Student teaching
sta...@my-deja.com
I will be doing my APT (Advanced Professional Term...otherwise known as
my final student teaching). We get all sorts of advice from Profs about
what to do, what not to do, and how incredibly exhausted we will be
during this busy time. What I would like is a REAL teacher giving me
some hints and ideas that might impress my cooperating teacher.
Theory is all well and good, but I don't think I am prepared. So, if
any of you have been a cooperating teacher and would like to gently
offer this terrified student some pointers, I would appreciate it. BTW,
I am not TOTALLY lost, I am the mother of three sons.
Thanks.
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Marc
1) Don't try to work too.
2) Don't try to raise your kids. Drag your spouse into this FULL TIME.
3) You are right, you are totally unprepared, and little of your theory
classes will help you now. They are a waste of time at this point. Showing
confidence, control, patience, and dominating the classroom simply by being
in it are what you need. You don't have it, and can't get it except through
experience. But you can get it that way. In a couple of years, you'll have
time to think about what you learned in those theory classes and see how it
applies. Too bad you can't take it then.
4) If you have a good cooperating teacher, you are a hell of a lot of work,
and his job is not done until you are hired. He's not looking to be
impressed. He wants to see you see yourself, your mistakes as well as your
successes. He'll help you plan, help you grade consistently and fairly, and
always be with you in parent meetings deflecting the blame for any problems
from you to him. If you have a bad cooperation teacher, good luck! (Try to
work in a school you have ties to. A former teacher of yours will see you
as a success walking in the door, and has already invested time and effort
in you.)
5) Make sure you have fun. It sounds impossible, but it really isn't.
Best of luck!
Marc
Jim Wayne
can get.
Plan for more than you need. Then be prepared to adapt.
Assume from the very start that you are really in charge. When they
say, "That's not the way Mr. X does it," look them in the eye and say,
"That's true. But that's the way I do it," in a pleasant tone of voice.
Don't be sarcastic.
Remember, you can't teach until you have control of the class. Plan on
needing more time than you might expect to get and maintain control.
Have a repertory of things you plan to do to deal with potential
disruptions before they get to the point that you must interrupt class
to deal with them, such as:
--Look at the student (the famous teacher glare: it's just a level look
with a neutral expression or slight frown, as the situation requires)
--Walk over to the students who might be getting off task and teach or
talk or supervise while standing beside them.
--Tap the student's desk or point out something in the student's book.
--Include the student's name in your presentation. "As Marcia just
said, James, the pilgrims landed in 1620 at Plymouth." Do not always
follow up such a statement with a question. You are just letting James
know that you are aware of whatever it is he is doing.
Especially during the first days, keep it simple. Save the student
group projects for later, when you know the students and can set up
groups that separate the discipline problems. Explain everything three
times at least, and have the explanation written down. In the first few
days, try not to do anything in the class that requires the students to
follow more than two steps. "List your ideas for different ways to
measure this liquid. Beside each item on your list, put a star if it
needs specialized equipment. You have three minutes."
Use active learning techniques.
Use quality tools.
To impress your supervising teacher, watch or talk to that person and
try, as much as you can, to use the same classroom techniques. This is
not really contradicting what I said earlier. There will ALWAYS be
things you do differently from others. But the students will adapt to
you quicker and you will minimize discipline problems if you keep the
number of those things as low as possible. Every veteran teacher can
tell you, varying student routines makes classroom management more
difficult. This is as true for high school as it is for third grade
(which is the range of my teaching experience).
Have and use a full page seating chart. At first, photocopy the chart
every day and use it to make notes: A for attention problems, T for
talking out of turn, check for answering a question, etc. Devise your
own system. At the end of the day, transfer the marks to your student
management cards. It impresses parents when you can say, "In the past
week, I've noticed that Griselda has been off task on at least three
days, Tuesday while we were listening to student reports, Wednesday in
silent reading, and Friday during the spelling test."
Jim
healer in green
Having rules on the first day is good. You can have the students
"decide" on the rules by asking them what rules/consequences there
should be. They'll know them. You can have something already made up
and present it the next day as if it was something that they decided
on. If they miss something while you're talking about it (ex. no gum
chewing) then just say to the class something like, "I know you guys
haven't mentioned it but I have a real thing against gum chewing... I
always end up stepping in it and having to look stupid trying to
scrape it off so I'm just going to add that one on."
