducing reliance on their faculty advisor for validation and guidance. Some strategies include participating in local professional organizations, volunteering for community service projects, and attending conferences and workshops beyond their academic institution’s.

There are many smaller, more accessible steps that students can take, such as regularly updating their CVs, accessing job-support resources at PSU, and reaching out to potential mentors or employers. Those looking for more in-depth professional development can investigate micro-credentialing programs, attend professional conferences or networking events, and work to build their resume skills.

Regularly check CV for updated accuracy, create a template for a cover letter, and reach out to potential references.

Reach out to network with potential mentors/employers within the community. There are often career-building events, job fairs, and other networking events held at PSU.

Join the CTC program to build teaching skills, access the PSU career center, or seek support from advisors for professional development in your specific field.

NACE guidelines share the following skills as important for career development: self-development, critical thinking, equity and inclusion, leadership, professionalism, teamwork, and technology literacy. Consider connecting with PSU Career Services for Students.