GTA:In the Session
TL;DR
- Turn up for every scheduled session on time and stay for the entire session.
- Do not bring your laptop unless it is required for the TA work, do not play games on your phone, do not engage in your PhD work.
- Be visible by wearing a lanyard or badge to help identify who is a GTA.
- Introduce yourself to the unit lead before the sessions start.
- Engage with the students, by actively participating in the lab demonstrations.
- If the session is quiet, or there seems not much to do, actively seek out questions from students or have short chats making small talk to create a good atmosphere.
- Be professional towards students, fellow GTAs, and academic staff.
- Ask questions and shadow more experienced GTAs when necessary.
- Be fair to each of the students and not act in a biased manner to any of the students.
- Be approachable, empathetic, and friendly to students, fellow GTAs, and staff.
- If you have a problem always speak with the unit academic staff. There is always support.
- If you feel unsafe and require assistance go into the corridor and shout 'I need some help here', and use the SafeZone app.
Once you have completed all your preparations and arrived at your scheduled teaching session, your focus shifts to delivering high-quality support to students in real time. Your conduct during teaching sessions is crucial not only for student learning but also for maintaining the professional standards expected of University staff and for fulfilling your contractual obligations as outlined in your Principal Statement of Terms and Conditions of Employment.
Punctuality and Full Attendance
You must turn up for every scheduled session on time and stay for the entire session. This requirement is fundamental to your role and is directly linked to your contractual obligations under Clause 11 of your contract, which states that you will be expected to work such hours as are necessary for the proper discharge of your duties and responsibilities.
Punctuality is not merely about arriving at the designated start time; it means being present, prepared, and ready to begin work when the session commences. You should aim to arrive at least five to ten minutes before the scheduled start time to allow yourself time to set up any necessary equipment, review the session plan, and be mentally prepared to support students from the moment they arrive.
Arriving late to a teaching session is disruptive to students' learning and demonstrates a lack of professionalism. Students may be waiting for assistance, and your absence at the start of the session means they are not receiving the support they need. Furthermore, arriving late sets a poor example for students regarding professional conduct and time management.
Staying for the entire session is equally important. You should not leave early unless there is a genuine emergency that requires you to do so, and even in such circumstances, you should inform the unit lead or another member of staff before departing. Students often need support throughout the entire duration of a session, and your early departure may leave them without adequate assistance during critical learning moments.
If you find that sessions consistently overrun their scheduled time, or if you are being asked to arrive earlier or stay later than your contracted hours, you should discuss this with your GTA Lead, Simon Harper, and the unit lead. As specified in your GTA guidance, you are contracted for specific hours agreed at the start of the semester, and to claim additional hours, you must email Simon and copy in the unit lead. Your time should be respected, but equally, you must fulfil the commitments you have agreed to.
Your reliability in attending sessions on time and staying for their full duration builds trust with students, fellow GTAs, and academic staff. Students come to rely on your presence and support, and consistently meeting this expectation is a key aspect of your professional responsibilities.
Maintaining Focus and Professionalism
During teaching sessions, you must not bring your laptop unless it is required for the TA work, you must not play games on your phone, and you must not engage in your PhD work. This requirement reflects the expectation that your full attention should be focused on supporting students during the time you are contracted to work as a GTA.
Your contract specifies in Clause 47 on Exclusivity of Service that as an employee, you are required to devote your full time, attention, and abilities to your duties during your working hours and to act in the best interests of the University at all times. When you are in a teaching session, your working hours are devoted to your GTA role, and your attention should be entirely focused on the students and the learning activities taking place.
Bringing your laptop to a session when it is not needed for the teaching work creates a temptation to check emails, work on your PhD thesis, or engage in other activities that distract from your primary purpose of supporting students. Even if you believe you are being subtle about these activities, students will notice if you are focused on your screen rather than on them, and this sends a message that you are not fully engaged in supporting their learning.