I also mention my pet peeves on the first day after the rules have
been discussed just so the students aren't surprised. For example, I
have a HUGE problem with people lying to me. So I tell the students
that if they are caught breaking a rule (like chewing gum) that I'll
more than likely let it go if they just admit it and go to the trash
to spit it out but I'll skip a consequence on the contract (instead of
the 1st one, I'll go straight to the 2nd) if they lie to me and I
catch them at it. They believe me and I've never had a problem with
that kind of thing. They (usually) don't lie to me because they know
I hate lying and I don't lie to them which they know since I've
already told them how much I dislike lying and liars.
Phrase the rules as "Students will..." and have things like respect
property, stay seated, remain quiet, etc. There is definitely a
better and more positive atmosphere in the class with "Students will"
as opposed to "Students will not". When you tell them what they can't
do, they tend to want to do it just to show that they can.
Polaroid has come out with the I-Zone camera which take passport-sized
photos. If you get one of those, you can take pictures of the
students and write their names on the borders then set up a photo
seating chart that will not only help you learn the names faster, but
also prevent them from switching seats to confuse you and/or any
substitutes you may have. If you get the film that does NOT have the
sticky backing, you can use tape on the back to attach them and switch
them around every few weeks (I switch them after every 5-week grading
period). The sticky film is good but you can't switch the pics around
without cutting/damaging the paper you put them on the first time.
On the first day of school, I give them a copy of the basic syllabus
with a "Contract" for them to sign and take home to have their parents
sign. The contract has the basic rules and consequences outlined.
That's their first homework assignment. I also have a questionnaire
for them to fill out in class. It has basic questions that ask about
their favorite movies, tv shows, hobbies, etc... A day or so later, I
give them another questionnaire asking about their reading habits (I
teach high school English).
The whole first week is all about "These are the rules. This is what
will happen this semester. This is how I work. How do you work?
This what I expect of you. Do you have any expectations about me or
the class?"
It sets up a positive but firm atmosphere. Many people will say that
you have to walk in on the first day with a frown and not even crack a
small smile until December or so but that doesn't work for me. I'm
not one of those people who can be 'evil teacher' for more than a few
moments so I don't even try. Students know that we'll have a good
class if they follow the rules and a bad one if they don't.
Hope that all this babbling helps.
Ms. S.
---------------------------------------
SPAM trapped
If you want to know my real address, post a
request and I'll email you.
The only reason that men exist is to
serve as the bad example when teaching
others what not to do.
Patrick Tierney
healer in green wrote:
>
> Having rules on the first day is good. You can have the students
> "decide" on the rules by asking them what rules/consequences there
> should be. They'll know them.
I'd like to add to this and say that you don't need to reinvent
the wheel. If you are starting in two weeks (and these students
are in year-long classes), they've already been in a system for
five months. For their sake, you may not wish to act as you
would on Day One in August. Find out what that teacher expects
and try to adapt to it. Add as you see fit, but have a knowledge
of what they have already been experiencing.
Beyond that, the other advice given on the threadis sensible.
I will say that theory classes *are* useful, but the difference
between reading about and actually driving a car is a great
leap. Take that into account so that you aren't beating
yourself up about every little thing. You would be unprepared
if you were jumping in as a 10th year teacher. As a student
teacher, you are just where you need to be.
Beyond that, work hard, have fun, and don't worry about
putting on a show for your supervisor. Teach well, and the
rewards will follow. Good luck.
P. Tierney
Alan Lichtenstein
First of all, relax. Everything is going to be fine. Secondly, forget
about everything your professors said. They may be good at theory and
research, but practice is another ballgame. That's why they're sending
you out into the field.
Your cooperating teacher is likely a first-rate professional. That's
why the person was selected for the job. Their knowledge of classroom
management, curriculum, motivational devices, questioning, summary
techniques, use of instructional technology, test construction, and
student evaluation is top notch, and that person is waiting to show it
all to you.
So just sit back and listen to your cooperating teacher. He or she will
bring you around slowly, so you will build on your pedagogy and
eventually learn all that I indicated above. That person knows how to
teach you so that it won't be overwhelming and that you'll learn. Trust
them. You'll do fine.
Alan
Kate
jzah
Like most new teachers your #1 worry is probably student discipline.
