TECHNOLOGY EDUCATION
STUDENT
TEACHERS
TECHNOLOGY EDUCATION
STUDENT
TEACHERS
This Handbook has been developed to serve as a guide for Technology Education student teachers from the Universities in Virginia. For maximum benefit, it should be read during the semester/quarter which precedes student teaching and then used as a reference during the actual student teaching experience. Additionally, Cooperating Teachers who will supervise student teachers should benefit from this Handbook by gaining greater understanding of the roles various professionals play in the student teaching experience. It is hoped that use of this Guide by all Virginia Universities with technology education programs will promote greater understanding and improved programs among the Universities, the host schools, and all professionals involved in the student teaching programs.
TASK 1.0. List and
explain the behaviors and tasks expected of Technology Education
student teachers in Virginia public schools.
PERFORMANCE
OBJECTIVES:
1.1. After studying
this handbook, you will be able to outline a procedure for preparing
to student teach.
1.2. After studying
this packet and discussing it with peers and instructors, you will be
able to explain how to be a welcomed guest in the school to which you
are assigned.
1.3. After reading this handbook, you will be able to list and describe the roles of the people with whom you will associate during your student teaching experience.
SECTION I: So
You're Ready To Get Your Feet Wet?
1. Introduction
You are about to begin the most important part of your teacher education program - student teaching. In most teacher education programs, this important endeavor is considered to be a capstone experience. It is a time for you to test the theories you have studied; to experiment with the new techniques you have been hearing about and formulating; to learn proven "tricks of the trade" by serving as an apprentice under an experienced teacher; to work first-hand with real, live children; and to observe the practices, social order, and procedures of a school from the "other side" of the teacher's desk. In short, this will be a very important semester for you.
One of the greatest
adjustments which you must make in your entire educational career
comes when you leave the college campus and start to participate in
the teaching process as a student-teacher. This adjustment should be
made as gradually and effectively as possible. ln preparing for the
student-teaching experience, the student should have answers to the
questions, why, what, and how children are taught. Most
student-teachers recognize the importance of this aspect of their
preparation for student-teaching and put maximum effort into this
phase of their learning experiences for teaching. You will find ample
opportunities to learn and to demonstrate your ability. Student
teaching has been reported by many teacher education program
graduates to be the most important experience in the program. It is,
at the very least, the best way available for new teachers to "get
their feet wet."
2. How To Use This Manual
This manual has been
prepared as a guide for student teachers by the Virginia Technology
Teacher Education Council. Its intention is to help Technology
Education student teachers from all of Virginia's universities become
acclimated to and be successful in their practice teaching
experiences.
A. Sections I Through III
This manual should
serve as a general guide and a collection of "helpful hints" for
student teachers. The first three sections of this manual have been
carefully prepared so that they apply equally to Technology Education
student teachers from all teacher education institutions in Virginia.
lt is possible, however, that a suggestion in these sections might
conflict with the policies/procedures of a given institution. If this
be the case, follow the guidelines of your institution. These special
provisions may be found in Section IV (Official Polices,
Requirements, and Regulations of your university) which is provided
by your home institution. If, on the other hand, there is no direct
contradictory policy at your institution, then it would be wise for
you to follow the guidelines put forth in Sections I - III.
B. Section IV
Section IV differs
for each of the universities in Virginia which use this manual. For
this reason, it is provided by your home institution. Actually, the
publication you are now reading has been customized by the Technology
Teacher Education Program faculty at your university. Section IV is
the one to be trusted whenever a question of policy or requirements
arises. READ THIS SECTION VERY CAREFULLY and underline or
highlight important provisions/policies which might be easily
forgotten.
C. Getting the Most from Your Manual
This manual will
prove most useful if you read it twice. The first reading should be a
quick overview in which you mark or highlight important portions.
Once you have familiarized yourself with the entire manual's contents
and organization, you should then go back through those important
points which you have marked and read them carefully. At this time
you should also crossout or cross reference any items or suggestions
in Sections I through III which conflict with policies in Section IV.
This important, but not difficult, step will prevent embarrassing
(and possibly damaging) situations from arising later. After the
second reading, you will be well informed about the role you are
entering and your school's procedures. At that point, this manual
will become a reference guide which should be kept handy for the rest
of the term and used to answer your own questions and those of your
cooperating teacher.
3. Yes! You Are Ready!
A big moment in your
life is coming soon. It is a moment for which you have been working
and preparing the last three or more years. Your anticipation is now
growing as you near the realization of this combination
goal/challenge. It is that moment when you first stand in front of
twenty or so youngsters who call you "teacher."
A. Are You Afraid?
Now that you are
preparing to student teach, you should take stock of yourself, your
abilities, goals, and means of reaching them. There are two pertinent
questions which may help you in preparing for student teaching.
1. "What are my Goals?"
2. "What are my
assets and liabilities as a student teacher?"
Whether you would
admit it or not, you probably have some reservations and fears about
your upcoming challenges. Some degree of anticipatory anxiety is
normal - in fact, it is good. That little bit of excitement that
"gets the old adrenalin flowing" is as important and healthy now as
it was just before the "big game" or the "first date", but actual
fear is not useful. If you are really concerned, to the point of
being upset, then you should take time to logically and carefully
analyze where you are and how you got there.