Similarly, playing games on your phone or checking social media during teaching sessions is entirely inappropriate and unprofessional. Not only does this behaviour demonstrate a lack of respect for students and the learning environment, but it also means you are not available to respond to students who need assistance. Students may be reluctant to interrupt you if you appear to be engaged with your phone, meaning they miss out on support they need.
There may be legitimate reasons to have your phone accessible during a session, such as being able to use the SafeZone app in case of emergency, or being contactable for urgent matters. However, your phone should be on silent or vibrate mode, and you should not be actively using it for personal purposes during the session.
If you find that teaching sessions have significant periods of downtime where there genuinely seems to be nothing to do, this does not mean you should fill that time with your own work. Instead, as specified in the GTA guidance, if the session is quiet or there seems not much to do, you should actively seek out questions from students or have short chats making small talk to create a good atmosphere. There is always something productive you can be doing to support students' learning, even if students are not actively raising their hands to ask questions.
If the structure of a particular session consistently leaves you with nothing to do, you should discuss this with the unit lead, as it may indicate that the session needs to be restructured or that your time could be better deployed elsewhere. However, the solution is never to use teaching time for your own personal work or entertainment.
Visibility and Identification
You must be visible by wearing a lanyard or badge to help identify who is a GTA. This seemingly simple requirement serves several important purposes and contributes to creating a professional and well-organised teaching environment.
Firstly, wearing visible identification helps students quickly identify you as someone who can provide assistance. In a busy lab or tutorial room, students need to be able to distinguish GTAs from other students, visiting researchers, or people who have simply wandered into the space. A lanyard or badge makes it immediately clear that you are a member of staff available to help, which encourages students to approach you with questions.
Secondly, visible identification contributes to campus security and safety. The University takes security seriously, and staff and students wearing appropriate identification helps maintain a secure environment. If there were an emergency or security incident, being clearly identifiable as a member of staff may be important. Further information about campus security can be found on the campus safety pages.
Thirdly, wearing identification demonstrates professionalism and respect for University policies. It shows that you take your role seriously and that you are complying with expected standards of conduct. This professionalism sets an example for students and contributes to a culture of professionalism within the School of Computer Science.
Your lanyard should display your University ID card, which should include your photograph, name, and staff status. If you have not received a staff ID card or lanyard, you should contact People & OD Operations through the People & OD website to arrange for one to be issued. You should not commence teaching without proper identification.
You should wear your identification visibly throughout the teaching session, typically around your neck on a lanyard or clipped to your clothing. The identification should be displayed prominently enough that students can see it without having to ask, but you should also be prepared to show your ID card to security staff or other University personnel if requested.
Beyond the formal identification, you should also make yourself visible in other ways during teaching sessions. This means positioning yourself where students can see you, making eye contact with students, and appearing approachable and available. You should not hide in corners or position yourself in ways that make it difficult for students to approach you for help.
Building Relationships with Unit Leads
You should introduce yourself to the unit lead before the sessions start. This introduction is an important professional courtesy and helps establish a working relationship with the academic staff member who has overall responsibility for the course unit.
Your introduction to the unit lead should take place before your first teaching session on the unit, ideally in person but via email if an in-person meeting is not possible. You should introduce yourself by name, indicate which sessions you will be supporting, and express your willingness to contribute to the unit's teaching. This initial introduction provides an opportunity for the unit lead to brief you on any particular expectations, concerns, or approaches specific to their unit.
Building a positive working relationship with the unit lead is important for several reasons. Firstly, the unit lead is your immediate point of contact for questions, concerns, or issues that arise during teaching sessions. As noted in the GTA guidance, if you have a problem, you should always speak with the unit academic staff, as there is always support available. Having established a rapport with the unit lead makes it easier to approach them when you need guidance or assistance.
Secondly, unit leads are expected to prepare weekly guidance for GTAs, which could include answers to common questions, solutions to exercises, or tips for making the session run smoothly. By introducing yourself and demonstrating your professionalism and engagement, you encourage the unit lead to provide you with the information and support you need to be effective in your role.
