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Physics education research has consistently shown that students have higherlearning outcomes when enrolled in interactive-engagement courses.Consequently, many schools are actively reforming their introductory curricula.For courses where the interactive sections (labs, tutorials, and/or workshops)are mostly taught by graduate student teaching assistants (TAs), good TAs areinstrumental to the success of the reform. Many studies have investigatedspecific interactions between TAs and students, but more can be learned througha holistic examination of TA-student interactions. Over the course of onesemester, I observed TAs in their various teaching roles using the Real-timeInstructor Observation Tool (RIOT). These observations serve to show what TAsmay "default to" with little to no intervention. I present a snapshot of adepartment in the early stages of reform and discuss the implications of myfindings as they relate to the professional development of our TAs.

Teaching practices of graduate teaching assistants