B. Where Are You?
Many students enter practice teaching with the thought that they are supposed to know "it all" and that this is the "big test" of how well they learned. Nothing could be farther from the truth! Yes, you have learned much in your program thus far; and yes, you are expected to be reasonably prepared; but no, you are not going out merely to be tested on your ability. Student teaching is primarily a learning experience. It is a laboratory, learn-by-doing, course of the highest order. You are not expected to mentor a full load of classes flawlessly the first day you enter the school. Your earliest assignments will probably not be difficult. Many student teachers are required to observe and "help out" for a short while early in the term. Your cooperating teacher and university supervisor will monitor your growth and give you more freedom and responsibility as you successfully meet each small challenge along the way. Your cooperating teacher will be nearby to "back you up" until you become comfortable dealing with the class.
Does this mean that
your performance will be so well guarded that it will (or must) be
flawless? Absolutely not! You will make mistakes. These mistakes will
be the source of your most valuable learning. This is not to say that
you should take your assignments lightly. You must put forth your
very best effort and prepare carefully because it will be quite easy
for your cooperating teacher and university supervisors to tell the
difference between "honest mistakes" made by a well-prepared
candidate and the chaotic results of shoddy planning. Good early
planning is one of the most essential principles of successful
teaching. You will find this assertion to be true very early in your
student teaching experience. As your confidence and ability grow, and
you assume a more or less normal teaching load, near the end of the
term, then evaluations of your performance will be made, but this
should not threaten you now.
C. How Did You Get Here?
So, you are on the brink of an opportunity to learn by first-hand experience and to demonstrate your skills. Are you ready? Do you know what you need to know? Surely these thoughts are omnipresent at this time. The answer, though, is equally as evident if you open your eyes to it. You got to this point in your career by a great deal of difficult preparatory work which you have already successfully completed. You have acquired new skills in all three domains of learning: cognitive, psychomoter, and affective. You have used some of the most up-to-date materials in your field. Most important, your instructors (who are leaders in your field!) have agreed that you are ready (in their professional judgement). If they had detected enormously serious flaws or defects in your background or ability that would prevent you from succeeding, they would not be allowing you to student teach at all.
State legislatures
have recognized the need for fully qualified teachers throughout the
country and have enacted special requirements which must be completed
to prepare for teaching. Each teacher education curriculum provides
for three phases of education:
1. a broad foundation
in general education,
2. a planned sequence
of content courses relating to the area in which the student plans to
teach, and
3. a body of
professional experiences representing generally accepted educational
theory.
To provide you with a
comprehensive framework of basic skills and information needed to
comprehend the interrelationships among the various disciplines,
these areas were required in the General Education Category:
1. Humanities
2. Social Sciences
3. Natural
Sciences
Additionally, you must have satisfied subject matter certification requirements as established by the Virginia State Board of Education. Subject matter specialization is designed to provide knowledge and skills sufficient for teaching competencies in the required specialized fields. ln Virginia, technology education certification requires thirty-nine semester hours of technical academic credit in the areas of technology and culture (6 hours), technological foundations (12 hours), technological processes (12 hours), and technological systems (9 hours).
You got here by hard
work and with a record of success - you should have no reason to
predict any less for yourself in this endeavor. Are you ready? You
are probably as ready now as you can be and many people are behind
you all the way.
D. Who Should You Be?
The worst thing that
you could do now is to try to be somebody else. Certainly, there are
good qualities/techniques/characteristics that you have seen in other
teachers which you will want to employ. Yes, you will probably want
to alter your "style" a little to put forth a mature, professional
image, but do not try to totally rebuild yourself overnight.
Likewise, do not try to be someone else no matter how much you admire
that other person. It is you who will be student teaching. Your
students will see through any facade with which you try to adorn
yourself. Kids hate a "phony" more than any other type of person in
the school - be yourself. One of the best methods of learning one's
assets and liabilities or weaknesses is through frank, honest,
self-analysis. Probably the most pertinent question may be whether
you are definitely interested in teaching to the extent that you want
to make it your life's profession. After establishing goals and
working a thorough analysis of your assets and liabilities, the next
step is preparation for the teaching profession. Capitalize on your
strengths and compensate for your weaknesses, but don't try to live a
lie. Keep this in mind as you read the remaining sections of this
manual and heed it for the rest of your career. Section II will help
you to prepare for the great adventure that awaits you.
E. Can I "Cram" For Student Teaching?
No! As stated
earlier, student teaching is not a giant final exam; it is a process
of growth and learning. You may, however, find it very beneficial to
read through your notes and highlighted passages of the textbooks for
classes dealing with the following topics:
Educational Psychology
Teaching Methods
Laboratory Organization and Management
Curriculum Development
Philosophy of Technology Education, and
Your technical specialty area.
There are two
purposes of this quick review. The first is to organize those notes
so that they will be an effective resource for use in solving
problems. The second is to refresh your memory and provide a "big
picture" with which you may compare the "real-life" experiences you
will have in the next few weeks. The benefit of this reviewing will
be multiplied much more if you will repeat it about half way through
your student teaching term. Such a "Gestaltic" experience will add a
special dimension to your effort; you may even find that old
professor XXXXXX was not just "blowing smoke." You cannot cram, but
reviewing briefly will be very helpful.