Thirdly, unit leads have significant responsibilities for the quality of teaching on their units, and they are expected to be approachable, professional, and unbiased, and to offer help when requested. They are also expected to step in to help the GTAs if a problematic or personal welfare situation arises. Your relationship with the unit lead is therefore crucial for ensuring you have the support you need, particularly in challenging situations.
You should not limit your communication with the unit lead to the initial introduction. You should maintain regular contact throughout the semester, updating them on how sessions are going, flagging any issues or concerns as they arise, and seeking their advice when you encounter difficult situations or questions you cannot answer. This ongoing communication helps ensure that you and the unit lead are working effectively as a team to support students' learning.
If you are teaching on multiple course units, you should introduce yourself to each of the relevant unit leads and maintain separate lines of communication with each. Different units may have different expectations, approaches, and challenges, and you should be responsive to the specific needs and culture of each unit.
The introduction and ongoing relationship with the unit lead is also important from a contractual perspective. Under Clause 2 of your contract, your duties may from time to time be amended by the University, and you may be required to undertake additional or other duties consistent with your position as necessary to meet the needs of the University. The unit lead is the person who will communicate these expectations to you, and maintaining a good working relationship facilitates smooth communication and clear understanding of what is expected of you.
Active Engagement with Students
You must engage with the students by actively participating in the lab demonstrations. Active engagement is the hallmark of effective teaching assistance and distinguishes a good GTA from someone who is merely present in the room.
Active participation means being mentally and physically present in the learning environment, observing what students are doing, listening to their discussions, and proactively offering assistance and guidance. You should move around the teaching space, approaching different groups of students or individual students, checking on their progress, and asking if they need help.
In lab demonstrations, active participation might involve demonstrating techniques or approaches, showing students how to use equipment or software, or working through examples alongside students. You should not simply stand at the front of the room or sit at a desk waiting for students to come to you; instead, you should circulate amongst the students, making yourself available and accessible throughout the space.
Active engagement also means observing students' work and identifying when they are struggling, even if they have not explicitly asked for help. Some students are reluctant to ask questions or to admit when they are confused, and your role includes recognising the signs that a student needs assistance and offering help proactively. These signs might include a student staring at their screen without typing, repeatedly attempting and failing the same task, or showing signs of frustration or distress.
When you engage with students, you should do so in a way that promotes their learning rather than simply providing answers. This might involve asking guiding questions that help students reason through problems themselves, suggesting resources or approaches they might try, or working through similar examples to help students understand the underlying concepts. Your goal is to help students develop their own problem-solving skills and understanding, not to do their work for them.
Your active engagement should be balanced across all students in the session. You should be aware of which students you have already helped and which you have not yet approached, ensuring that you provide equitable support to all students. Some students may demand more of your attention than others, but you should ensure that quieter or less assertive students are not neglected.
Active engagement also means being responsive when students do ask questions. When a student raises their hand or approaches you with a question, you should respond promptly and give them your full attention. You should listen carefully to their question, ensure you understand what they are asking, and provide a clear, helpful response. If you do not know the answer to a question, you should be honest about this and either find out the answer by consulting with the unit lead or another staff member, or help the student find the resources they need to answer the question themselves.
Proactive Behaviour During Quiet Periods
As specified in the GTA guidance, if the session is quiet, or there seems not much to do, you should actively seek out questions from students or have short chats making small talk to create a good atmosphere. This requirement recognises that effective teaching is not passive but requires proactive effort to create a positive learning environment and to ensure all students are receiving the support they need.
Quiet periods in teaching sessions can occur for various reasons. Students might be working independently on exercises, the material might be relatively straightforward, or students might be reluctant to ask questions even when they have them. Regardless of the reason, a quiet session does not mean you have nothing to do; rather, it creates an opportunity for you to be proactive in supporting students and building rapport.
Actively seeking out questions from students involves approaching individual students or groups and asking open-ended questions such as "How are you getting on?", "Have you encountered any difficulties with this exercise?", or "Would you like me to explain any part of this?". These gentle, non-threatening inquiries give students permission to ask questions they might not have raised otherwise and demonstrate that you are interested in their progress and available to help.
