International Teaching Assistant (ITA) Language Screening
Tips for Succeeding
(Note: The Role Play tips have been slightly revised, as of 11 August 2009)
Part 1: Teaching Simulation
Choosing an appropriate topic for your teaching presentation is extremely important for your success in the language screening. Although you will not be evaluated on content, if the presentation is too technical, it may cause your evaluators to have to focus more on meaning than on how well you are communicating.
Do not overestimate the background knowledge of your audience. You should imagine an audience of freshmen students in an introductory course for non majors. Especially if you are in a scientific field (chemistry, engineering, biology, etc.), make sure that the vocabulary of your presentation can be understood by someone with no background in your area of study. Could you give this presentation to someone with no background in the subject? You should not assume any background knowledge, even if it seems very simple to you. Could you give this presentation to a younger sibling? If your presentation does include terms that may be unfamiliar, provide your evaluators with a vocabulary handout or write and explain the vocabulary on the board.
Your topic must be in your field of study, but it should be very basic and introductory. Ideally, the topic should be one with which you are so familiar that you can discuss it without memorization or without relying heavily on notes. Speak about something with which you are comfortable. Your department may have a list of recommended topics. Be sure that you understand the topic and can pronounce any key terms that you will need in your presentation.
Again, you will not be evaluated on your content or teaching ability. However, a clear organization can help you to communicate effectively with your audience. Make sure that your presentation has a purposeful structure and that your audience understands what it should be learning. Is there an objective? Is there a key idea or lesson? Be explicit and outline a goal for your lesson.
Practice your teaching presentation. Because it will last only about 5 minutes or less, you do not have to prepare very much, but you should make sure you know what you want to say. Practice in front of a mirror or with a friend. If you can, practice with a native English speaker to ensure that he or she can understand your pronunciation. You do not have to memorize your presentation (in fact, you should not), but rehearsing your talk should allow you to be comfortable with its content.
Your evaluators must feel that you are communicating and interacting with them. If you are simply reciting a speech that you have memorized or if you read from a handout, it is difficult for the evaluator to judge your ability to communicate. As you prepare and give your presentation, try to engage your audience. Do not be afraid to ask questions and ask for feedback in the middle of your lesson. Ask if everyone understands the concepts. Ask them if they can think of any examples of the concept you are discussing. Your scores will improve if the evaluators feel that they can understand you and that you can understand them.
Another important aspect is voice volume. Due to nervousness, many ITAs are often timid during their screening and speak too softly. Speaking too quietly is one of the most common problems during ITA screenings. If the evaluators cannot hear you acoustically, then it is impossible for them to evaluate your English proficiency. During your presentation, you should make a conscious effort to project your voice loudly and clearly.
As difficult as this process may seem, try your best not to be intimidated. By your acceptance into your graduate program, you have already proven to be a talented and capable individual. Be confident that the screening will go well and try to see it as a mere formality. The Graduate School and the members of your screening board all want you to succeed. You should take the screening seriously, but you should not allow the process to daunt you. If you are prepared, you should have very little to worry about. Enter the room confidently and give the best 5-minute teaching presentation that you can. There will only be 3 or 4 people in the room. Try to make the lesson intimate and accessible. Be relaxed and do your best.
Do not be too surprised if the leader of the committee stops you before 5 minutes is completely up. The committee members may have heard enough to make their decision, and stopping you does not signal the level of your performance. (The same is true for the Reading component of the screening.)
Part 2: Question/Answer
Your evaluators have been instructed to ask questions during your language screening, so do not be surprised when the questions are asked. You can expect each of your evaluators to ask you at least one question. The questions may come during or after any segment of the screening (teaching simulation, impromptu reading, role play). Try not to become flustered or nervous if a question is asked. Even if your lesson was perfectly clear and understandable, the evaluators will ask questions in attempts to engage you in conversation. You should demonstrate that you understand their questions and that you can form a clear answer.
You may also want to brainstorm possible questions that may arise. What questions would you ask if you saw this presentation? What questions might an undergraduate student ask who is new to this material? When you are practicing your presentation, have your friend or partner ask questions. Again, your responses should not be memorized, but thinking about possible questions should allow you to feel more comfortable if similar questions arise.
