It is probably safe to say that there are two expectations that all students
hold. They expect TAs to be knowledgeable in the course material and they expect
TAs to present the material in a clear, easy to understand, systematic way.
Students are exposed to a number of teaching approaches and tend to adjust to
the various teaching styles of their TAs and professors. Students also have
personal expectations in regard to their instructors. These expectations will,
of course, vary from student to student. Often a particular type of student
will be more difficult for a particular TA to deal with this will depend on
the match between the TA's teaching style and the students' individual needs,
expectations and learning style. The following student typologies reflect not
only student expectations of instructors based on individual adaption styles,
but also behaviors that may accompany their adaption process.
In a research study, published under the title The College Classroom: Conflict,
Change and Learning (Mann et. al., 1970), eight student types or student adaption styles
were identified in American college classrooms. Descriptions of these eight types of
students are provided here to help the TA gain insight into the motivations and
expectations of particular students whose behavior may at first seem difficult to
understand. Although typologies tend to be stereotypic in nature, they are used here to
provide a guideline for helping TAs identify the needs of various students. Few students
will fit the exact descriptions offered here.
The student types are listed here in the order in which they may be found in your
classroom. For example, you will find more anxious-dependent students in your classes
than independent students, and more independent students than discouraged workers.
Combinations of various types are more commonly found than are the "pure" types. The
majority of students are a mix of the first four categories described.
- ANXIOUS-DEPENDENT STUDENTS:
- The greatest number of students are of
this type. They have little self-confidence and are very dependent on the teacher
for knowledge and support. Their feelings of incompetence and the outside
pressures from others (especially parents) lead them to be overly concerned
about grades. They may take notes on everything the TA says and will often ask
"Will this be on the test?". They become more involved in the class and less
concerned with grades when they feel that the instructor cares about them. With
encouragement and patience on the part of the TA, the student has the potential
to become a productive and satisfied class member.
- SILENT STUDENTS:
- These students are quiet out of a feeling of personal
insecurity; they judge their own personal worth on the quality of their intellectual
ability. Silent students speak only when they are sure that the TA will approve.
Although they want a personal relationship with the TA, they are too shy to
promote it. A TA who shows interest, encourages the silent students to
participate in class, and is supportive of their comments can promote self-
confidence in these students and enhance their learning.
- COMPLIANT STUDENTS:
- Compliant students are quiet, non-critical, and trusting
of authority. Although they are task-oriented, they tend to do only the work
required for successful completion of the course. They are usually seen as good
students and are liked by their teachers. Most teaching styles are compatible with
this student type, although they prefer an instructor who takes the role of authority
figure.
- INDEPENDENT STUDENTS:
- Independent students tend to be sophomores or
juniors. They are confident of their abilities and do not feel threatened by the
teacher, classwork or the other students. They favor class discussions over
lectures. They enjoy collegial relationships with their TA during classtime but do
not try to form personal relationships with the TA outside the class. They may
resent a TA who is authoritative when they feel that their independence is
threatened. At the same time they will not respect a TA who is so friendly that he
or she loses control and authority in the classroom.
- DISCOURAGED WORKERS:
- The discouraged workers are students who are
dissatisfied with themselves. They become depressed with their academic work
but use the depression to push themselves to improve their work. While they tend
to become withdrawn from the teacher and other students, they understand that
their feelings of discouragement are within themselves and do not blame others
for their feelings. The best way a TA can help a discouraged student is to be
patient and encouraging.
- SNIPERS:
- Snipers are typically underachievers who tend to be rebellious and
defensive. They appear to be uninvolved and emotionally indifferent to classroom
activities. They dislike ambiguous or highly abstract topics, and they are often
intolerant of others. Snipers expect to do poorly in the class and are pessimistic
about having a positive relationship with authority figures. They have low self-
esteem, and one way they might counterbalance their feelings of inadequacy is by
finding fault with the instructor's explanations of the course material. It is
important to understand that snipers are often attacking the issues rather than the
instructor personally. The TA needs to be able to distance him or herself from the
issues so the snipers's attacks are not taken personally.
- HEROES:
- The "heroes" are very involved with the coursework and may feel
superior to their classmates. When they enjoy the class, they may identify with
the teacher, but dislike students who make unnecessary comments or try to
challenge the teacher on minor issues. Hero students are very intelligent and
resent being told what to do. They resent an instructor who they perceive as
highly authoritarian since they fear having their "freedom" and classroom
independence taken away.
- ATTENTION-SEEKERS:
- Attention-seekers are the most social and extroverted
students in the class. They are eager to be liked by their TA and peers. A desire
to do well in class and get good grades is apparent, although at times they tend to
be "show-offs". Being approved of and reassured by their teachers is very
important to them, even though their behavior is sometimes inappropriate or
extreme. Because they are very concerned with self-image, they want the TA to
set clear guidelines for appropriate classroom behavior. They need to know just
how far they can go with their behavior in class even though they often test the
limits of behavior set by the TA. They are extremely sensitive to reprimands, and
contrary to their attention-seeking behaviors in class, these students do fear being
put on the spot by the TA.
Student types are not static and a particular student may display behaviors of
various student types in various courses, depending on his or her relationship with the TA
and the subject matter of the course. While a TA cannot hope to meet the expectations of
every student, knowing about different types of students can provide a basis for
understanding student behavior, facilitating student learning, and developing productive
TA-student relationships.