When you approach students, you should do so in a friendly, approachable manner that puts them at ease. Some students may feel intimidated by having a GTA look over their shoulder, so you should be sensitive to this and position yourself in a way that is supportive rather than intrusive. You might stand slightly to the side rather than directly behind them, or you might kneel down so that you are at eye level rather than standing over them.
Making small talk to create a good atmosphere is also an important part of creating a positive learning environment. Brief, friendly conversations about topics unrelated to the immediate coursework can help students feel more comfortable and can build rapport that makes them more likely to ask for help when they need it. Small talk might include asking how their semester is going, whether they are enjoying the course, or discussing current events or topics of mutual interest in computer science.
However, you should be mindful of maintaining appropriate professional boundaries when making small talk. Your conversations should be friendly but professional, and you should avoid topics that might be controversial, sensitive, or inappropriate. You should also be sensitive to cultural differences and ensure that your attempts at small talk are appropriate for all students.
Creating a good atmosphere also involves being aware of the overall mood and energy in the teaching space. If students seem frustrated or disengaged, you might try to lighten the mood with appropriate humour or by acknowledging the challenges they are facing. If students seem anxious about upcoming deadlines or assessments, you might offer reassurance and encouragement whilst also providing practical advice on how they can prepare effectively.
Your proactive behaviour during quiet periods contributes to the overall quality of the learning environment. Students are more likely to engage with the material and to persist through difficulties when they feel supported and when the atmosphere is positive and welcoming. Your efforts to create this atmosphere, even during periods when there are no immediate questions to answer, are a valuable contribution to students' learning experience.
If you find that sessions are consistently very quiet with little for you to do, you should discuss this with the unit lead. It may be that the session structure needs to be adjusted, that students need more challenging material, or that your time could be better used in a different capacity. However, your first response should always be to be proactive in seeking out opportunities to support students, rather than assuming there is nothing for you to do.
Professional Conduct and Behaviour
You must be professional towards students, fellow GTAs, and academic staff at all times. This requirement is fundamental to your role and is directly linked to your contractual obligations under Clause 41, which states that the University expects all members of staff to conduct themselves with probity and propriety during the course of their employment with the University.
Professionalism encompasses many aspects of your conduct during teaching sessions. It includes the way you communicate with others, the way you present yourself, your reliability, your integrity, and your adherence to University policies and procedures. Professional behaviour demonstrates respect for others and for the learning environment, and it contributes to a culture of excellence within the School of Computer Science.
Professional conduct towards students means treating all students with respect, regardless of their background, ability level, or behaviour. It means being patient, supportive, and fair in your interactions. It means maintaining appropriate boundaries and not entering into inappropriate relationships or communications with students. It means respecting students' dignity and autonomy, and not speaking to them in a condescending or dismissive manner.
You should address students respectfully, listen to their questions and concerns without interruption, and provide constructive feedback that helps them learn and improve. Even when students are struggling or making repeated errors, you should remain patient and supportive, recognising that learning is a process and that everyone makes mistakes as part of that process.
Professional conduct towards fellow GTAs means collaborating effectively, communicating respectfully, and supporting your colleagues in their work. You should be willing to share your knowledge and experience with less experienced GTAs, to ask for help when you need it, and to work together as a team to provide the best possible support to students. If disagreements or conflicts arise with fellow GTAs, you should address them professionally and constructively, seeking to resolve them through respectful discussion.
Professional conduct towards academic staff means respecting their expertise and authority, communicating clearly and promptly, and following their guidance and instructions. It means being reliable in fulfilling your responsibilities, being honest about any difficulties or concerns, and being responsive to feedback. It means understanding and respecting the hierarchical relationships within the University whilst also maintaining your own professional dignity and speaking up when you have concerns or suggestions.
