TA Evaluation -- report on Mark Martin
         3 April 1990
         
         
         Mark is among the best TA’s this year, and I am lucky to have him for
         my class.
         
         Mark runs his quiz section exactly as I asked him to, as a session for
         practicing problems. On the day I observed he passed out a worksheet
         he had designed and directed the students to spend the hour working on
         the problems on the sheet. By the students’ reaction it was clear that
         they are used to this approach, and had come to section to work hard,
         rather than just to watch the TA answer homework qtiestions on the
         board.
         
         Mark spent about half of the period wandering around the room, checking
         on students’ progress and answerinc individual questions. I was able
         to overhear some of his conversations with students, and it was clear
         he was able to quickly perceive the misunderstandings behind their
         questions and direct his answers to root of the problem.
         
         The other half of the period Mark worked at the board. Early in the
         period he gave hints on a part of a problem that had stumped most of
         the class. These hints were effective in getting people to think
         constructively about the problem without giving away the answer. Later
         in the period he discussed some of the solutions.
         
         Marks communications skills in front of the class are impeccable. He
         speaks clearly and slowly, and his attitude is that of a friendly and
         approachable TA, encouraging people to ask questions. He effectively
         uses the limited blackboard space, clearly writing the steps of his
         argument in an easily followed sequence. He effectively elicits student
         input in constructing the arguments.
         
         Mark’s one mistake was the first problem he put on the worksheet. It
         was challenging and interesting, and would have been a superb problem
         to use a week later in the course, but it was too hard for the students
         at the time he used it. Many of them were unable to do it. Even on a
         later worksheet, the problem probably should not have been placed
         first, since it is usually more effective for students to start off
         with easier problems and work up to harder ones during the hour.
         
         I was delighted that Mark was assigned to be my TA this quarter and I
         look forward to the continued contribution I know he will give to
         making a great course.
         
         
                                Gary Nelson