Chapter One: Getting
Started Early
Teachers constantly refer to the first days of school as the
most important days of the year. They set the tone for classroom management, expectations,
and relationships. There is even a book written just about those first days.
Just as it is crucial for the students and the teachers, it is important that
student teachers get the experience of these first days with their mentors. Getting
the student teachers involved as soon as possible can be extremely valuable for
all parties involved. Get in touch over the summer. Invite them to the first
inservice. Get them ideas for lessons and units they could be involved with.
Chapter Two: Setting
Clear Expectations
The student teaching experience is different for everyone.
No two are exactly alike. While there are different personalities and teaching
styles in every classroom, university supervisors need to ensure that all
student teachers have the same QUALITY of experience. Questions that can be
addressed to cooperating teachers: What are the roles of the student teacher?
When should they show up daily? What are the boundaries? Is there space
provided for them? Have you set deadlines for them?
Chapter Three:
Mentoring the Mentors on Mentoring
The first year of teaching is extremely overwhelming. Student
teaching was designed by universities to adequately prepare students for this
first year and ease that anxiety. Student teachers need proper training before
becoming teachers. Cooperating teachers should also have to receive the
training to enter into the extremely important role of mentor.
Chapter Four: Building
Relationships
Positive relationships foster positive experiences.
Cooperative teachers and university supervisors need to be willing to put forth
the extra effort to build these positive relationships. With these
relationships, CTs and supervisors will be able to cater the student teaching
experience to each student teacher’s individual and unique needs.
Chapter Five: Constructing
Constructive Feedback
Once positive relationships are built, it is easier to give
and receive constructive feedback. But what constitutes “constructive”
feedback? It exists both formally and informally and enables CTS and
supervisors to mold student teachers and help them grow into effective
educators. CTs should be willing to give feedback often and willing to spend
extra time to critique lesson plans and activities. Supervisors should set
explicit goals. What are specifics that student teachers need to be focusing
on? What steps can be taken to make improvements? How can we make this the most
valuable for the students?
I like that your book title and content is addressed to cooperating teachers and university supervisors. I agree that experiencing the first days of school would be beneficial but it would also be very difficult to organize and it would be a bit unfair to the teachers. Those first few days are the CT's opportunity to build their class culture and relationships. I think perhaps a compromise could be reach though, somehow. Perhaps cameras in multiple classrooms for us to at least observe and vicariously experience those crucial first few days or weeks. I don't know what the true solutions is. I would have loved to experience the classroom prep and setup, the first moments, while still in the education program.
ReplyDeleteI agree that sometimes there is not enough relationships building with student teachers, CTs, and US staff. I knew my CT quite a bit before I was place but many were not so lucky. Even so, I was used to being the Co-Op para with her, not a teacher. I was also confused by how much I was responsible for in the change-over to student teacher, and I missed precious planning opportunities because of that and last placement.
This book concept is a great idea! Thanks for it.