1. Preparing Yourself for Lab Sessions:
a) Consult your supervising professor before your first laboratory about the nature of your teaching responsibilities including the details of marking assignments, and the class policy on cheating and plagiarism.
b) Familiarize yourself with the Laboratory Timetable and be clear about the dates and times of your teaching responsibilities.
c) Know the emergency and safety procedures. (See section on Classroom and Laboratory Safety.)
d) Familiarize yourself with any safety protocols that might be given you, or posted in the laboratory, e.g. list of emergency phone numbers, location of safety equipment, and procedure for handling chemicals.
e) Familiarize yourself with the laboratory rules. All labs have some "do's and don'ts" such as where to return equipment, how to keep work areas clean, method of disposal of animal waste.
f) Know where equipment and supplies are stored.
g) Determine how your teaching performance is to be evaluated and what information you might need to keep for inclusion in your teaching dossier. (See section on the Teaching Dossier.)
2. Preparing Students for Lab Sessions:
a) Familiarize your students with the Laboratory rules in a firm but friendly manner.
b) Indicate the location of first-aid kits and safety equipment, such as emergency showers and eye washes.
c) Explain to the students how their laboratory performance is to be marked and how the function of the laboratory ties in with other parts of the class.
d) Explain what kind of preparation is expected of students prior to the lab, such as reading the lab manual.
e) Indicate how attendance at labs will be handled and the policy for make-up labs, if any.
f) Explain to students what kinds of reports, if any, are expected, including the format, marking scheme, due dates, and penalties for late reports.
g) Explain to students the class policy on cheating and plagiarism as it relates to the preparation of laboratory reports. Where possible, collaboration with proper acknowledgement should be encouraged in the preparation of written reports but it is important that the problems associated with referencing and acknowledgement (such as Lab reports from previous years) be addressed. (See section on Conflicts and Resolutions.)
a) Know the objectives and purpose of the lab so that you are familiar with what students are supposed to learn.
b) If you are not familiar with lab exercises or procedures, or it has been a long time since you last performed them, complete them so that you are familiar with problem areas.
c) Complete data analyses and computations so you are able to check student answers.
d) Decide on an appropriate introduction for the lab, including preparation of handouts, demonstrations, and background material.
a) Get the lab started after a brief introduction covering the purpose of the lab together with the demonstration of procedures or equipment emphasizing any specific safety precautions. Resist the temptation to lecture or talk too long.
b) If a lab requires a longer introduction, it might be more appropriate to work with students in small groups rather than address the whole class.
c) Check with students to see how the lab is going. If results are not as expected, encourage students to speculate about reasons for the deviations.
d) As students leave, make sure they have kept their workplace clean and have put equipment away properly.
e) At the end of the lab do a routine check: turn off lights; lock equipment cabinets; check air, gas, and steam taps; and then lock up the laboratory.
5. Interaction with Students during Labs:
a) Circulate among students during the laboratory so that you are able to answer questions or give assistance. Do not spend time chatting to other TAs or professors or spend too long assisting one student.
b) If students look confused do not wait for them to ask questions. A simple "What stage are you at?" or "How is it going?" is a good way to check how they are doing as well as to give them an opportunity to ask questions. Do not intimidate students by asking too many questions or hovering over them.
c) If you do not know, or are unsure of, the answer to a student's question, say so and then try to find the answer by consulting a colleague or textbook. Never try to hide your ignorance by giving a confusing or muddled reply.
d) Never give students the impression that you think they asked a stupid question. (See section on Question and Answer Techniques.)
e) Show your students respect and cooperation. Being approachable is the best insurance that students will benefit from their interaction with you. (See section on The Teaching Environment)