Summary
This section has
introduced you to the Student Teaching Manual and explained how to
benefit from it. You have been given suggestions on how to assess
yourself and your goals. Your natural fears and anxieties have been
contrasted with your track record of success and the steps you have
already taken to prepare for student teaching. If you approach this
important learning experience with a right attitude, you will enjoy
it and look back upon it as the best term of your college
education.
SECTION II:
Remember, You Are a Guest in the School
1. Introduction
Practice or student teaching is a valuable step in the preparation for a teaching career. This is the time when you experience what a career in teaching really is. You determine how well you mastered your technical content and skills. You also begin to see if you can combine your technical knowledge with your presentation skills to serve as an effective instructor.
To make this transition from a student to a teacher, the student teaching situation serves as a testing ground. You have time to practice implementing your planning skills with your technical and professional skills to teach learners. However, it is important to remember you are still a student and only a guest in the public schools.
Since you are a
guest, there are certain practices to follow to aid in your
acceptance by the school, cooperating teacher, and technology
education classes. This segment of the handbook will provide tips on
school orientation, getting to know the program, planning to teach,
and some extras to enhance your student teaching experience.
2. School Orientation
For many of you, your
student teaching placement(s) will be in a strange environment. You
probably did not spend prior time in the school or know the personnel
or programs. To start off on the right foot, there are some common
courtesies and knowledge you should have prior to beginning the
placement.
A. Make Contacts
If at all possible, it is advisable to talk to your cooperating teacher prior to your first day in the classroom. This is important for two reasons. You will not be strangers on the first day of school and you will have some knowledge of the teacher's program and facilities.
The first contact
could be made by telephone or letter in which you should introduce
yourself to the cooperating teacher. Through this initial contact, a
meeting may be set so you can further talk to the cooperating teacher
and visit the school and facilities. Remember, your cooperating
teacher will be serving as your guide during the student teaching
period. This will be both in the form of a teacher and evaluator.
B. Dress and Appearance
First impressions leave lasting images on people. Dress and appearance are two important factors of impression building. What is your and the public's image of a bank president? What is your and the public's image of a teacher? What is the student's image of you as a teacher?
These are important questions that deal with people's attitudes. Many times people base their first impressions on a person's appearance or dress. Consequently, for the student or prospective teacher, appearance and dress are important factors.
When you first go to your student teaching location, make sure you are properly groomed. Personal hygiene and well groomed hair create positive initial impressions. Also "dress for success" is of utmost importance. Females should wear skirts or other dress clothing and males should wear a shirt and tie. The neater your appearance, the better. You should continue to work on your dress and appearance throughout your teaching career. Jeans do not create a professional image for you.
Do not dress as your
cooperating teacher does if he or she is not professionally dressed.
Dress leaves an impression on students and administrators. For male
teachers, your students will give you more respect if you wear a
necktie.
C. Getting to Know the Administration
When you enter your new school go directly to the school's office. Do not proceed to your laboratory or supervising teacher. When the secretary asks if she can help you, tell her that you are a student teacher from your respective university and ask if you can meet with the school's administrator who oversees student teachers. If the administrator is not available, ask if you can set a time to meet with him or her.
When you meet with the administrator introduce yourself and shake the administrator's hand. Tell them who you are and that you have been assigned by your university to student teach at their school. Tell them where you live and leave a phone number where you may be reached. Also advise the administrator who your university supervisor is. As you proceed in the conversation explain that they or another administrator will need to evaluate you on your student teaching according to state policy. Also ask if there is a school handbook for you to follow as a teacher and if you can have a copy of the school's student handbook if they have one. Be sure to ask if there are any special rules you need to know about such as parking or teacher absences.
As you leave the
office be sure to reintroduce yourself to the secretarial staff.
These people may be able to answer many of your questions in the
future.
D. Getting to Know the TE/VE Staff
The number of
co-workers in the technology education and vocational education
department(s) will depend on the size of the school. After you meet
your teacher be sure to ask him or her of the make up of the school
and department staff. If you are placed in a large school, it will be
common to have a technology education department. The department will
have a head or chairperson who will coordinate with all the teachers.
Your school will also probably have other vocational teachers. Have
your cooperating teacher introduce you to all the technology
education and vocational education teachers. They will have interests
which are common with your own, and you will probably see them often
around the school. If they go to lunch together, join them. To
improve public relations for technology education and vocational
education, maintain your professional image and talk about your
classes respectfully.
E. School Policy
In your earlier conversation with the school administrator, you should have determined some of the school's basic policies. Be sure to read the teacher/school and student handbooks if they are available. These should outline additional school policies and guide your actions and behaviors while you are at the location. If you do not understand or are unsure of some policies, ask your cooperating teacher to explain them.
In addition, ask your
cooperating teacher if the school has any unwritten policies that you
should know. Also ask the teacher about his or her policies. These
could include lab safety procedures or special work policies and
supply or administrative procedures. If you are unaware of how the
teacher operates and his or her usual procedures, you can get
yourself into some uncomfortable situations with the teacher or
students.
F. Procedures For Handling Problem Situations
While you are asking your cooperating teacher about policies, also ask how he or she handles discipline problems. They may have special ways that they deal with problems or appropriate forms of punishment. Some teachers handle all of their problems, while others refer problems to the administrators.