Maybe you fear that students won't do what you say, or that their
behavior might reflect on your performance or keep you from being
effective. To some extent, this is going to be true. You aren't
going to be happy with all student behavior any more than you are
happy with everything your sons do. But try to remember that
discipline is a concern for all teachers, and every teacher however
prepared. however experienced, has faced discipline problems.
If you want to prevent discipline problems from dominating your
classroom, you will train the students to do certain behaviors that
enhance learning and maintain a reasonably orderly environment. In
this respect, you are like a coach preparing the team to play a game
of school. As with any team, some students will need more coaching
than others but all can learn the rules and play effectively.
If you inherit a reasonably well-run classroom, your chances of
success are high. You can continue the routines established by the
sponsor teacher and later, when you have your own classroom, adapt
them to suit your personality. However, you must accept that you have
a RESPONSIBILITY to rule as a benign dictator. Don't feel guilty
about it, don't make excuses for it, and don't shirk this truth, EVER.
As a mother, you know it's hard to say NO-- but that NO is a word
spoken with love and the best interest of your babies. So too in your
classroom.
First, you take control of the physical space, within the limits
agreed upon with your sponsor. You might rearrange the desks or the
students, but you absolutely must have a seating chart. I suggest it
be alphabetical to start with so you learn names faster, and I suggest
you reseat ALL the students the very first day. This is symbolic in
part-- it's a clear sign of who controls the physical space in the
room, and transfers authority to you previously held by your sponsor
teacher.
Then you prepare a workspace for yourself. Ask for a desk or table, a
shelf and a file drawer in whatever room(s) you will be in. If
possible, find a drawer which can be locked so you have a safe place
to put your purse, tests, equipment etc. If your sponsor allows it,
buy a hasp and padlock at the hardware store. Ask the maintenance man
to install the hasp for you or borrow a cordless drill and drill it
yourself. Knowing you can put something somewhere, and find it is
still there when you need it, significantly reduces stress.
Then you acquire the supplies you need. Ask for an actual gradebook
and planbook, if they will give you one, and a copy of the year
academic calendar. Enter the dates in your gradebook and planbook.
Use one color highlighter to highlight holidays, and another for
professional development days. In your planbook, write down useful
phone numbers in one spot. Write down and highlight deadlines you
must meet for your professor (as soon as these are known to you).
As soon as possible, get a class roster. Ask for one with the full
name, grade level, phone number and homeroom of each child. For your
first and last classes of the day, get bus numbers too. After you
write each child's name in the gradebook, add the other information.
This way, if all 10th graders or all students from Homeroom 200 are
called to go somewhere, or if all the students on bus 27 come in late,
you won't have discussions about who should leave or not.
For each class, buy a, large, open expanding pocket file, a matching
file jacket, a matching folding file, a matching spiral notebook and a
self-stick index tab, all of these in the same color (blue, yellow,
red etc.). Assign a color to each class you will teach, preferrably
one that matches the textbook to be used. Let's say you teach English
and your book is green. You will put all student work to be graded in
the green open expanding file. You will teach students that they are
the "green class" and that unless it goes in the green folder, you
didn't get it. In the green folding file, you put the handouts for
this class that you have not yet given out. After you hand out a set,
place the extra copies (always run off 5 more than you need) at the
bottom of the stack. In the green spiral notebook, you will have a
student record all the work done that class period, in return for 5
extra points. In the green file jacket you will put graded papers you
will return to students. On the page in your gradebook where you will
take roll for the "green" class, you will attach a green self-stick
index tab at the top of the left page, above the student names. (You
might also buy your "green" class a set of green folders and use these
to store incomplete assignments to be finished another day, as well as
papers you have already graded. This is an instant locker and an
instant portfolio for any parent who wants to see student work. Just
make sure you do not ever allow the folders to leave the room.)
Buy a pack of 3M self-stick removable tape flags in different colors.
Use one to mark your place in your plan book. Next, you will get, if
possible, a copy of the textbook(s) you will use in the course(s) you
will teach. Read the table of contents and identify what part(s) of
the book you will use. Place a tape flag of one color wherever you
will start. Find an "extra practice" or "enrichment" section, if
there is one, and tape flag this with another color (use these as
extra credit, a substitute teacher plan, or bellwork). If your
textbook has an answer key or an index or both, tape flag them both,
and any other page you will refer to frequently. Not having to
shuffle pages will make your lesson smoother and less stressful.
