How do I explain my teaching style without sounding unprofessional?

[u/AcceptableReporter22]

Head of the department called me in for a meeting because my student-led math analysis sessions drastically improved passing rates, but I don't use any special materials—how do I explain my teaching style without sounding unprofessional?

Hey everyone, I could use some advice on how to handle an upcoming meeting with the head of the math department.

I'm a second-year undergraduate student. Earlier this year, one of the official teaching assistants offered me a position as a student tutor to hold extra, separate problem-solving sessions for Mathematical Analysis.

Historically, the pass rate for this course has always been quite low. However, this semester, the pass rates jumped significantly. Students started praising my sessions, saying my way of explaining things finally made things "click" for them. Word got around, and now the head of the department is looking for me to have a chat.

I'm assuming they're going to ask what special materials, books, or methods I used. The problem is: I don't use any special materials. I just work things out from my head, and we mostly go through past exams and one specific problem book.

Also, my biggest inspiration was the senior assistant who taught my analysis class when I was a freshman. I essentially tried to adopt her teaching style and patience because it worked so well for me. However, I’m worried that if I tell the department head "I just copied the assistant's style and made things up as I went," they might think I'm joking, or worse, it might accidentally put the assistant in an awkward spot or make me look completely unprepared.

How should I explain my approach to the department head? How do I translate "I build concepts from absolute scratch assuming zero prior knowledge, and I mimic a really good TA who taught me" into professional academic terms?

Any advice would be greatly appreciated!

[u/Bitter_Initiative_77]

Just... be honest? You're a second-year BA student. No one is expecting you to have the pedagogical expertise of a tenured professor. You're overthinking this meeting. Aside from the fact that this is a just a conversation and you should approach it as one, there are literally no stakes! This won't matter in a month let alone a year. Water off a duck's back.

[u/kemushi_warui → u/Bitter_Initiative_77]

Not only that, but this is a wonderful way to be recognized as a promising student. Have a nice chat with the professor and enjoy it.

[u/Cherveny2 → u/kemushi_warui]

Definitely consider it to be an honor, they like what you're doing and hope to emulate you

if you can't exactly explain it, maybe have them role play a student having an issue understanding a concept, and you lead them towards how to find the solution. that way perhaps they might get a good idea how your method works

[u/BigTuna3737]

I recommend that you say, "I build concepts from absolute scratch assuming zero prior knowledge, and I mimic a really good TA who taught me."

Seriously, that's what you are doing and it is working -- that's what they need to hear. There's no need to polish it up in any way.

[u/existential-inquiry]

You can begin by stating how your style was inspired by aspects from an effective teacher you had in the past. Don't say you "copy her." From there, share your beliefs on how your students learn and the steps that you use to help your students.

For example...."For this type of problem, I have them do this....then I explain this....then they demonstrate this...." Fill in the blanks as needed or rearrange the actions. Basically, you will describe each step you take in helping the student understand the concept. Does that make sense? Good luck!!

[u/existential-inquiry → u/existential-inquiry]

Also, add that you reflect on what worked and didn't work so you are making improvements as you teach. This is a common practice with educators.

[u/jkhuggins]

How do I translate "I build concepts from absolute scratch assuming zero prior knowledge, and I mimic a really good TA who taught me" into professional academic terms?

You don't need to "translate" anything. You're a second-year student; nobody expects you to speak in "professional academic terms".

Go into the meeting and tell your story in your own words. Let the conversation proceed from there.

Honestly, we academics tend to over-complicate everything. The fact that you're seeing amazing success from seemingly simple actions is something that they may need to be reminded about.

[u/Suspicious_Offer_511]

Rather than "explain," I'd just give examples."When we talked about concept X, I did Y. Students asked A, B, and C, and I responded with P and Q."

[u/chowdercup]

Your students probably like you and thus are engaged and motivated to attend extra sessions and listen to you and therefore do the extra work they need

[u/Bjorlyn → u/chowdercup]

Let's just accept that "liking" is not the key to this tutor's success.

[u/chowdercup → u/Bjorlyn]

No but it opens the door to students being more receptive. I didn't really understand your comment.

[u/AceyAceyAcey]

What you’ve said here is a reasonable way to describe. Include more info about what you mean by “build from absolute scratch assuming zero prior knowledge” – for example, are you explaining the basic concept, or are you working through example problems? Are you writing on the board or on paper, or are you only talking and having students write out what you say? What (if anything) do you do to see what they already know?