Student teachers
sometimes create problems for themselves because they react too
quickly to a problem or do not know their cooperating teacher's
procedures. Many times in a problem situation it is better not to
take immediate punishment action. You might want to first break up
any confrontations and then think through your options. These options
might include asking your cooperating teacher what he or she might
do.
Summary
As has been discussed
in this section, it is very important for you to become oriented to
the school environment, personnel, and policies in the early days of
your student teaching experience. This orientation can build a base
for successful student teaching experience. Remember you are a guest
and the school will continue to run after you leave. After you
receive your orientation to the school, you must next become oriented
to the technology education program.
3. Getting To Know The Program
As a student teacher,
you must please many people. These include your university
supervisor, cooperating teacher, school administrators, students, and
yourself. For success, it is important that you know the expectations
of each of these groups and that you understand the program that you
are going to assist in conducting. The first person who will set out
expectations is the university supervisor.
A. University Supervisor's Expectations
The university supervisor is your campus contact. Usually it will be someone you know and whom you had for classes. Your university supervisor should meet with your prior to your leaving for student teaching. At this meeting a visitation schedule might be planned, phone numbers exchanged, and general expectations set for you to fulfill your student teaching requirements.
These expectations might include the development of formal lesson plans. To accompany these plans might be tests, handouts, teaching aids, visual aids, and project sheets. Your university supervisor might also require you to build a project to add to the improvement of the laboratory at your student teaching site.
Also at this initial
meeting the university supervisor might schedule campus seminars.
These may be used to get all student teachers together to discuss
common problems or plan for job applications. Alternately, an
on-campus "director" or "coordinator" may handle those matters.
B. Cooperating Teacher's Expectations
In addition to knowing the expectations of your university supervisor, it is very important to know what your cooperating teacher is expecting of you. In discussions you have with him or her, ask what is expected. Some important things to know include the time you are expected to be at school, any duties other than teaching in which you are expected to assist (you might not be expected to assist, but lending a hand will show that you are interested), discipline procedures, lesson plans and the development of instructional materials, clean-up, student grading, and when you are expected to observe and/or take over classes.
Are you supposed to
assist students with their work? Who administers punishment? Who
grants permission? Who is allowed to use equipment? These and many
other questions may be in your mind now or may arise at a later date.
Your cooperating teacher is in ultimate control. He or she makes the
rules and has expectations in their laboratory. If you know what the
rules and expectations are, you will have an easier time adjusting to
your placement.
C. Observation and Digesting What You See
In the early day of your placement, you will usually be expected to observe how your cooperating teacher operates. This is good for you in that it provides first hand experience on how he or she will expect you to perform. How is attendance taken and recorded? How are lesson plans developed and presented? What aspects are important to the cooperating teacher in grading a project? What are the rules or policies for talking out in class or "horseplay".
The cooperating
teacher's actions will either reinforce his or her expectations or
show you that they operate differently than they expect of you.
Usually the cooperating teacher will serve as a role model for a
student teacher since the universities and school systems closely
supervise the student teacher placement process.
D. The Cooperating Teacher's Curriculum
When you first made contact with your cooperating teacher, it was suggested that you ask about the program. Teachers operate in one of two ways in our schools. They either use a written curriculum or an unwritten one. The written ones are preferred since future planning is much easier. The written curriculum may be in the form of outlines, lesson plans and handouts, textbooks, or notes. These are easy for you to follow and provide direction in teaching.
The unwritten curriculum only exists in the teacher's head. lt is hard for you to know. If the cooperating teacher works from an unwritten curriculum, you must ask a lot of questions so you can determine the instructional intent of the program. Also be sure to ask this teacher if your observations of his or her intent are correct.
ln most cases you will be placed with a teacher who uses a written curriculum. If possible, borrow the curriculum to take home at night to review. Read about its purpose and intent. See how lessons are structured. Review what has been covered and what is to be covered.
Ask the cooperating
teacher for his or her projections of when you will take over. With
this knowledge you can prepare yourself. This may motivate you to
learn some new technical knowledge or procedures. Many times the
cooperating teacher will work you into the curriculum slowly. The
cooperating teacher will take the morning classes and you the
afternoon. In this way you can observe how the cooperating teacher
handles the lessons and the curriculum.
Summary
There are many
expectations of you as you enter your student teaching experience.
For an easy transition into this situation, it is best to know the
expectations of all involved. Seek these out. If you can plan ahead,
your experience should be successful and self-rewarding.
4. Planning To Teach
Professionals have indicated that planning accounts for sixty percent of all successful teaching. However we know from experience that many teachers do not formally plan, and enter the classroom with only mental ideas of what will transpire each day. Usually these teachers and their programs are not very successful.
Since we expect a
student teacher to model exemplar teaching practices as taught at the
university, planning is an essential part for this success. This
section of the handbook will focus on planning for success.
A. Lesson Plans
After your cooperating teacher has explained what he or she wants you to teach, you must begin to research the content and familiarize yourself with the technical skills to be performed. Once the research is underway, the content and methods of the lessons should be structured into a plan of action. This plan is referred to as a lesson plan.