Professionalism also includes your appearance and demeanour during teaching sessions. Whilst there is no strict dress code for GTAs, you should present yourself in a manner that is appropriate for a professional teaching environment. Your clothing should be clean, neat, and appropriate for the activities you will be undertaking. Your behaviour should be calm, controlled, and purposeful, reflecting the seriousness with which you take your responsibilities.
You should also be professional in your use of language during teaching sessions. You should not use profanity, even if students use it, as this undermines the professional learning environment. You should avoid slang or colloquialisms that might be confusing or inappropriate, particularly for international students. Your language should be inclusive and respectful, avoiding anything that could be perceived as discriminatory or offensive.
As specified in Clause 42 of your contract, you must at all times adhere to any rules, policies, and procedures, including the Equality and Diversity Policy. Professional conduct requires you to be aware of these policies and to ensure that your behaviour is consistent with them. Further information about University policies can be found on the People & OD website and throughout StaffNet.
If you are uncertain about whether a particular behaviour or action would be professional, you should err on the side of caution and seek guidance from the unit lead or your GTA Lead, Simon Harper. It is always better to ask for clarification than to risk behaving unprofessionally and potentially harming students, colleagues, or your own reputation.
Learning from Experienced Colleagues
You should ask questions and shadow more experienced GTAs when necessary. This requirement recognises that teaching is a skill that develops over time through practice and through learning from others, and that seeking guidance and support from more experienced colleagues is a professional behaviour rather than a sign of weakness.
Asking questions is essential for your development as a teacher and for ensuring that you are providing accurate and helpful support to students. If you are uncertain about any aspect of the course material, the teaching approach being used, the expectations for student work, or any other aspect of your role, you should not hesitate to ask for clarification. Questions might be directed to the unit lead, to other academic staff, or to more experienced GTAs, depending on the nature of the question.
When asking questions, you should do so in a professional manner that demonstrates your genuine desire to learn and improve. You should frame your questions clearly and specifically, providing context where necessary, and you should be receptive to the answers and advice you receive. If you do not understand the answer to a question, you should ask follow-up questions until you have achieved clarity.
Shadowing more experienced GTAs involves observing how they conduct teaching sessions, how they interact with students, how they explain concepts, and how they manage the various challenges that arise during teaching. Shadowing can be particularly valuable when you are new to teaching or when you are teaching on a new unit with which you are unfamiliar.
If you would like to shadow a more experienced GTA, you should first discuss this with your GTA Lead, Simon Harper, or with the unit lead to ensure that appropriate arrangements can be made. Shadowing typically involves attending a session alongside the experienced GTA and observing their work without necessarily having responsibility for supporting students yourself. This allows you to focus on learning from your colleague's practice.
When shadowing, you should be an active observer, paying attention to both what the experienced GTA does and how students respond. You might take notes on particularly effective teaching strategies or on how the GTA handles difficult questions or situations. After the session, you should, if appropriate, discuss your observations with the GTA you shadowed, asking questions about their approach and seeking their advice on how you might develop your own practice.
The GTA Discord server, referenced in your GTA documentation, can be an excellent resource for connecting with more experienced GTAs and for asking questions in a less formal environment. However, you should remember that Discord is still a professional communication tool in this context, and your interactions should maintain appropriate professional standards.
Learning from experienced colleagues also involves being open to feedback on your own practice. If a unit lead or more experienced GTA offers suggestions for how you might improve your teaching, you should receive this feedback graciously and consider how you might implement their suggestions. Being defensive or dismissive of feedback prevents you from developing and improving as a teacher.
You should also be willing to share your own knowledge and experience with other GTAs, particularly those who are less experienced than you. As you gain experience and confidence in your teaching role, you have a responsibility to contribute to the collective knowledge and practice of the GTA community, just as others have supported your development.
The guidance emphasises that if you have a problem, you should always speak with the unit academic staff, as there is always support available. This principle extends to questions about teaching practice and requests to learn from more experienced colleagues. The University and the School of Computer Science are committed to supporting your development as a teacher, and taking advantage of this support is a sign of professionalism and commitment to excellence.
