Name one concern/issue you have about student teaching
lam...@unm.edu
issue is on your mind? Be as honest as possible because chances are
others may have a similar concern/issue. I'll start.
My concern is how can we best utilize this format so that everyone
has an opportunity to contribute something to this discussion? Does
this format seem like a good idea? Does this format seem like 'just
one more thing to do' this semester? Do you want to know what others
are thinking?
amyd...@comcast.net
My concern is that I will not be able to come up with strong lesson / unit plans. I worry that I will become so overwhelmed that I will 'draw a blank' when it comes to writing lessons.
In response to Laural's concern, I feel that it is a good idea, I like being able to participate in the discussions in this way. I feel that I can be more open, and express my concerns without feeling embarrassed or self conscience. I think this will give each of us a chance to offer suggestions to each other, support each other, and discuss issues that arise as they happen.
Best wishes to everyone.
Amy Eldridge
Cinamon Gentry
semester of student teaching is that I am in a school
where about 1/3rd of the classes I will be in do not
speak English and I don't speak Spanish. I am a bit
worried that I will not be able to teach these
non-English speaking students the lessons or help them
grow as artists and understand the details in the
assignments. My mentor teacher has told me not to be
concerned because the other students in the class will
help me communicate with the non-English speaking
students and of course she will be with me and she
speaks Spanish. Hopefully I will be able to get past
this language barrier and teach art to these students.
Cinamon Gentry
--- lam...@unm.edu wrote:
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Patricio Freire
a lot. If we really think about it, anything is 'just one more thing to
do' this semester, but is a good thing, especially when we have people
that can't come to class for the discussions. We can learn a lot from
their experiences and vice versa.
My concern is how to approach a student at risk that doesn't show any
kind of interest on the subject (or in any subject). I've tried talking
a little bit, encouraging , giving extra time, and many other
techniques, but I still get this look, like telling me "what the %^$#@
do I care?".
Nick Puvogel
now. Well I have to say that I am feeling comfortable in the
classroom. I have only come across a few problems with the kids so far
- one student did not want to listen to my directions no matter what I
said to him. I think part of that is that the cooperating teacher has
had trouble with this student in the past (dealing with the same issue)
and now he doesn't really see me as a teacher. I know there will have
to be consequence for his actions, but it is hard because he was
already finished with his project. There was also another student who
was caught by the cooperating teacher calling other students stupid -
which doesn't sound like a big deal, but this student is very emotional
and doesn't like to be caught doing the wrong thing. The situation was
unusual, but not really a big deal. There has not been a real big
problems . . . just a few situations that theory can not really prepare
you for, but that is what we are doing this for - the real experience.
Good luck
Nick Puvogel
Laurel Lampela
completing his student teaching assignment in Okinawa, Japan. The
other student is Tuija Mosier. We talked about a similar issue in
class last week. What if a student uses the f-word in class? Is
this acceptable? What if the word just slipped out? What if the
student directed the word at a student or teacher? Is this acceptable?
Nick, You mentioned that a student called another student 'stupid.'
Why did you not think this was a 'big deal?' Are there circumstances
when it could be a big deal?
- Laurel
Nick Puvogel
easy to handle. It is a big deal for students to be calling each other
stupid because of self esteem. I am sorry for the confusion.
Nick
Christopher Ziems
verbally assertive to more easily become part of the conversation.
My concern is somewhat similar to Amy's. I don't feel like I will have
any trouble coming up with lesson plans or unit plans, but something I
have been struggling with for a while is how I can truly make a group
of lessons relevent, meaningful, and cohesive. I feel that it is very
difficult, even within a group of lessons that have a main idea or
focus, to create an experience for the students that is more than
single activities that seem to bounce the students around from task to
task.
I might be over analyzing it, but it is something that I struggled a
lot with in my previous semester of student teaching. How can an art
curriculum be threaded together so that individualized activities merge
to become one larger, more meaningful experience.
I also second Patricio's concern. I had a student last semester that I
felt that I never did get through to. I tried to spend real time with
her in the classroom and be as encouraging as possible, but I never saw
a real change in her self esteem or attitude.
Chris
ami...@comcast.net
I am glad and relieved to have this discussion online for us to ask for
help when its necessary. My student teaching at an elementary has been
doing great. I finally got to work with deaf students that allowed me
to communicate directly. I am so grateful for this experience which I
didn't get from last semester at a middle school. I am confident this
semester will be a good one for me. :o) Hope that will happen to y'all
too!
llam...@mac.com
to the students' lives especially the student who 'could care less'?
And - Can that be done during student teaching in such a relatively
short time? Another question - is it possible that the students are
affected by your teaching/energy/concern but you just may not find out
because the students may not let you know? Have you ever been
positively affected by an instructor's teaching and not let your
instructor know?
Mosier, Tuija
finds you all well.
I apologize for not joining this discussion group sooner, however, I
have been keeping up with the messages as they've been posted. All the
issues and questions raised I strongly believe are important even
though they are definitely difficult to answer without much thought.
To begin with, I believe it's a great challenge to make the art class
relevant to the student who "could care less," but as of now, I do not
believe it's a hopeless task. I have already encountered a few high
school students who have such attitudes - who have let me know already
that they "can't do art" and really don't care, however, art was "the
only class that fit their schedule." (On Monday, Jan. 30th, the second
semester began at Kadena High School, so I've seen five new classes in
the last three days with a handful of students who have gone over this
exact thing with me!) However, today was the second day of seeing the
first group (we have "A" days and "B" days which rotate), and I feel
like some of those students are already changing their minds. Maybe I
have been lucky, but what's worked so far in the last three weeks has
been taking some extra time to talk to the individual student and
learning what does matter to him/her... what he/she is interested in.
I've noticed that if I have a postive interest in what they like to do,
they seem to respect me more, and so far have seemed to reciprocate the
interest... showing at least some effort in what I am interested in --
getting them to create and enjoy art. I do have to note, however, that
I have been blessed with good classes which have allowed me the chance
to spend one-on-one time with individual students. When I move on to
my second school, however, I might have a different story to tell!
Secondly, I would like to quickly say that I do believe students are
affected by an instructor's teaching and energy/concern even if the
student does not make it known to the teacher. I have on multiple
occasions been positively changed by an instructor's teaching and not
let the instructor know. There will always be the quiet student who
keeps to herself, yet still catches every word you speak and everything
you do. (I know I've been that student before!) So, even if there are
times when you wonder if you are making a positive difference, I am
sure you are. Just take a moment to stop and watch as everyone is
working...
I wish you all the best!
Tuija