Before the semester began, I felt both excited and hesitant about becoming a Teaching Assistant for the first time. As a first-year MBA student at the University of Wisconsin–Madison, stepping into a TA role for RMI 300, Principles of Risk Management—an undergraduate class of nearly 190 students—felt like a big responsibility.
RMI 300 is not a small, intimate class. It is a large, fast-paced course that introduces students to the foundations of risk management, including how individuals and firms identify, measure, and respond to risk. From the back of the lecture hall, the scale of it all is striking, rows of students, each with different levels of interest, preparation, and career goals. As one of two TAs for this class, I am learning that my role is not just to support the professor, but to help connect with students across that wide spectrum.
One of the biggest realizations so far is that this role is much more about communication than I initially expected. I came in thinking that if I understood the material well, teaching it would come naturally. Instead, I am learning that understanding something and explaining it are two very different skills. Concepts like risk pooling or expected loss may seem straightforward after studying them, but explaining them in a way that truly makes sense to someone else takes effort and intentionality.
Speaking in front of students is something I am still getting used to. At times, I find myself thinking carefully about how to phrase an explanation while also trying to stay clear and concise. There are moments when I pause, rephrase, or simplify my thoughts in real time. At the beginning, this was one of my biggest concerns, and it is still something I am actively working on. However, this experience is already helping me grow. Little by little, I feel more comfortable speaking, answering questions, and leading discussions.
Even though the semester is still ongoing, this experience is already changing how I view both teaching and learning. I am becoming more aware of how students process information, how they approach uncertainty, and how small moments of clarity can make a difference in their confidence. It is a reminder that education is not just about delivering content, but about helping others build understanding.
So far, being a TA for RMI 300 has been both challenging and rewarding. I am still learning, still adjusting, and still stepping outside of my comfort zone. But that is exactly what makes this experience meaningful. Being on the other side of the classroom, even temporarily, is teaching me just as much as I hope I am helping others learn.
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