Lesson plans may be developed in many formats. Some teachers use formats which they have learned from others or they may have developed their own formats. Many school systems have developed standardized forms to be planned and completed. To assist school systems and teachers, the Technology Education Service has developed a format with teacher educators that plans for instruction in the technology education program. A sample of this form is found in Appendix A.
Lesson plans are usually developed for each day of instruction. However, if a laboratory activity or project is involved, a lesson plan may cover more than one day.
The following is an
explanation of lesson plan components and a description of the
plan.
1. Title Block -
Contains lesson titles and course and unit name. You may also want to
number the lessons so you can keep track of them in the future. This
information is used for reference and identification purposes.
2. Task/Competency -
This identifies broad student outcomes that should result after
instruction. They can be written in the cognitive, affective, or
psychomotor domains of learning. Many competencies have been
identified for technology education in Virginia. These may be found
in the state's technology education competency based curriculum
guides. New course competencies must be identified by individual
teachers or school systems. However, for most purposes these can be
taken from existing resources.
3. Performance
Objectives - These are measurable student outcomes and are designed
for the achievement of competencies. You may be required to write
these. For courses that have instructional resource guides, they have
been prepared. It may take more than one lesson to achieve certain
objectives and competencies.
4. Equipment/Supplies
- In this block, the equipment and supplies needed for demonstrations
or student activities are listed. This helps you to plan for
classroom instruction and demonstrations.
5. Audio-Visuals - In
this block you identify charts, videos, and transparencies that are
needed to aid in instructing the lesson. These may be rented,
purchased, or teacher prepared. Remember visual instruction is often
much more effective than verbal. Visuals also make the presentation
of your lesson much easier since the content is in view and does not
need to be recalled from your memory. Masters for producing three
transparencies for this lesson are included in Appendix A.
6. References - ln
this section of the lesson plan, reference material to be used by you
in presenting the lesson is cited. You may also list references that
students will use for the lesson or assignments.
7. Student Assignment
- Describe the activities the student should do for homework. Since
much of the amount of time we have available to work with students is
taken up with lab activities, we can design and assign homework that
reinforces our classroom presentation. Many professionals feel that
technology education students should have homework just as they do in
the academic programs. However this work should be planned and
related to the topics being presented. Other technology education
teachers choose not to assign homework. You should follow your
cooperating teacher's lead regarding homework while you are a guest
in his or her school, but begin to formulate your own judgment
concerning this issue.
8. Presentation -
This is the main part of the lesson plan and it outlines the content
to be presented. Notes can be used here along with questions,
audio-visuals, and handouts. The presentation section of a lesson
plan takes the most planning and development time. Refer to Appendix
A to see how a presentation can be outlined.
9. Criterion
Referenced Measures - These are the review and test questions drawn
from the lesson. All test questions should be based upon the
objectives put forth in the lesson. At the end of the instructional
unit, these criterion referenced measures can be pooled to form
tests. Statements of methods to measure achievement of affective and
psychomotor competencies should be included here as well.
lt is hoped that the
above discussion has shown you the importance of lesson planning.
Remember, it takes time to develop lessons, but it also takes time to
do a good job at anything in life, particularly teaching.
B. Demonstrations
One of the most often used methods of instruction for the industrial teacher is the demonstration. ln this method we actually show students how to perform processes related to industry and technology.
Again, planning is of utmost importance in preparing for a demonstration. First you should review your reference materials so that you will know proper procedures, terminology, and safety points. Second, you should outline the demonstration in the presentation section of the lesson plan. Third, you should gather needed supplies, tools, and equipment. Sometimes the tools and equipment might require maintenance prior to the demonstration. Fourth, you might have to prepare certain materials or demonstration steps prior to the actual student demonstration. This may aid in reducing time constraints for the demonstration.
After you have the demonstration planned, the good teacher will proceed through a dry-run of the demonstration. In doing this you will ensure you have mastered the skills required, know you have the proper supplies and materials at hand, record important points to emphasize to students, and most importantly know the demonstration is going to work. This last point will reduce unneeded embarrassments that could result from poor preparation or faulty materials.
After the dry-run you
might need to make improvements to be ready for the students. It is
important to remember that when you give the actual demonstration, go
slowly so the student can follow you. Make notes on the blackboard or
give the students a handout sheet to follow. Allow students to ask
questions. Also remember to give the same demonstration to all of
your classes. Do not take short cuts from one class to another. If
you do, the students probably will miss some important points.
C. Projects
Projects are another area that requires planning for the teacher. Remember that the students will not be able to perform as well as you do. Most of them have not had your technical training or experiences. Projects you plan for students should be drawn and constructed by you prior to the students making them. Remember to keep projects simple for the entering students. This should be followed from design through processing to finishing.
As you design and
construct student projects, you will see the importance of planning
(having materials at hand and knowing the skill levels of your
students). As the students work on the projects, you will see the
results of your planning or lack of it. To keep a good image of
yourself and your program, you will want all students to leave with a
quality project. If student work is poor, it is a reflection on the
teacher.
D. Assisting Students
When work is assigned, various students will require different levels of help. Some will have problems reading, others will not follow directions, while others will not have the technical aptitudes needed for making projects. You will be required to help all students. The better you are prepared ahead of time for instruction, the more time you will have to aid individual students.
