The TA's office is an important extension of the classroom. Every TA must have office hours but students may not be required to come in during those times. Office hours are often scheduled before the semester begins and announced to the students during the first week, but it may be preferable to check with the students about convenient times before scheduling your office hours.
How do you get students to come in? Let them know frequently that they are welcome. Invite them individually. A comment on a paper (e.g., "Please see me about this.") brings about a 75% response. Stress the importance and value of office visits both to you and to them. Some TAs find that posting answers to quiz or homework problems inside the door is an effective means of attracting students to office hours.
Getting students to come to your office hours is not always a problem. You may find that many students will come in, for many different reasons. You should be aware of ways to facilitate a helpful tutorial session:
• Be approachable. The best thing to do when students come in to your office during hours is to make them feel welcome. It takes only a little bit of care to create a relaxed, pleasant atmosphere where communication is natural and easy.
• Be Professional. After you have scheduled your office hours, keep them. Show up on time, and remain for the full office hour period. If you must make a cancellation, notify your students that you will not be in ahead of time.
• Let the student tell you the purpose of their visit. You may suspect some hidden problem, but you should not press the student to disclose. You can help the students if they actively request it, but your responsibility need not extend further than responding to their requests.
• Listen to your students. Give them your undivided attention. The best way to show that you are listening is to reflect their concerns in your own words. This also shows students that you find their concerns important. Students often fear that they are wasting your time. By listening attentively and responding thoughtfully, you can help allay their anxiety.
• Don't be afraid to say, "I don't know, but I'll find out for you." You should realize that you won't always be able to provide all the answers students may ask.
• Be non-judgmental and try to see situations from the student's perspective. Work with students to achieve positive solutions.
• Be aware of your own limitations. Refer serious problems beyond your expertise to the relevant professionals on campus. Refer students to appropriate campus resources.
-several suggestion come from Maria Tart, Cornell Unversity, 1997.