36 Initial Contact with Student Teacher: Discuss the role of the student teacher. Discuss daily schedule and routines. Discuss supplies, texts, materials, technology, and lesson plans. Discuss when formal and informal conversations will take place that will help the student teacher know about their progress. Provide a classroom and building orientation. Make introductions to other teachers, administrators, and building staff members. Outline the student teacher’s responsibilities and how these will grow over time as more classroom responsibilities are added. The student teacher should assume some responsibilities immediately. Observing the Student Teacher: One of the most difficult aspects of becoming a cooperating teacher is to be an observer, and not a participator, in your own classroom! As much as you give the candidate in terms of materials, curriculum guides, and ideas, each teacher candidate has a unique personality and must be given the latitude to develop his/her own teaching style and learn from “on-the-feet” decisions in the classroom. In particular, we have found the following guidelines to be beneficial in establishing the student teacher as an authority figure in the classroom. Please be unobtrusive. If need be, stay at the back of the classroom. Provide the supervisor a completed Student Teacher Observation form 2 times during the placement. Once before the mid evaluation meetings and once before the final evaluation. This provides written formative feedback to the student teacher. While the student teacher is teaching, if a student asks you for help please direct the student to the student teacher. Your help diminishes the authority of the student teacher. If a student asks for a pass or privilege (example: locker, bathroom) direct the student to ask the student teacher. If the student teacher makes a mistake or doesn’t know a piece of information, please do not provide correction openly in front of students – DO provide correct information and guidance in private. Then have the student teacher provide the correct information or answer the students during the lesson or at a later time. Consider providing non-verbal intervention or signals to assist with student management techniques that have been predetermined between the cooperating teacher and the student teacher. Leaving the Student Teacher Alone in the Classroom: Although Lycoming College student teachers are well prepared to take on the responsibility of classroom duties, they should not be left in sole charge of the classroom for long periods of time. The role of the cooperating teacher is to observe the student teacher and provide feedback. However, cooperating teachers may and should feel comfortable leaving the teacher candidate for short periods of time. The rule-of-thumb is that the cooperating teacher should remain within “shouting distance” of the student teacher. Some autonomy, especially near the end of the student teaching placement, is of benefit to the student teacher. Mid-Placement Evaluation Focus on growth and successes. Address any problems or challenges needing attention and development. Confer with College supervisor at each visit. Have a more formal conversation at the midpoint. Complete the PDE 430 for mid-placement evaluation. Share it with student teacher and supervisor. Final Evaluation Update the PDE 430 and share it with the student teacher and supervisor. A copy will be submitted to Lycoming College.
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