These days in the Everyday Algebra class at State College Area High School, students wrestling with a problem can always count on someone knowing how they feel.
That’s because the daily intervention course for academically at-risk ninth-graders, formally titled College Prep Algebra I A/B, frequently uses former class students as teaching assistants. They know what it’s like to struggle with confidence, to try to grasp new material, to muster the nerve to raise a hand. Their empathy often means the difference between a light going on and someone staying in the dark.
“Some kids struggle with asking for help, so when kids are just open to asking me, it means something,” said sophomore Liz Link, a TA who took the class last year. “They know that someone is able to help them. We can understand what they’re going through.”
In exchange for academic credit, seven Everyday Algebra TAs this year are fulfilling various supportive roles, from assisting with preparing resources to addressing questions. Math teacher Shawna Mukavetz said TAs allow her and her colleagues to provide more one-on-one instruction without sacrificing other students’ learning — part of the district’s commitment to equity and inclusion in its schools.
“What we found is that it really gives us more flexibility during the lessons,” Mukavetz said, noting that TAs can pick off smaller questions, freeing teachers to give extra support.
Circulating TAs often see subtle requests for help — a raised head, a glance — that teachers focused elsewhere may miss. That could be critical for frustrated students who might become more discouraged while waiting for assistance.
“They would have time in their heads to tell themselves they’re not good at math and then they spiral,” Mukavetz said. “Whereas a TA comes over and says, ‘You just did this,’ and they say, ‘Oh,’ and they’re back in the game.”