Tips and Tools for Proven Success
- Introducing Yourself
- Example of How to Introduce Yourself as a Student Teacher
- Common Concerns of Student Teachers
- A Magnificent Match
- A Mismatch
- Building Rapport with Students
- Building Rapport with Your Cooperating Teacher
If you have a Strategy or a Proven Tip that you would like to have added and shared with student teachers, please submit here.
Pave the Way for a Smooth Student Teaching Experience
Send a letter of introduction and thanks-in-advance to your cooperating teacher, and possibly the administration of the school
Make your cooperating teacher’s life easy by outlining your expectations and your university’s requirements well in advance – don’t pull any surprises
At the end of your student teaching, write a letter for your cooperating teacher’s permanent file – something complimentary and full of specific things the teacher did to make your experience effective
At the end of your student teaching, write a letter of thanks to the administrators, your cooperating teacher, and any other faculty members you found helpful during your time there.
Preparing for Effective Student Teaching
Every year, over 100,000 college seniors head into the public schools to student teach. They bring with them their hopes and dreams for the start of a successful career in teaching. But, many student teachers learn that they must walk a tightrope between a variety of conflicting demands and issues.
The most immediate challenge facing student teachers is the match between the student teacher and the cooperating teacher. Many university supervisors agree that a perfect match is impossible. So, student teachers must learn to collaborate with the cooperating teacher in order to gain as much as they can from their placement.
In addition student teaching experience creates new demands for time management skills: planning the next week’s lessons, grading papers, contacting parents, and still having time to spend with friends and family. Yet, the development of these skills as a student teacher will yield benefits throughout one’s career.
Student teachers must also balance the goals that they have for their students with the demands of the setting. As temporary guests in the classes, student teachers cannot implement all of their ideas in a 10 or 16-week period. Instead, they must set realistic goals that are attainable within the time frame.
Student teachers are often frustrated by other “things” that take up time during the school day: lunch count, fire drills, announcements over the intercom, photocopying handouts, bus duty, monitoring the halls, communicating with colleagues, and phone calls to/from parents. In the end, the actual teaching represents only a fraction of a teacher’s job.
Student teachers must also learn to balance theory and practice. They must now apply what they learned from teacher preparation courses to design practical classroom activities. For example, many teacher education courses introduce the theories of cooperative learning and inclusion. But, student teachers need to know how to plan group work to ensure that each student is responsible for one part of a project, while making sure that learning impaired students are not overwhelmed by the tasks or that faster students do not go unchallenged. It takes years to learn how to do this effectively.
Finally, secondary level student teachers must learn to function as an authority figure while maintaining a pleasant demeanor. This is difficult for many student teachers. Because the age difference between high school students and college seniors is not that great, many student teachers want to be viewed as a friend to their students. Finding a way to establish rapport with students, which accounts for these dynamics is a challenge for many beginning teachers.
Student teachers share many concerns as they begin their experience. It is important to remember that student teaching is one step in the continuing process of becoming an effective educator. This issue of Teacher Talk offers tips and suggestions, which will help make the student teaching experience more rewarding.
The first contact a student teacher has with her/his students often makes a lasting impression and sets the tone for the entire experience. Here are some ideas on how to make that first impression a positive one.
- Be sure to smile.
- Write your name on the board. This helps the students remember your name and gives them a chance to write it down.
- Pronounce your name slowly and clearly. If your name is unusual or difficult to pronounce, you may want to talk about the origin of your name.
- Talk about your teaching experience or your motivation for becoming a teacher. Be creative.
- Communicate your expectations. You are there to teach, but you also are there to learn.
- Let your students know what you expect of them. This can help motivate them to do good work.
- Take a deep breath and go for it! You are about to embark on a wonderful adventure.
Example of How to Introduce Yourself as a Student Teacher:
Hello, my name is Chris O’Conner. I am a student teacher. This means that I have finished all of my college classes and I am almost ready to become a full-time teacher. I am here so that I can practice what I’ve learned in my classes. I also want to learn from you about what works and what doesn’t.
I am a senior at the university and I’ve been a counselor at camp “Whattablast” for the past three summers. Last year, I was a peer tutor in French and I occasionally give swimming lessons.
Because I will be trying some new approaches, I will rely on your feedback to let me how they are working. I want you to feel comfortable letting me know that “today’s class was really fun,” or ” that group project was a waste of time.” Preferably, you would let me know these things by writing a note or talking to me before or after class. Your comments can help guide our classroom activities.
Finally, I know that I will be spending a lot of time creating lesson plans, grading papers, and generally preparing for each day. I promise to put forth my best effort so that we can all get something out of this. In return, I expect that you will all show me an honest effort and that you will each try to do your best work. Also, I want to thank Ms. Rivera for allowing me to teach in her classroom. Does anyone have a question?
Common Concerns of Student Teachers
Concern:
Time/energy involved in preparing classes
Action:
Set aside time each day to plan for classes
Concern:
Classroom management
Action:
Have a plan ready for your first day
Concern:
Students’ lack of communication skills
Action:
Assess where students skills are: give them practice
Concern:
Students’ lack of interest
Action:
Use a variety of teaching approaches: learn students’ names
When I first entered the small, junior high school to observe before student teaching, I was scared. But, through increased contact with the students, I soon converted this fear into enthusiasm. My relationship with my students created a successful and meaningful environment. This was due to two main ingredients: An open relationship with my cooperating teacher and time management.
