Submitted by Patricia Oeste, NBCT, Conway, Arkansas

Idea posted October 9, 2003

Q: For the first time in 20 years, I will have a student teacher this fall for eight weeks, starting the first day of school. Any words of wisdom regarding pacing, how much responsibility to give her how soon, and any general info. you have learned from past cooperating teacher experiences?

A: Advice from fellow teeachers...

From Tracy King

A couple of things that were REALLY helpful for me:

1. My cooperating teacher took notes during lessons I taught and we went over them... what was good, what could be changed, etc. Since there were several groups of the same grade level, I got a couple of tries to get it! She was always very encouraging.
2. I got to dig through her resources, files of ideas, books, etc. She pointed out which ones were great and so on. I used many of her suggestions the first year.
3. She had seating charts with names for all kids in all classes. This helped me feel like I was in control because I could say "James, please plant your bottom and then join the rest of us on page 19" instead of "Yoo Hoo! Everybody check and make sure you're on page 19." Although I didn't memorize everyone's name, I learned many of the frequently used names. :-)
4. I went to a staff meeting with her; it was boring, but took a little scariness out of working with other teachers.
5. We spent time talking about how to handle unexpected things, kids throwing up in your room, fire drills in a rain storm, James freaking out and eating a crayon, a smoking stereo, you know - stuff. :-) Even though I couldn't use many of her ideas (my first school was nothing like my student teaching experience), it did make me think of ways to deal with unexpected things. (Baby wipes in the classroom = good thing.)
From Patricia Oeste, NBCT

I have had many student teachers. I love having them in my classroom; they usually bring so much energy and enthusiasm! Also, it is GREAT to have an extra pair of hands. So many things go better with two adults. I organize it like this.

The first few days I have them observe. Then, I ease them into teaching by having them do a warm-up activity or even teach a song. Most of them have been very ready to actually teach, so the first week that they really teach a full lesson, they take only one grade level. Once they have that grade level, they keep it throughout the eight weeks. For instance, in their second of week of being with me, they will maybe take over 2nd grade and assist then in the other classes. The third week, they will have 2nd and 1st, depending on the class (I try to stay away from a grade level that might be "difficult" that year). The next week, they will have 2nd, 1st, and maybe 4th. And, so it goes. The University here wants the student teacher to eventually teach the entire load for at least seven days. I find that this gradual approach really works well. They get to know that first group pretty well (usually the one the supervisor will observe them in) and eventually get experience with all ages. Also, there is not so much hurried lesson planning, they gather speed and some activities overlap into some grades. One thing's for sure, they are exhausted when it is over! I also have my student teachers copy the cover and the index of all of the resources I think are good. Then, when they are in their own situation, they will have a resource guide.

Honesty is important! Most of them have already known what they did "wrong" before I even bring it up; though just mentioning things gets them thinking, and giving them a couple of possible solutions can aid them in having a hand in their own development. I keep notes and we go over them when the lesson is done, if there's time. If not, we go over them sometime in the course of the day.

From Greta Probst

As a first year beginning teacher (I did my student teaching this past spring), I'll offer my advice:

Learning the names is so very important. My 2nd cooperating teacher gave me seating charts (and even arranged the kids in alphabetical order by first name for the 4th quarter so it was easier for me to remember. Her name must start with A because she's in the front row... Aaa - Amanda!) Learning the names makes the student teacher feel more like a real teacher, and the kids think so too. It also helps with discipline, give the evil eye and say their name or call their names from across the lunchroom or whatever. Make sure they know your discipline procedures and the school's so they can follow a plan.

For me, I didn't really have any field experience prior to student teaching, so I wanted to observe for a day or so. During observing I caught on and was able to interject some ideas into the lessons when she asked for my input.

If she (or he) isn't very proficient on the piano and you are, perhaps you could dust off the CDs, tapes, or records for her/him to use or offer to teach some easy I-IV-V chord change songs or something.

Always be encouraging, but offer any constructive criticism - s/he wants to improve.