Credibility is a funny thing. Like Zane, I just assumed my professors had credibility because there is a presumption that they know the material like they know their own name. I assumed credibility came with the title of Professor, or at the very least with the role of instructor. I am here to say this is not so.
I never once thought that my instructor was not the final say on any concerns I might have had during class. Whether my instructor was a professor or a teaching assistant, there was no doubt in my mind that I was to give them my attention and respect them as the authoritative figure in the classroom. What were they doing that I'm not? Tell me the secrets!
I know I look young, and it's even strange for me to think of myself as someone in a position of authority over a group of people. But still, I didn't think I would have to deal with a student not respecting my authority. I'm very easy going, but not so that students feel like they can walk all over me. At least, most students don't seem to feel that way. But I guess there's always one.
I have one student who feels as though my say on a matter regarding her grade isn't the final say; she feels like since I'm just her assigned "squad leader" that she can go around me to get what she wants. She's even tried to blame me for her lack of preparedness to the course instructor, citing that I hadn't been clear about the requirements for our meetings and check-in assignments.
She all but begged me for another chance to do an assignment, despite my repeated answer of "I'm sorry, but no." She felt as though I could be swayed if she pushed me hard enough. I was forced to go to the course instructor and ask her to tell the student that she could not redo an assignment, and only then would the student accept the answer. I'm a little miffed at a student undermining my authority and deciding that the answer to her question wasn't final until the "official" instructor said so.
I've been so very direct and transparent with my students and most of them appreciate it and love my honesty and power balance with them, but this one student has me stuck. Am I doing something wrong? Have I failed to actually establish myself as the authority figure despite my title as "squad leader"?
I would love some advice on how some of you might have dealt with such a student.
#TalesFromTheHall
I love the distinction between the titles of "squad leader" in COMM 3010 and "instructor" in COMM 1010/2140/2020/2060. As a fellow "squad leader" in 3010, having students perceive me as credible is different from when I teach COMM 1010. I have noticed when I teach COMM 1010, students view me more in the light of instructor/teacher as opposed to COMM 3010 where they view me more as peer/graduate student. When I teach COMM 1010, my students view me less as a graduate student and more as a teacher, where most students view me as a credible source In COMM 3010, my "squad" views me more as a fellow graduate student who is a teaching assistant for a course, where my credibility is more from my role as a grad student and knowledge of APA. With my students both COMM 1010 and 3010, I make it clear that I am the one that grades the assignments. I let my students know that if they are not satisfied with a particular grade, they can meet with me in my office to talk about what went wrong or areas to improve. With a student such as the one you described, just letting the student know that if there are grade discrepancies or concerns, then the student can have a meeting with you. Just know that some people strictly rely on titles for determining credibility, the title of "squad leader" tends to be an interesting one.
ReplyDeleteI sooo agree! Like you and Zane, I assumed that my professors were instantaneously credible.. but being a TA during my undergrad years, I realized that credibility doesn’t just come with the title. You are not instantaneously credible by just standing up in front of a classroom and lecturing.
ReplyDeleteI remember during my experience as a TA, I had trouble establishing credibility because of my age, and because I was short…. (honestly, yes that IS a thing) I would always wear heels or wedges to class to make me taller, LOL.
I’m pretty sure that my students found me credible, because I knew the information, held study sessions, answered questions, etc. But did I believe that I was credible? That is where I got a little lost. I think my weakness as a teacher is the lack of trust and belief I have in myself as a person and as a teacher. I felt like I was an imposter, who was trying her best to fit into this role, but doing so awkwardly. It was hard because my students were my age, and some of them were older, so it made it difficult because of the similarity in age. How do you all deal with the similarity in age in your TA positions? I bet it’s a whole different ball game when you are in grad school versus undergrad, because there is a difference there..
Looking back, I actually think I did a pretty dang awesome job, and I’m proud of myself!
I do think a big part of why you may be facing issues is because of the title you've been given as squad leader, and maybe the overall culture of the course. For 1010, the culture is totally different. As the TA you walk in and you are the one who handles it all from what they can see. Most of them never see or speak to Karen and they simply don't question it because you are the one standing in front of them lecturing, etc. Of course I have no experience being a TA in any other capacity than 1010, so I can't speak on exactly how it works but from what I can tell its just a different set up, and you are also dealing with students who have been in college awhile longer. The proximity in age might bother some of them because they feel like there's "no way" you can be qualified to do this. But you are. You area freaking amazing TA and don't let anyone make you feel different. I've had my hiccups this semester with challenges of my authority and I'm learning I need to embrace it. It is what it is, and continue to do your best. Love you Kassie!
ReplyDeleteMy 1010 students used to think that I was the ultimate authority on course concepts. I quickly undeceived them and told them as honestly and transparently as I could, “I already earned this grade; you have to earn your own grade. I’ll help you if I can, in any way I can!”. My 2020 students know I am not the ultimate authority on the course because they see Dr. McGlynn once a week in lecture.
ReplyDeleteI tangled with impostor syndrome and teaching because I just graduated in May and I’m now teaching course concepts I haven’t looked at since 2001! If I were teaching upper-level courses, especially final-semester seniors, I could absolutely understand the students’ concerns – I would constantly (at least in my mind) challenge the professor / TA if I suspected they didn’t know as much about the topic as I thought I knew. All that to say, I can empathize the students’ concerns on whether or not we are “qualified” to teach them.
If I didn’t have the experiences I had working in positions of authority in municipal government and major performing arts centers, I would have been scared shitless on my first day. I mean, I was really nervous on August 27, 2018 (our first day of teaching), but I did have the background and mentality of “I FUCKING GOT THIS!”—and I prepared. Apparently, it showed on the outside because I walked in to teach and ROCKED it (toot-toot)!
Similar to your classroom experiences teaching, I experienced the “I don’t believe you because you’re a small, brown woman” tendency of the white supremacy. Time and again, patrons and customers, would try to undermine me. They’d go “above” me to my “bosses”. My bosses say the exact same fucking words I just did, but because of their perceived authority, the patron/customer looked perfectly happy to hear it from “the boss”.
I was more than miffed; I was irate. Having no concrete understanding of the hegemony, I was just mad. All the time. Until I changed my mentality about being challenged. When people go “above” me, and I find out they did, I encourage them to keep doing it! When they hear the same message from me and my “superior”, they will know we represent a unified front and that the answer will be the same from “mom” as it is from “dad”, and they will eventually either stop challenging me, or start reaching out to “the boss” first, and “the boss” will redirect them to me. Credibility spin cycle?
Knowing you as a friend and mentor, I highly doubt that you “did” something to fail at establish yourself as the authority figure, despite titular empowerment. I also don’t think there is anything you did to motivate the level of disrespect to your authority. Your direct and transparent strategy works for most of your students, right? Try not to let the *one* underminer get to you. Only two weeks to go!
I definitely feel you on the looking young and wondering if that works against you in establishing your credibility. I noticed that in my 1010 classes I'm respected as an instructor, but I have had a student or two try and challenge me when dealing with matters in class, which sometimes makes me doubt myself as a credible person, which is where a lot of it stems from I think. I initially came into the classroom a little hesitant at first, a lot due in part to the fact that I was worried none of my students would take me seriously. I realized I had to take myself seriously and acknowledge my accomplishments up to this point to know that I was in the place of instructor for a reason. After coming to that realization, I feel better in my position as a credible instructor, but I know that there's always going to be students who look at you funny if you look like you're 16. I feel you.
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