When Ben Lansky first became a graduate teaching assistant (GTA) in the department of English, he found himself well supported by the faculty, and benefited from several days of orientation before his first teaching assignment. He graded sample essays, role-played possible confrontations with students, and talked about how to craft an authoritative-but-friendly teaching persona.

But when he first stepped in front of a classroom full of students, he realized that he still wasn’t truly prepared for what he was facing. Read more...