It is important for
you to help students, but do not do as some teachers do. That is, do
not make their projects for them. Also, remember that you will not be
able to solve all the problems that students have. Poor readers may
need to be referred to a reading specialist. You might need the
assistance of an aide or special educator to work with special needs
learners.
Summary
It is hoped that you
have a better understanding of the need for planning to be a
successful teacher. Planned activities give confidence and good
feelings; the unknown that results from poor planning can be
confusing and lead to poor instruction and discipline problems.
5. Enhancing Your Student Teaching Experience
Your character and
preparation will determine how you go about the student teaching
experience. If you want to be a "super" teacher, you will offer more
of yourself than the student teacher who just wants to do an
acceptable job or get by. There are some extras you can do for the
school and cooperating teacher if you would like to leave a positive
lasting impression. Some of these enhancements include developing
instructional materials, participating in laboratory maintenance, or
attending or assisting with extracurricular activities.
A. Developing Instructional Materials
The more audio-visuals, displays, bulletin boards, project sheets, and lesson plans that are available to and used by a teacher, the better the instruction will generally be. A static environment does not stimulate people. However, an environment enhanced with visuals and verbal discussion provides for improved learning.
If you want to make
an impact at your student teaching site, you must give a little of
yourself (time). Why not plan and prepare a bulletin board that
accompanies the unit you or the teacher is presenting. You could also
assemble a display on an industrial or technological area. Individual
learning activity packages are another good example of instructional
materials you could develop. All of the above suggestions take time,
but it takes time and preparation to be a good teacher. You can
overcome much of your youth and/or lack of experience by exhibiting
enthusiasm and some extra time.
B. Laboratory Maintenance
Another area where
you may assist your cooperating teacher is in laboratory maintenance.
This assistance could include: repairing a machine, straightening a
storage room, building ancillary equipment (e.g. router table), or
assembling a tool storage board. All laboratories can be improved.
Equipment constantly needs to be maintained. This includes
lubricating, cleaning, adjusting, and painting. New materials,
supplies, and accessories are constantly being ordered. When these
arrive they need to be stored in an accessible manner. Use your
knowledge and skills to design a maintenance plan or storage areas.
This will take time beyond your student teaching expectations, but if
you want to excel you should be willing to spend time before and
after school to work on laboratory maintenance.
C. Extracurricular Activities
ln addition to instruction, teachers are usually assigned to (or volunteer for) extra duties. These may include lunchroom or bus duty, chaperoning a dance, or sponsoring a student club (possibly TSA). You should definitely assist with all the school time duties that your cooperating teacher is assigned.
Again, if you want to
leave a good and lasting impression, also volunteer to help out with
after school activities. Besides leaving a good impression it will
aid you in seeing all sides of a career in teaching.
Summary
As has been related
in this section of the handbook, you are a guest in the public school
while you are student teaching. You can be one of two types of
guests. One kind uses those whom they are visiting. You can use the
school and your cooperating teacher to meet your university
requirements for graduation. This would be similar to a guest coming
to your house and eating your food and sleeping in your lodging but
not reciprocating your hospitality in any way. However there are
other kinds of guests. These are the ones who give of themselves to
improve the stay. They may help you at home with the chores and
contribute toward the meals. These same ideas can be applied to your
stay at your student teaching site. Remember you are a guest and can
contribute toward the betterment of the school and the technology
education program. In this way you will leave a lasting impression
and grow from the experience. Potential employers will be very
interested in how well you became a "team player" during your student
teaching experience.
SECTION III: Roles
of the People You Deal With
1. Introduction
lt is essential that the student teacher have a good relationship with the personnel with whom he or she works. Although the student teacher is obligated to the university, it is essential that cooperation be established between personnel in the local school division and the university. The student teacher can benefit tremendously from a number of people in the school system. A good relationship can go much further even after the student teaching experience is completed.
If a good
relationship is established effectively, mutual understanding is
developed as a result. Attitude is the key to establishing an
effective relationship. The student teacher must have a good attitude
about relationships and the people involved. A close personal and
professional relationship with others will help to establish an
effective and harmonious student teaching experience. The
relationships with peers and university professors which evolved
during the teacher's preparatory program are different than the
relationships that will be experienced while student teaching. More
people will be involved with the student teacher during student
teaching than have been involved before. The student teacher will
have to establish relationships with the following personnel:
* University supervisor
* Cooperating teacher
* Principal, assistant principal and other administrators in school division
* Students
* Other teachers in the school including the librarian and guidance counselor
* Support personnel such as media coordinator and cafeteria manager
* Parents and other citizens in the community
* Out of school
agencies
Establishing a
working relationship with the above personnel will assist the student
teacher with the total school curriculum.
2. The University Supervisor
The university
supervisor is the liaison between the university and the school to
which the student teacher is assigned. The transition of the student
teacher from the university to the assigned school division is
coordinated and supported by the supervisor representing the
university. This person will work closely with the student throughout
the student teaching experience.
A. The Supervisor's Individual Responsibilities
The university supervisor will make the assignments, observe and evaluate the student teacher regularly during the required time assigned at a school. Usually the first visit occurs during the first two weeks of the assignment. This is a critical time because open and frank communication takes place between the student teacher, cooperating teacher, administrators, and the university supervisor. This visit is critical to the success of the student teacher. If potential problems exist, consistent communication with the cooperating teacher and continuing feedback to the student teacher is essential. This process is important because it is intended to help the student teacher to be successful.