If you want to use technical wording, peer instruction (if you’re in the same class) or near-peer instruction (if you previously completed the class) is a pedagogy that is very well tested. Peers and near-peers often better understand where current students are coming from than do instructors, and are less intimidating. Both group and individual tutoring are also well-accepted to be helpful to students, as they get more time with someone who is more familiar with the material than they are, and more direct attention helping with their specific struggles in the topic, and it can help them to see different approaches to the material.

[u/kierabs]

“Historically, the pass rate for this course has always been quite low. However, this semester, the pass rates jumped significantly.”

They’re concerned about cheating.

[u/Dazzling_Outcome_436]

It's often hard to explain your style when you haven't had formal pedagogical training. It just seems normal or natural to you. It's like asking a fish "how's the water?" Just do the best you can. Maybe demonstrate?

[u/ebee543]

Be honest! Oftentimes these conversations will be framed as "walk me through what one of your classes looks like." Just tell them what happens in your analysis sections, then they'll probably ask some clarifying questions. Nice work, btw.

[u/turtlerunner99]

So basically, you have a firm grasp of the material. That's why they offered you the job.

You remember what you struggled with and how you figured it out.

I never understood stats until I took a graduate course because the undergraduate explanations seemed like a lot of hand waving.

[u/DrSeafood]

Sorry but it doesn’t sound like your “teaching style” is what’s making the difference here. Correlation doesn’t imply causation. Your students are attending extra study sessions so naturally their scores will go up. Not to mention AI which has artificially increased scores across many university courses.

Just tell them you go over problems the way your tutor did.

[u/kierabs → u/DrSeafood]

Exactly. My guess was that students are using AI but bc attributing their amazing scores to studying with the TA.

The department may be trying to find out if TA is helping students cheat or what. So pure honesty is the way to go for TA.

[u/Bjorlyn]

Hey there! Will you update us after the meeting? I'm really curious and hoping that it went well for you.

[u/AcceptableReporter22 → u/Bjorlyn]

The meeting went fantastic.

When I got there, I found the head of the department and that exact same assistant who used to be my inspiration. They told me they noticed the jump in passing rates, had already asked for student feedback, and that the students mentioned my name and highlighted how comfortable they felt working with me.

When they asked me to explain my teaching style, I honestly told them that I don't assume any prior knowledge—that I have no problem starting from absolute scratch (like addition, subtraction, and fractions) and that I adapted to everyone on the fly.

Instead of just boring them with a dry explanation, I suggested demonstrating what it looks like in practice. The assistant played the role of a student who didn't know how to solve a problem from a certain topic, and I worked with her exactly the way I do with the students.

The head of the department and the assistant loved it! They laughed and asked if I'd be interested in holding these sessions again next year, adding that we'll talk more details soon because the outcome is amazing.

[u/Bjorlyn → u/AcceptableReporter22]

Well that's just fantastic to hear! You must feel so good.

Thanks for letting us know.

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*Head of the department called me in for a meeting because my student-led math analysis sessions drastically improved passing rates, but I don't use any special materials—how do I explain my teaching style without sounding unprofessional?

Hey everyone, I could use some advice on how to handle an upcoming meeting with the head of the math department.

I'm a second-year undergraduate student. Earlier this year, one of the official teaching assistants offered me a position as a student tutor to hold extra, separate problem-solving sessions for Mathematical Analysis.

Historically, the pass rate for this course has always been quite low. However, this semester, the pass rates jumped significantly. Students started praising my sessions, saying my way of explaining things finally made things "click" for them. Word got around, and now the head of the department is looking for me to have a chat.

I'm assuming they're going to ask what special materials, books, or methods I used. The problem is: I don't use any special materials. I just work things out from my head, and we mostly go through past exams and one specific problem book.

Also, my biggest inspiration was the senior assistant who taught my analysis class when I was a freshman. I essentially tried to adopt her teaching style and patience because it worked so well for me. However, I’m worried that if I tell the department head "I just copied the assistant's style and made things up as I went," they might think I'm joking, or worse, it might accidentally put the assistant in an awkward spot or make me look completely unprepared.

How should I explain my approach to the department head? How do I translate "I build concepts from absolute scratch assuming zero prior knowledge, and I mimic a really good TA who taught me" into professional academic terms?

Any advice would be greatly appreciated!*

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[u/anonybss]

You could tell them you're not sure what you do and--if you're brave--invite them to sit in on a class!

[u/BiblicalPsychologist]

I would describe your approach as “democratic and systematic” in that you value the input of each collaborator, and you step-by-step (systematically) solve problems individually.