As a student teacher, I found it imperative to develop an honest and flexible relationship with my cooperating teacher. I started by visiting the classroom frequently, three months before my tenure began. My cooperating teacher and I exchanged teaching philosophies and ideas right away. I remained open-minded, even when I disagreed. I offered my suggestions and potential lesson plans and learned from his plans. Most importantly, I asked questions any time I had them. Perhaps this was my second best method of learning how to be a teacher (aside from plunging right in). Thus, my cooperating teacher and I developed mutual respect and this helped make my student teaching experience more rewarding. Since we established this relationship early, I felt comfortable enough to teach after only one week of observation.
During my student teaching experience, I quickly learned that time management was essential to ensure a successful unit. Though I had pre-planned a unit, it was not enough! I was not prepared for the adaptations I had to make along the way. I spent weekends and weeknights editing my plans. As a novice, I did not realize know much material I would need to have prepared.
Overall, I had a good experience. I learned a lot from my cooperating teacher and from my students. Regular meetings with the cooperating teacher allowed me to reflect upon what I had learned and provided me with an opportunity to gain a deeper understand ing of the students. Now I feel experienced and ready for my own class.
I taught in a rural middle school and really enjoyed working with the students. They willingly accepted my teaching style and me. My cooperating teacher gave me room to create my own lessons, although the content was already set. Since she was a lecture-based teacher, I was glad for the freedom she gave me to do a few small group activities, role-plays, and computer-based projects. I think she would have preferred more lectures and I would have liked more experience with other teaching styles.
I also felt good about my work with a few students in particular. I was able to help at least one student to do better in our class. Another student told me he appreciated knowing that I was watching out for him, making sure he turned in his assignments, while one student said she felt like I was the only teacher in the school who cared about her.
Not everything went well, though. I had hoped for more concrete feedback from my cooperating teacher. I wanted to hear more about what I could do better and get suggestions for teaching the content in other ways. I also felt constrained in terms of what I could do, because most of the other teachers in the school were “traditional.”
Some things were surprising about the experience. I met a number of teachers who did not enjoy teaching and just wanted to get out of the building ASAP each day. As a result, I did not get much encouragement from those teachers. I had looked forward to doing some interdisciplinary teaming, but the other eighth grade teachers were not interested in this. Also, I did not have much administrative support for the more serious discipline problems. I was responsible for discipline in my class, but I had hoped that the front office would work with me on my repeat offenders.
One piece of advice I would give to student teachers is: “Persevere – strive to make the best out of your situation.” There is always something to be learned from a situation, no matter how negative it may appear at first. Be savvy. Find out how your cooperating teacher and school operate, and work within their limits. You will not be able to use all of your teaching ideas in a short period of time, so be flexible and be ready to make changes in your lesson plans to better meet the needs of your students.
I knew right away that my cooperating teacher and I was not a good match. We met once before I began the student teaching experience and I think we both sensed that our teaching philosophies were at opposite ends of the spectrum. It seemed like I was going to be a burden to her.
I started by observing her class for about four weeks. Although I was eager to begin my teaching, the cooperating teacher expressed several concerns about my ability to teach, my lack of experience working with young people, my lack of initiative in inter acting with the students during the first weeks, and my desire to use less traditional teaching techniques.
We did not have good communication practices. This was partially because we did not have any set time to discuss how I was doing. When I did receive feedback it was often in the form of criticism instead of constructive ideas about how I could improve. For instance, after my first few days of teaching, my cooperating teacher told me I was too slow while leading the class and I should pick up the pace. While I appreciated that advice, I needed to know how to speed things up.
When I discussed the situation with the university supervisor, she suggested finding a new placement (I eventually did). If I were to start all over, I think I would have done one of two things: change my placement right away or try to be open and honest with the cooperating teacher about our communication problems, suggesting that we set aside time each day to talk. I realize now that the classroom belonged to the cooperating teacher. She wanted to do what she knew would work because, ultimately, she was the one responsible for the students. Looking back, I should have been more flexible with my expectations.
Getting a new placement worked well in my situation, but I would suggest that other student teachers try working it out with their first placement if possible.
Building Rapport with Students
- Get to know your students as soon as possible. This includes learning something about each student and learning to deal with various personalities.
- Enter the classroom with confidence. If you seem insecure, the students will realize it and you’ll never have control over the class.
- Plan well. The student teaching experience is limited, so create realistic goals for what you want to achieve with your class.
- Use a variety of teaching strategies in the classroom. Plan to use worksheets, games, role playing, group work, and other approaches in order to motivate students as well as help them learn.
- Have a specific discipline plan for the classroom that is coordinated with your cooperating teacher. Start by knowing the school’s rules about discipline.
- Smile a lot and have a good sense of humor. It can be contagious.
- Be flexible. A lot of teaching is trial and error. What works for one class may not work for another.
Building Rapport with Your Cooperating Teacher
- Meet the cooperating teacher as soon as possible after you receive your assignment. Visit the classroom to learn more about the teacher’s style and find out about supplies in advance.
- Keep an open mind. Remember that you are a guest in the classroom and that you are there to learn. Even when the cooperating teacher disagrees with you, try to learn from the experience.
- Dedicate yourself to the experience. Treat your appointment as if it were a full time job.
- Take initiative in helping out with things in the classroom. Ask if there are tasks you can assist with. Be proactive!
- Negative comments about students, other teachers, and the school are sometimes voiced in the teacher’s lounge. Don’t listen to it – it can bring you down. Stay focused and positive.
- Keep communication open between your cooperating teacher and yourself. Discuss any problems/successes you are having. Share ideas/feelings early, especially if you are uncomfortable about something.
- Ask for help with curriculum and lesson plans. This is a learning experience. You are not expected to know everything.
- Learn your rights as a student teacher. This includes knowing whether you can request another assignment and knowing what to do if you are unable to go to the school because of illness or interviews.
Author of Topics: Lisa Renard