Fairness and Avoiding Bias
You must be fair to each of the students and not act in a biased manner to any of the students. This principle is fundamental to your role as a teacher and is essential for creating an equitable learning environment where all students have equal opportunities to succeed.
Fairness in teaching means treating all students with equal respect, attention, and support, regardless of their background, identity, ability level, or any other personal characteristic. It means giving all students equal access to your time and expertise, ensuring that you do not favour some students over others based on personal preference or unconscious bias.
Unconscious bias can manifest in many ways in teaching contexts. Research has shown that teachers may unconsciously give more attention or support to students who remind them of themselves, who are more assertive in seeking help, who are perceived as more able, or who share their gender, ethnicity, or other characteristics. These biases can result in inequitable learning experiences for students and can perpetuate existing inequalities in education.
To ensure you are being fair to all students, you should actively monitor your own behaviour during teaching sessions. You might ask yourself questions such as: Am I giving equal time to all students? Have I checked in with students who have been working quietly? Am I making assumptions about students' abilities based on their appearance or background? Am I allowing some students to dominate my attention whilst others are neglected?
Fairness also means having consistent expectations for all students. You should not make excuses for some students whilst holding others to higher standards. When providing feedback or answering questions, you should ensure that you are equally thorough and helpful to all students, not providing more detailed explanations to some whilst giving brief or dismissive responses to others.
As specified in Clause 42 of your contract, you must at all times adhere to the Equality and Diversity Policy. This policy requires you to promote equality of opportunity and to challenge discrimination and prejudice. Being fair to all students is not merely good practice; it is a legal and contractual requirement.
If you become aware of bias in your own practice or in the practice of other GTAs or staff members, you should take steps to address it. For your own practice, this might involve consciously correcting your behaviour, seeking feedback from colleagues, or undertaking additional training on equality and diversity. If you observe bias in others' practice, you should consider whether and how to raise this concern, potentially discussing it with the unit lead or your GTA Lead.
Fairness also extends to how you respond to challenging student behaviours. Whilst you should maintain consistent standards of conduct and professionalism, you should also be aware that students may behave in certain ways due to stress, anxiety, learning differences, or cultural factors. Your response should be proportionate, respectful, and focused on supporting the student's learning whilst also maintaining appropriate boundaries and expectations.
You should not show favouritism towards certain students, even if you find some students more pleasant to work with than others. All students deserve equal access to your support and expertise, and displaying favouritism creates an inequitable learning environment and may make less-favoured students feel unwelcome or discouraged.
Being fair to all students contributes to creating an inclusive learning environment where diversity is valued and where all students feel that they belong and can succeed. This inclusive environment benefits not only individual students but the entire learning community, enriching discussions and fostering mutual respect and understanding.
Approachability and Empathy
You must be approachable, empathetic, and friendly to students, fellow GTAs, and staff. These qualities are essential for creating a positive learning environment and for building the relationships that enable effective teaching and learning to occur.
Being approachable means making it easy for others to come to you with questions, concerns, or difficulties. Approachability is communicated through both verbal and non-verbal signals. Your body language should be open and welcoming – you should make eye contact, smile when appropriate, and avoid crossing your arms or adopting defensive postures. Your positioning in the teaching space should make you accessible, not hidden away in corners or behind barriers.
Your tone of voice and manner of speaking should also convey approachability. You should speak in a warm, friendly tone, and you should avoid sounding impatient, dismissive, or condescending. When students approach you with questions, you should greet them positively and give them your full attention, making them feel that their question is welcome and important.
Empathy means being able to understand and share the feelings of others. In a teaching context, empathy involves recognising when students are struggling, anxious, frustrated, or confused, and responding to these emotions with understanding and support. Empathy requires you to put yourself in students' shoes, to remember what it was like when you were learning these concepts for the first time, and to recognise that students' emotional states significantly impact their ability to learn.
An empathetic response to a struggling student might involve acknowledging their frustration ("I can see this is really challenging"), validating their experience ("Many students find this concept difficult at first"), and offering encouragement ("Let's work through it together – I'm confident you'll get there"). Empathy does not mean lowering standards or doing work for students, but rather providing emotional support alongside academic guidance.
