#14 Student Teaching by Leslie Crawford-Lipovski

Objectives:

Students will:

1. Review student teaching materials, expectations;
2. Engage in discussion about concerns for student teaching--relationship with cooperative teacher and university supervisor;
3. Review and assess a case study concerning the student teacher experience;
4. Ask questions of me about my student teaching and first year experiences (per their request).

Method:

Students will:

1. Use university website materials to clarify expectations.
2. Analyze relationship with university supervisor and cooperating teacher using handout.
3. Share observation journals, critically analyze what was seen as well as what was not seen.
4. Complete discussion questions to prepare for student teaching.
5. Read and discuss case study.
6. Generate and ask questions of university supervisor concerning his/her experiences.

Information:

1. Students will strengthen knowledge of student teaching expectations.
2. Students will have practical ways in which to approach supervisor and teacher while student teaching.
3. Students will gain insight about what to expect as they enter the teaching profession through asking supervisor.

Evaluation:

1. Observation log discussion contributions.
2. Question and answer session contributions.
3. Case study write-up and discussion.

Informal Interview With Your Supervising Teacher

1. Tell me about your class.
2. What types of diversity are represented by the students in your class? Demographics? Number of males versus females?
3. What is the range of ability in the class? How are the identified special-needs students served? Are they mainstreamed or in pull-out programs?
4. Is there a specific curriculum plan/guide for each subject or content area? Are there guides that I may review?
5. Do you use any particular grouping plans? How were these developed?
6. Can I receive a copy of our dailly schedule?
7. What can I do to prepare myself for teaching with you?

Student Teaching Dilemma

Read the case study below and discuss with your group ways you can overcome the obstacles discussed.You have successfully negotiated numerous hurdles in your teacher education program and you have finally made it to your culminating student teaching experience. Your student teaching coordinator has carefully selected a placement for you to spend the better part of your semester learning the teaching role. However, this location is officially the classroom of your supervising teacher and you are a guest in that classroom and school. You mus adjust yourself to someone else's classroom, including the physical environment, schedule, style of management, classroom materials and students. You must (with your supervising teacher's help) adjust and make this classroom yours as quickly as possible. Your supervising teacher is the primary authority in the classroom (the students will know this). You will gradually take control of the classroom and then you will experience the comfortable feeling of "ownership." This takes time, but you must take the initiative and accomplish this task. It is crucial for your success that you assume the co-teaching role in the classroom, accept the realities of the classroom, and take advantage of your classroom environment in developing your teaching expertise. What are some ways that you can establish "ownership" in the classroom while still respecting that the class truly belongs to your cooperating teacher?

Adapted from Preparing for Student Teaching in a Pluralistic Classroom by Timothy Blair and Deneese Jones (1998).

Preparing for Student Teaching

Role of the University Supervisor

1. Liaison between the university and cooperating teacher.
2. Plans and holds seminars on timely topics throughout the semester.
3. Assists in the improvement of the student teacher by serving as coach and counselor.
4. Observes student teacher as he/she plans and works with students.
5. Provides mentorship opportunities.
6. Provides immediate feedback, praise, and encouragement; makes suggestions which help student teachers grow professionally.
7. Meets with both the supervisor and the student teacher at different times and in three-way conferences to discuss the needs and development of the student teacher.
8. Completes periodic and final evaluations; writes recommendations to school districts.
9. Evaluates the student teachers' portfolios and lesson and unit plans.
10. Makes a recommendation to the university field-experience office concerning student teacher progress.

Role of Cooperating Teacher

1. Become familiar with the background of the student teacher and introduces the student teacher to the professional world of teaching.
2. Orients student teacher to the philosophy, curriculum, policies, and features of the school.
3. Informs the student teacher of the different backgrounds of students.
4. Meets during the first week to plan the gradual induction of the student teacher into all facets of the teaching process.
5. Models lessons in each content area, which exposes the student teacher to a variety of teaching materials and techniques.
6. Assists the student teacher in developing effective classroom management techniques.
7. Helps the student teacher plan, teach, and evaluate his/her efforts in each content area.
8. Observes the student teacher frequently, provides immediate feedback on strong areas and areas which need improvement and helps plan for improvement and growth.
9. Writes mid-term and final evaluation of student teacher's performance.
10. Encourages and mentors student teacher.

Exploring Expectations

1. Consider how your prior experiences inside and outside school are transformed into your classroom strategies. Identify which of these experiences (positive or negative) may have influenced your teaching beliefs or style.
2. Consider the nature of your beliefs about teaching in contemporary schools, especially about your commitment to help all children learn.
3. Consider biases or stereotypes you might have for student groups and how these may interfere with your ability to teach some students.
4. Consider the fact that no single method, activity, strategy, or style of teaching is sufficient to adequately teach diverse student populations.
5. Consider how and why you might interact with some students more positively than other students.
6. Consider the challenges you face as a teacher aside from teaching academic content.
7. Consider the personal perspectives of your students and how these perspectives, framed by cultural values, provide your students with varied vantage points for learning the content you teach.

Note: any other challenges you might face or things you can do to prepare for your student teaching semester in the space below.

From Preparing for Student Teaching in a Pluralistic Classroom by Timothy Blair and Deneese Jones (1998)

Reflections on Presenting This Seminar

I can sum up today's seminar in one word--negativity! I was completely unprepared for what happened today. After the first semminar went so smoothly, I expected that this one would be just as good and beneficial. I began by asking if anyone had any comments or questions about the observation experience. I suppose this was my mistake because that open-ended question opened up a floodgate of complaints. A few students feel that the seminar and its requirements are just one more hoop they have to get through to become teachers. They do not see the benefit of our coming together and particularly critiqued the use of TeachNet as a means of communication. This went on for well over half the class and Kevin and I addressed the issues to the best of our abilities. Finally, I suggested that we move on because the atmosphere was turning very negative and we were not accomplishing anything. I also noticed that the complaints were coming from just a few people and the others in the room were beginning to get annoyed.I had a great lesson on student teaching planned and I got through some of the information that I had prepared. We proceeded to let the students ask questions of Kevin and I about our teaching experiences as they had requested for us via TeachNet. I feel that this segment went well and that valuable information was exchanged. Unfortunately, the seminar was not as effective as it could have been because of the beginning outbursts. I was frazzled and I could feel that my blood pressure was high. I have taught in similar circumstances, but this took me by surprise because I do not expect such unprofessional behavior from college seniors who are about to become teachers.

As I reflect on the seminar, I realize hat the complaints were focused on issues of time. Students are feeling a lot of stress right now with deadlines hanging over their heads and finals around the corner. Some of them did not know how too channel that stress and so used the seminar time to vent. Although this is not an appropriate venue for them to use, it showed me that part of my job is to help them deal with stress and deadlines; issues that they will have to face as teachers. I did not have the heart to tell them that the so-called "unreasonable" requirements of this semester are insignificant compared to what they will face in the real world of teaching!