The university
supervisor will have the responsibility for coordinating the
requirements for the student teacher. Assignments may include lesson
plans, unit plans, professional reading, daily log, role book, local
school requirements, etc. The assigned items should be ready for the
university supervisor to review during each visit or at the assigned
time.
B. The Supervisor's Cooperative Responsibilities
The university supervisor serves as a resource person and consultant to assist the student teacher and will provide suggestions and support whenever necessary. Meetings between the student teacher, cooperating teacher, and the university supervisor will be scheduled to address topics of general interest as well as concerns by all individuals concerned.
The university
supervisor works cooperatively with the school personnel prior to
assigning the student teacher. School policy and regulations are
reviewed so that these may be related to the student teacher prior to
being assigned to a school. The site of placement of the student
teacher is evaluated and the cooperating teacher is interviewed.
Every effort should be made to assist the student teacher to begin as
well as complete the student teaching experience successfully.
3. The Cooperating Teacher
The cooperating
teacher is the person who is primarily responsible for the
professional supervision of the student teacher. Their relationship
is very important to the success of the student teacher. The
cooperating teacher should do all that can be done to make the
student teacher feel comfortable, appreciated, and a part of the
teaching profession.
A. One to One Supervision/Guidance
The cooperating teacher's attitude toward the student teacher is very important in regards to the pupils' respect and appreciation for the student teacher because the pupils will sense the working relationship of the two. The student teacher is serving in the role of the cooperating teacher and both should be very cognizant that their relationship is mutual.
The role of the
cooperating teacher is to give guidance to the student teacher as he
or she puts learning theory, curriculum, and methods of instruction
into practice. The success of the student teacher's experience will
be greatly influenced by the cooperating teacher. It is desirable
that the student teacher be allowed to try out new approaches with
the support and guidance of the cooperating teacher. Cooperating
teachers will know their pupils and can anticipate methods that will
be successful. The cooperating teacher should be willing to be
flexible and work with the student teacher to try different
approaches to teaching. This cooperation can be a growth experience
for everyone concerned.
B. One to One Cooperation
The cooperating teacher and student teacher will share the same classroom/laboratory and the same group of students. Their joint responsibility for planning and carrying out the instructional program will make it necessary to have a close and harmonious working relationship. It is therefore essential that the cooperating teacher be aware of the effect of attitude upon the student teacher.
The cooperating
teacher can establish a working relationship by doing the
following:
* Establish an
atmosphere that makes it is a privilege to work with the student
teacher and the opportunity is welcomed.
* Build confidence by
assigning tasks certain to be successful and build on more complex
tasks. Before the end of student teaching the experience should be an
experience of hard work.
* Establish a rapport
that differences of opinion can be faced objectively and without
emotional reactions and that the student teacher's ideas are
respected.
* Make the student
teacher feel like a professional associate.
* Develop an attitude
of helpfulness, but do not be prevented from giving objective
analysis of strengths and weaknesses. Make all of your comments
directly to the student teacher and not in the presence of
pupils.
* Discuss matters
concerning the teaching process and problems encountered.
* Do not neglect the
student teacher for long periods of time. Frequent critique may be
necessary.
* Set an example of a
professional teacher.
* Help the student
teacher evaluate themself.
4. The School Administrators
The school administrators are not as actively involved directly with the student teacher as much as the cooperating teacher. They are involved in the overall teaching process of the school and articulate with all instructional programs, pupils, and personnel in their school. Principals and other administrators provide leadership in making student teaching the shared responsibility of the university and other professionals in the school system.
The administrators work cooperatively with the university personnel and the student teacher as it is a professional obligation to help prepare teachers. Administrators recognize the opportunity for teacher recruitment as well as infusion of new and innovative ideas in the program. In addition, the administrators' observation of the student teacher provides interaction from a different level than the cooperating teacher and university supervisor.
The student teacher is under the same policy and regulations assigned to the cooperating teacher and the administrators have the authority over the student teacher during the student teaching experience. It is the responsibility of the student teacher to work cooperatively with administrators and observe all policies and regulations. The student teacher is not exempted from regulations unless by the authority of the administrators of the school and school division.
The student teacher
should spend some time discussing school matters with administrators
when convenient. Spending a day in the office with administrators
will be very beneficial to the student teacher. This experience will
provide a "behind the scenes" overview of the school operations.
5. The School Personnel and Associates
A cooperative attitude with the total faculty will enhance the professional growth of the student teacher. Working with other members of the school staff in curricular matters as well as co-curricular activities will be very beneficial to the student teacher. The student teacher should be prepared to take on assignments that may involve working cooperatively with others.
Teachers in other disciplines will have a lot to offer the student teacher. Their methods and techniques should be observed to get a broad experience of the teaching process.
Other teachers outside the department as well as in the department will have various duties and responsibilities that the student teacher may experience through assisting them when appropriate.
The school librarian is a very vital part of the educational process of a school. The librarian can assist with reading materials that will benefit the student teacher as well as the pupils. The relationship between the student teacher and librarian will establish another dimension in teaching process. The librarian can stimulate an interest in reading and develop high ideals of appreciation for educational materials and literature.