Being friendly means interacting with others in a warm, pleasant manner that makes them feel valued and respected. Friendliness might involve greeting students by name, making appropriate small talk, showing genuine interest in their progress and wellbeing, and maintaining a positive, cheerful demeanour even when you are tired or stressed.
However, being friendly should not cross over into being overly familiar or unprofessional. You should maintain appropriate professional boundaries, avoid sharing inappropriate personal information, and ensure that your friendliness does not make any students uncomfortable. Your friendliness should be inclusive, extended to all students and colleagues equally, not just to those with whom you feel a particular affinity.
Being approachable, empathetic, and friendly towards fellow GTAs contributes to a positive working environment and facilitates effective collaboration. Your colleagues will be more likely to seek your help, to share their own challenges and strategies, and to work together as a team when they feel that you are approachable and supportive.
Similarly, being approachable, empathetic, and friendly towards academic staff helps build positive working relationships and makes it easier to communicate effectively about students, teaching, and any concerns or difficulties that arise. Unit leads are more likely to provide you with guidance and support when they perceive you as professional, engaged, and open to communication.
Your approachability and empathy are particularly important when students are facing difficulties beyond the immediate academic content. If you notice signs that a student is experiencing distress or welfare concerns, your approachable manner may make it more likely that they will confide in you or accept your offer to connect them with appropriate support services. As specified in the GTA guidance, you should raise any concerns over student welfare to the unit lead or another appropriate staff member and not deal with those issues by yourself.
Creating an approachable, empathetic, and friendly environment is not merely a matter of personality; it is a professional skill that can be developed and refined through conscious effort and practice. If you find that students are reluctant to approach you or that you struggle to connect with students emotionally, you should discuss this with your GTA Lead or with more experienced GTAs and seek their advice on how to develop these important interpersonal skills.
Seeking Support and Assistance
As emphasised in the GTA guidance, if you have a problem, you should always speak with the unit academic staff, as there is always support available. This principle is crucial for ensuring that you can fulfil your role effectively and that any difficulties or concerns are addressed promptly and appropriately.
Problems that might arise during teaching sessions can take many forms. You might encounter a question from a student that you cannot answer, a technical issue that prevents students from completing their work, a student who is behaving inappropriately, a situation where you feel out of your depth, or any number of other challenges. When these problems arise, your first instinct should be to seek support from the unit academic staff rather than trying to handle everything yourself.
The unit academic staff have greater experience, knowledge, and authority than GTAs, and they are expected to be available to provide guidance and support. As noted in the GTA guidance, unit leads are expected to step in to help the GTAs if a problematic or personal welfare situation arises, and they should be approachable, professional, and unbiased, and offer help when requested.
When you need to speak with unit academic staff about a problem, you should do so as soon as the problem arises rather than waiting until it escalates or becomes more serious. Early intervention often prevents small problems from becoming larger ones. You should explain the problem clearly and specifically, provide relevant context, and ask for their guidance on how to proceed.
If the unit lead is not immediately available when a problem arises during a session, you should use your best judgement to manage the situation temporarily whilst ensuring that you speak with them as soon as possible afterwards. In some cases, you might need to ask another member of academic staff for assistance, or you might need to use the safety procedures described below if the situation is urgent or safety-related.
Seeking support is not a sign of weakness or incompetence; rather, it is a professional behaviour that demonstrates good judgement and a commitment to providing high-quality support to students. Experienced teachers know that they do not have all the answers and that seeking help when needed is essential for effective practice.
Your GTA Lead, Simon Harper, is also available to provide support and guidance, particularly for issues that extend beyond a single teaching session or that relate to your overall experience as a GTA. If you are struggling with the balance between your PhD and GTA work, if you have concerns about your relationship with a unit lead or fellow GTA, or if you have any other concerns about your role, you should contact Simon for guidance.
Additional support resources are available through the FSE GTA Hub and the broader People & OD services. These resources can provide guidance on teaching practice, University policies, and professional development opportunities.
