by Vanessa Swenson

Writing is writing. I’ve reminded myself of this often this semester as I’ve worked as a WIP TA for two dance classes. I have never taken a dance class—or ever danced, really. I was excited to be able to work with students again, but I asked myself, what could I offer 100 students in two dance courses? I realized that I needed to do what I tell my students to do in their writing: I needed to trust myself.

“Trust your instincts. Trust your ideas.” I’ve lost count of how many times I’ve said these phrases to my students over the years. As I’ve created activities, I’ve tried to focus on learning outcomes that are constructive, achievable, and build confidence. This concept isn’t pedagogically revolutionary, but it is essential. If I repeat admonitions about trusting yourself with your writing, but then come at students with activities or feedback that don’t guide them in improving their writing, I will be stymieing their opportunities to deepen their self-confidence.

I’ve tried to focus on learning outcomes that are constructive, achievable, and build confidence.

How do we as TAs or instructors make sure that we are allowing for situations where students can flourish? We need to trust our instincts and trust our ideas. All of us bring abilities and skills that we’ve refined whether as students or professionals. As WIP TAs we receive excellent training and continued support that help us learn how to successfully transfer our writing strengths into pedagogical abilities. Just as good writing instruction involves scaffolding, learning how to help students means that we need to be willing to add new techniques and pedagogical theories as we work to become better teachers. As we build our confidence and learn to rely on skills, our students will come to trust that what we are providing them a pathway to success.

Quality writing involves exposing a part of yourself. Quality instruction demands the same commitment. I don’t know how either activity can be completed successfully without trusting ourselves. We will hit brick walls in how to structure a meaningful activity or give useful feedback. It happens, just as our students will have mental blocks that they will trust us to help them navigate. We will talk them through their ideas, patiently helping them discover their path forward so that they retain ownership of their paper. We must also treat ourselves with this level of kindness as we fight through our own writing and teaching roadblocks. 

Quality writing involves exposing a part of yourself. Quality instruction demands the same commitment.

Trust our instincts, trust our ideas—in writing & teaching.