The library is usually a hub in the school wheel. It is a place where not only books may be found but it also serves as the media center for audio and visual equipment and software. The librarian is a primary person for obtaining materials required for teaching.
The guidance
counselor is an integral part of the total school program. The
student teacher should become familiar with the services provided by
the counselor of the school. The following are suggestions for
interaction between the guidance counselor and the student
teacher:
* Arrange a
conference with the counselor and have them explain the guidance and
counseling services of the school.
* Seek assistance
from the guidance counselor as a resource person to assist with
special needs and problems of pupils the student teacher teaches.
* Let the guidance
counselor assist with testing and with interpreting pupil data.
* Invite the guidance
counselor to observe the student teacher while teaching and make
constructive criticism.
* Ask the counselor
to assist with developing the ability to recognize problems with
pupils and to make proper referrals.
Other school personnel who are specialized to help make the school operate properly such as the school nurse, cafeteria manager and workers, secretaries, clerks, and custodians are people willing to help the student teacher. Their expertise is essential and in one way or another help to make the total curriculum of the school function.
The principal's secretary knows the total school operations and can help to avoid many mistakes. This person can make school resources more accessible to the student teacher.
The custodian is a valuable person in the school. Although the custodian's responsibility is to maintain a clean and attractive environment in the school, and he or she is not a professional educator, the position should be respected and should be treated as a fellow worker.
All personnel in the
school and school division contribute to the student teacher's
success. The student teacher should make every attempt to know these
people. If the student teacher shows a sincere regard for those whom
they come in contact with, it will help with the success of student
teaching.
6. The Students/Pupils
The students are the very most important people the student teacher will have a relationship with. They are the product for which schools function. There is a different type of relationship that has to be dealt with than that with professional colleagues. Of all the people the student teacher will come ln contact with, the students will be the most important. Their attitude toward you will be significant toward achieving success.
It is important that the student teacher plan appropriate and relevant learning experiences. The student teacher should concentrate on doing a good teaching job rather than trying to win the admiration of the pupils. Doing a good job planning, demonstrating good teaching skills, and establishing an environment for learning will go a long way in developing good personal relationships with pupils.
The student teacher should build on the rapport with pupils already established by the cooperating teacher. This will strengthen the ties with everyone concerned. If the student teacher's ties are weak with pupils, then relationships break down.
The student teacher
cannot be a "soft" buddy with pupils if "hard" and wholesome
relations are to be established. The following suggestions will
assist the student teacher to develop good relationships with
pupils:
* Make seating charts
and learn students' names.
* Study individual
records for understanding the physical, emotional and intellectual
capacities of the children.
* Have informal
discussions with children to determine their out-of-school interests
and hobbies.
* Make and keep
anecdotal records.
* Record information
about students with special problems, needs and interests.
* Learn about the
home background of the students, their economic status, work history,
etc.
* Observe students'
behavior on the school grounds, in the halls, in the lunchroom,
etc.
* List names of the
students requiring individual attention.
* Observe procedures
for handling serious behavior problems.
* Observe classroom
control.
* Notice provisions
for individual differences.
* Observe class
cooperation, participation and interest.
7. Parents and Other Citizens ln the Community
Parents and other citizens in the community play an important role in the operations of the school. Their attitudes are usually reflected by what they hear or even observe in the classroom. ln most cases the support and assistance from parents can be assured in the education of their children. They will support you so long as they believe your work is in the best interest of their children and not at their children's expense.
It will be a good experience to discuss matters of concern with pupil's parents. A visit to a pupil's home is an excellent means of communication and is required in some school systems. When conversations take place regarding a pupil, it is imperative that you know the pupil and specific issues that are valid. On the other hand, a discussion with parents can be a commendation or praise and a means of rewarding pupils' progress.
The student teacher
should have the opportunity to communicate with the parent through
the encouragement and assistance of the cooperating teacher in the
following ways:
* Involve the student
teacher in any parent-teacher conference conducted by the cooperating
teacher.
* Allow the student
teacher to play a major role in a parent-teacher conference if the
student teacher is or has been teaching the pupil involved.
* Encourage the
student teacher to be active in parent-school activities such as PTA
meetings. Recognize the student teacher at such activities as a
professional co-worker.
There are citizens of the school community that are interested in the welfare of the school programs. The school belongs to the citizens and the development of school purposes should involve participation by them. The lay people have an invested interest in industries and proprietors of businesses and they expect good schools for their employees as well as the schools preparing pupils to meet their needs for employment. It is important for the student teacher to learn the kind of school/community relationship which exists.
An advisory council
is very important to any school program. The student teacher should
get involved with the purpose of the council and attend their
meetings if conducted during the term of student teaching. Learning
how to organize and manage an advisory council will be beneficial to
the student teacher in the future because this role is a part of
teaching duties.
Summary
Your student teaching experience will involve you with many people. Healthy associations with these people will be of great benefit to you. Since you will be the newcomer to the school, much of the burden to build good relationships and make good first impressions is on your shoulders. One important part of this process is to learn the names and roles of the people you encounter at the school and in the community. Your first job as a student teacher will be to get to know the program and the people who work to make it a success.
APPENDIX A