Emergency Procedures and Personal Safety
The GTA guidance includes a critical safety instruction: if you feel unsafe and require assistance, you should go into the corridor and shout 'I need some help here', and use the SafeZone app. This procedure is essential for ensuring your safety and the safety of students in the event of an emergency or threatening situation.
Feeling unsafe during a teaching session might arise from various situations. There might be a medical emergency where a student or colleague requires urgent assistance. There might be a threatening or violent incident involving a student or an intruder. There might be a fire or other environmental hazard. There might be a situation where a student's behaviour makes you feel personally threatened or unsafe. Whatever the cause, your safety is paramount, and you should not hesitate to call for help when needed.
The instruction to go into the corridor and shout for help ensures that you can summon assistance from other staff or students in nearby spaces. In many emergency situations, the presence of additional people can help stabilise the situation until professional emergency services arrive. The corridor is typically a more visible and accessible location than inside a teaching room, making it easier for help to reach you quickly.
Shouting a clear, direct phrase such as 'I need some help here' ensures that people understand that this is a genuine emergency rather than casual conversation. The loud, urgent nature of this call should prompt people to respond immediately.
Simultaneously using the SafeZone app ensures that Campus Security is alerted and can dispatch assistance to your location. The SafeZone app, which you should have downloaded and familiarised yourself with before beginning your TA work, allows you to send an emergency alert with your precise location to Campus Security. Information about the SafeZone app is available on the University's SafeZone information pages.
In case of emergency, you can also contact Campus Security directly on 0161 306 9966, or you can contact the Emergency Services on 99999 from an internal phone or 999 from an external phone or mobile. These contact numbers should be stored in your phone so that you can access them quickly if needed.
You should be familiar with the fire alarm system and evacuation procedures for the buildings where you teach. As noted in the safety guidance from your GTA documentation, all GTAs are expected to respond promptly to all fire alarms except the weekly tests. If you discover a fire and the building alarm is not sounding, you should activate the nearest break glass point on your escape route.
The Kilburn building has a two-stage fire alarm system: Stage 1 is an intermittent alarm requiring you to be prepared to evacuate the building, whilst Stage 2 is a continuous alarm requiring you to evacuate the building immediately. The IT building has a single-stage alarm system. On hearing the fire alarm, all occupants should evacuate the building immediately by their nearest available exit, not use lifts, not return to offices to collect belongings, and proceed to the building assembly point. Fire action notices are located throughout all buildings on campus.
The First Aid and Mother Baby room is located on the top floor of the Kilburn building on the Oxford Road Corridor. If someone requires first aid, you should summon a trained first aider using the SafeZone app or by contacting Campus Security. Additional information about first aid provision is available on the Health and Safety First Aid toolkit.
Your attention is drawn to your health and safety responsibilities under Clause 67 of your contract, which references the University's Health and Safety Policy Statement available on the Health and Safety website. You have duties and responsibilities under Health and Safety legislation, including your obligation to comply with the University's procedures and to cooperate with those who have responsibility for health and safety.
If you witness or experience any incident that makes you feel unsafe, you should report this to the unit lead and your GTA Lead after the immediate situation has been resolved. The University takes all safety concerns seriously, and reporting incidents helps ensure that appropriate measures can be put in place to prevent similar situations from occurring in future.
Your personal safety and the safety of students and colleagues should always be your first priority. You should trust your instincts – if something feels unsafe or wrong, you should take action to protect yourself and others, even if you are not certain that there is a genuine threat. It is always better to err on the side of caution when safety is concerned.
By following these principles and practices during your teaching sessions – being punctual, focused, visible, engaged, professional, fair, approachable, and safety-conscious – you will contribute to creating a positive, effective, and secure learning environment for all students in the School of Computer Science. If you have any questions or concerns about any aspect of your conduct during teaching sessions, you should not hesitate to seek guidance from your unit lead, your GTA Lead Simon Harper, or other appropriate staff members. ```