On the first day:
1) Place students in their assigned seats
2) Introduce yourself
3) Distribute your syllabus
4) Tell the class its color, pass out the colored class folders (if
you're using them)
5) Assign each student a number. Use the one in the roll book next to
each one's name. This number must be written on all their work. Have
them write the number on their class folder (if you're using them).
These will allow you to assign a student the task of alphabetizing
papers.
6) Allow 10 minutes for rules and procedures. Be sure you agree on
these with your sponsor first, and that you KNOW if your procedures
are different from hers (and if so, precisely how). If you explain
rules and procedures, limit yourself to no more than 5 or 6, such as:
SAMPLE RULES
#1 tardy, attendance policies, discipline etc, all apply in
this room
#2 no food/ drink/ candy/ other nuisances
#3 no locker visits, restroom or water after the tardy bell and before
roll is taken, and no locker visits during class time
#4 stay in your assigned seats until told to move
#5 restroom only during a "pause", and only one goes at a time
#6 only one person at a time gets up to sharpen his pencil, throw away
paper, etc. (good rule for an unruly group or for substitutes)
SAMPLE PROCEDURES
#1 When the bell rings, you are in your assigned seat
#2 You begin bellwork when the bell rings
#3 You pass your papers towards the teacher, or the teacher collects
them (if these are tests) from your desk. No need to get up to turn
in papers.
#4 All your work to be graded goes in the (green/blue/red)
folder-- if your paper is being turned in late, make sure that's where
it went
#5 When time is called, return supplies to storage, clean up around
your desk etc. etc. etc.
7) Begin presentation immediately.
8) Do a guided practice with the students. Have them work a problem,
answer a question, etc. Then check their answers.
When you plan lessons, include the following steps, and list your
activities in the order you will do them EVERY DAY. List at least two
extra activities. You may not do each step every day, and you may not
do them in this exact order each time, but each LESSON should include
all the steps.
Your lesson might look like this on your board
DAY DATE
OBJ: divide fractions.
1) practice problems p....
2) take notes on fractions
3) p 36 problems 1-5
Cross out items as you complete them and refer tardy students to the
board to help them catch up
1) Bellwork/ entry task students will do within 5-10 minutes after the
tardy bell. It should be short, require no involved explanation, and
will usually graded on completion. They do the work while you check
roll. This might be a half-sheet classwork assignment you hand out as
they enter the room, a couple of questions or problems, or a 5-10 item
practice quiz. This settles the students in to work, creates a
businesslike and orderly environment, and refreshes the students'
memory on the last topic studied. Review the answers with the
students.
2) Reentry/Objectives: Relate the previous day's work with today's,
and demonstrate the relationship with an example. For example, you
might begin a new lesson on fractions by demonstrating (or having
students demonstrate) something previously learned. Tell students
what they will be able to DO after completing the day's lesson.
3) Presentation: Notes, lecture, demonstration, diagram, video, etc.
Limit to 15 minutes.
4) Guided practice: Present examples and nonexamples of the content
to be learned, demonstrate step-by-step how to solve a problem, review
a paragraph and ask a question, etc. etc. Here, you ask students to
demonstrate understanding , and comment on their thinking. This is
not a graded activity and could be done orally, in writing or both.
Check answers by having students speak or write answers on the board.
Model the rules/ principles/ steps needed to arrive at the answer.
Ask students to guide you through the steps to find the answer.
5) Independent practice: Students apply what you have taught them,
either individually or in pairs or groups. You circulate as they work
to check their progress and comprehension and answer individual
questions. This is classwork.
6) Assessment: MUST HAVE-- otherwise you can't know if students
learned anything. You may assign this as a separate activity, or
select all or part of the independent practice. This could be a quiz,
or an oral question. You should have an assessment for each lesson,
and students should know what is to be graded as an assessment.
J. Z. Al-Huriyeh
============================================
"You are not moslem, you are not arab, and
yet you are not a Jew either. You claim
nothing and noone. You have no heritage
because you are ashamed of your people.
You have a history that is not your own."
"Magi D. Shepley" Message-ID:
<3A5FAF15...@concentric.net>
Jim Wayne
Jim
Stang3278
know that any new or old teacher will appreciate all the great ideas you
shared. I plan on sharing them with my coworkers and friends. Thank you!!
Jessica in IL