Happy March from the GSTA!

We asked the grad students to describe a time a student positively impacted their teaching and here’s what they had to say!

 

Chair: Alexa Sacchi (they/them), University of Toronto - St.George:

Since the COVID-19 pandemic, I've become more flexible in accommodating students, as long as their requests are reasonable. One student in my class had accessibility accommodations, which included being exempt from oral presentations due to anxiety. This presented a challenge, as the course required three in-class presentations. I reached out to the student to emphasize the importance of presenting their research and reassured them that everyone feels nervous, but I also offered two accommodations: they could present only to me and the TA or record a video of their presentation. For the first presentation, the student chose to present to me and the TA and did very well. By the time the second presentation arrived, the student felt comfortable enough to present in front of the entire class, due to the small class size and supportive environment. At the end of the semester, they expressed gratitude for my flexibility, noting that many other instructors had not been as accommodating, which helped them feel more confident and enjoy the class. I believe that fostering a positive environment for students is essential, and a little kindness can make a big difference!

 

Mel Ceren (she/her), CUNY Graduate Center:

At any given moment, students in the classroom are either grasping a concept with ease or struggling to keep up. As an educator, you may find yourself wondering, How can I get all my students on the same page? What am I missing?

Students often focus heavily on their grades, especially when they struggle with a concept. They may try working through it alone, seek help from you or school tutoring services, yet still not achieve the results they hoped for. When I was a teaching assistant, I saw students upset over receiving a B because it affected their standing in Research Methods, the next course in their program. With AI now widely available, the pressure to earn top grades has led some students to depend on it in ways that can cross into academic dishonesty. One student once mentioned that it would be much easier if assessments focused less on recalling information and more on reflecting on what they had learned.This idea is compelling. Traditional education often emphasizes memorization and exams that measure content knowledge. Shifting the focus to reflection helps students move beyond just aiming for a particular grade. It allows them to think critically about the skills they’ve gained, helping them grow into independent thinkers and capable professionals.

 

Josh Lovett (he/him), University of Illinois Chicago:

In my classes, I like to encourage students to engage in collaborative problem solving. In my statistics course, one of the best moments is when I see students helping others grasp a difficult concept. This also gives me insights into how students think about different concepts and stretches my own thinking about some of the things we learn. I absolutely love these moments!

Ashmita Mazumder (she/her), University of Toronto - Scarborough:

During a lecture on personality assessments, I discussed how we measure traits using self-report and behavioural methods. A student then asked, “If personality is stable, why do people behave so differently across situations? And if it changes, then what are we really measuring?”

Their question sparked a rich discussion on the person-situation debate, and it made me rethink how I framed personality measurement. I started incorporating limitations of traditional trait models, ecological validity, and emphasizing situational and cultural influences on behaviour. That moment reinforced the importance of leaving room for uncertainty in psychology and teaching students not just what we know, but also the complexities we are still trying to understand.

Sherry Nguyen (she/her), University of Alabama:

One of the most meaningful moments in my teaching experience happened at the end of a tough semester when a student reached out to thank me. They admitted that, at the start of the term, they had found the class overwhelming and almost unbearable. However, as the semester went on, they felt that my teaching style, which emphasized engagement, collaboration, and an inclusive classroom environment helped make the course not just more manageable, but even enjoyable.

Later, as I read through my end-of-semester evaluations as a GTA, I saw similar feedback from other students. That’s when it really hit me: while content knowledge and technical skills are important, how students feel in the classroom matters just as much. When students feel welcomed, supported, and engaged, they are more likely to participate, collaborate, and actually learn, rather than just stress over the material. This experience completely shaped how I approach teaching, reminding me that creating a positive and inclusive learning space can be just as impactful as the content itself.