As mentioned earlier, you should do your best to engage your evaluators. If you are asking them questions and involving them in the lesson, then they should feel that you are actively communicating with them. In this way, you can be the first to ask questions and you can guide the discussion. Ideally, your lesson should sound more like a discussion of content and less like a memorized presentation. Engage your audience.
Before you begin to answer a question, make sure you understand the question that is being asked. If your answer addresses something that was not asked, then the evaluator will feel a break in communication. Prior to answering a question, pause to reflect on the question and to collect your thoughts for the answer. The aforementioned strategy of anticipating questions should be helpful. However, even if a question arises that was not anticipated, try not to panic. If you do not fully understand the question, ask for clarification. What does the evaluator mean with the questions? Or you can ask the individual to rephrase the question another way. Take time to understand the question and do your best to give an answer that is simple and understandable.
After finishing your answer, follow up to make sure that your answer was understood. You may want to ask the individual, “Did that answer your questions?” or “Did I understand your question correctly?” Be prepared to give examples or to illustrate a concept on the board. Your highest priority should be to ensure that you are effectively communicating your ideas.
Part 3: Reading Aloud
You will be given a sheet of paper with a short text. Before reading aloud, you should sit down and read the passage to yourself. You will be provided with a pencil and you may make marks or notes while you are reading silently. You may want to mark important punctuation or places where you need to pause.
When you are ready to begin, stand up and look at your evaluators. Once you begin reading aloud, you should continue to take your time. There are no advantages or bonuses for reading quickly. Read at a pace that allows you to be very clear and understandable. Read loudly so that the evaluators can hear you easily. You are not being evaluated on public speaking, so you should not feel the need to look up periodically at your audience. You may concentrate on looking at the text, but you should speak loud enough for everyone to hear. Do your best to read with a cadence and rhythm that supports the meaning of the text. There are no penalties for reading too slowly. Take your time and be very precise.
As you read the text to yourself, you should concentrate on understanding the content, rather than only concentrating on the pronunciation. Think about the message or objectives of the text. What is the purpose of this reading? Why would it be important for a student to know this information? Understanding the content should help you to read the passage with the appropriate emphasis and cadence.
Part 4: Role Play
As in the reading, you will be given a paper with a short text describing an office-visit scenario. The role play will take place in your imagined office during your imagined office hours. The student will probably start the role play by saying, “Mr./Mrs. Smith, I wanted to talk to you about …” or “Mr./Mrs. Smith, you asked that I come to your office. What did you want to talk to me about?” In one scenario, the student is approaching you with a question or concern. You should listen to his or her problem, do your best to understand the situation, and then answer any questions he or she might have. In the second scenario, you are the one with the problem or concern. You will need to explain the situation to the student, make sure that the student understands the problem, and then discuss possible solutions together. In either case (you will get one or the other), the scenario will occur in the private, professional environment of your office.
Regardless of the situation, you must do your best to respond to the scenario in a polite and professional manner. The student may address you or challenge you in a way that may seem rude or inappropriate. However, you must explain your decisions calmly and politely. The student may never agree with your position, but you must do your best to treat the student respectfully.
The student should not be the only person asking questions. Ask the student for explanations and for more detailed descriptions. Your questions should allow you to better understand the situation. You may also ask the student for his or her opinions or suggestions. The role play is a discussion that should go both ways. Engage and communicate with the student by asking questions and involving him in the discussion. Do your best to be personal and responsive.
There are no right or wrong solutions to the role play scenarios. You will not be scored based on your solution to the problem. You will only be evaluated based on your ability to communicate. If you do not know an answer to a question, you can make it up. You can refer to the information from the reading portion of the screening. But you can also refer to your imaginary course syllabus or an imaginary lecture you gave to the class. Give an answer to the student that you believe is fair and that makes sense. Make decisions and then explain your decisions to the student. Your explanations can be creative, as long as you can communicate these ideas clearly to the student.
Developed by Peter Dreisbach, UK Graduate School Graduate Assistant (2008)
Questions? Contact Dr. Morris A Grubbs (257-9725) in The Graduate School.
Revised August 11, 2009