Thus, undergraduates may think that since GTAs are more familiar with academic demands, the pressures of deadlines, and workload in their own courses and research, they may be more understanding, approachable, and relatable when undergraduates express workload issues (Muzaka, 2009).
Conversely, GTAs are perceived as uncertain, hesitant, nervous, relaxed, laid-back, engaging, interactive, relatable, understanding, and able to personalize teaching.
Conversely, GTAs were perceived as more uncertain, hesitant, nervous, relaxed, laid-back, engaging, interactive, relatable, understanding, and able to personalize teaching than professors.
In studies of student perception of instructors, GTAs have been identified with positive descriptors of being engaging, approachable, informal, relaxed, interactive, relatable, understanding, and able to personalize teaching (Park, 2002; Dudley, 2009; Muzaka, 2009; Kendall and Schussler, 2012).
As a teacher, I knew early on that having a strong presence and understanding how your content relates to the audience's reality, while also being inclusive and relatable, was critical to my success.
You wanted hot and relatable?
Make your story human and relatable.
There's Taylor Swift being famous and relatable.
Be open and polite, succinct and relatable.
