Student teaching questions

• Many of our cooperating teachers do not want to give homework and we want to give it. How do we address that?
Tell them your mean old instructor insists that you give a concise but meaning assignment.

• Some of us have not received any guidance regarding curriculum. There is no book for the class and no defined curriculum. Any advice on what we should teach for algebra I and geometry?
You will likely have to wait until you get there on Tuesday to get an idea of what will be taught. Focus on what’s taught every couple or few days and don’t worry about time periods longer than that. Maybe on Mondays and Wednesday you get an update on what objectives or at least what topics to cover for the next couple days.

• Has it been determined what the exit time is for the people going to East Hartford? Classes go to 12:35.
Leave by 12 at the latest on Methods days.

• Some of our cooperating teachers are reluctant to let us teach a whole class. Any advice on how to handle that situation?
Whole class as in all day or as in the whole time period? Regardless, you will have to work within the parameters they give you. Focus on getting the objectives ahead of time and plan lessons like you did for microteach. Don’t worry so much about going beyond that.

• When you come to evaluate us, how long will the evaluation be? When will we get the feedback?
50 minutes with debriefing afterwards, if possible. Within a day at most.

• Will the evaluations be more lenient for the people observed first? Will the criteria be the same as the microteach?
The evaluation form is in your student teaching handbook. You MUST cover all elements of the CCI as outlined in the observation form. We are more lenient the first time and expect you to address problems identified in the first for the second observation.

• Please describe the expected interaction between cooperating teacher and student teacher.
Collaborate. Work with them but follow their lead. You will be the primary teacher but it’s officially their class so they are the boss.

• Will classroom management issues cause us to get unsatisfactory on the CCI?
Demonstrate an attempt to address the elements of the CCI that relate to classroom management.

• Are we expected to write 4 lesson plans each day?
When you become an employed teacher, you will need a lesson plan for each class you teach. You probably don’t have 4 different courses every day so some lesson plans are used for multiple classes. BUT you likely will use one class each day for a big activity, classwork, or a test. Also, you won’t be as elaborate on these lesson plans as you are on the microteach ones. The bottom line is you won’t have 4 microteach type of lesson plans each day BUT the more you plan the smoother your day will go and the more you will learn!

• What do we do if we feel our cooperating teacher is being unreasonable or unsupportive?
To a large degree you will have to deal with it and focus on the kids. Some are FABULOUS and some aren’t. If it’s a major problem, you tell Maria BUT with only 4 weeks it’s best to simply do what you can.

• How do we balance the norms/expectations set by the cooperating teacher and what ARC has taught us and expects of us?
Focus on engagement, do nows, one on one talks with the kids, and contacting parents. You will have to work in a less than ideal situation so you make the best of it.

• Where can I find information on what the consequences are for serious behavior issues?
Ask the cooperating teacher.

• How do we establish our own classroom expectations after the students have been with another teacher for a week?
You whittle these down. Focus on asking kids to be respectful and to try (mistakes are okay). You can establish some procedures but that depends on the individual situation.

• Should we be more concerned with the students understanding the material well or getting through all the material in the curriculum?
That largely depends on the teacher but you always have to balance this in teaching. Use the constant assessment (pop quizzes and walking around), pull kids aside for extra help (divide and conquer) as class goes on, then offer extra help before or after school and move on!

• Who has the ultimate say when it comes to grading, the collaborating teacher or the student teacher?
The cooperating teacher but you give your input to whatever degree they will accept it. It depends on the individual.

• What is the role of the cooperating teacher?
Balancing support for you with the needs of the students.

o In the classroom all the time?That varies. Some will leave you alone with kids early, some will hang out a lot longer, some will always be around.
 o Will we be evaluated by the cooperating teacher?
Yes, see the form in your student teaching handbook.
• Can I rearrange furniture or other classroom layout?
Ask the cooperating teacher. You can say the mean instructor wants you to.

o Can we bring signs to post, etc.?
It’s up to the cooperating teacher – does not hurt to ask!

• What are your expectations when you observe?
Meet the CCI components as listed in the observation sheet in your student teaching handbook. We gave you some specific helpful suggestions and made a big deal out of these, e.g. do now for when kids enter classroom, engage the kids, assess them constantly, get them to think
o Is it for one full period, or more?
50 minutes with a meeting immediately afterwards

o Come early (July 7) vs late in the student teaching experience; if early, will you have different expectations?
Meet ALL CCI components as detailed in the observation sheet in your student teaching manual. There is more leniency the first time through. Any suggestions offered for the first one should be addressed in the second one.

• What are school policies and procedures for intervention and remediation?
Ask someone at the school! :)

o Lunch detention, ISS, office referrals, etc. and  Calling security
That is site specific. Ask the cooperating teacher.

• How will curriculum be divided across the summer school term?
You will likely have to wait until you get there on Tuesday to get an idea of what will be taught. Focus on what’s taught every couple or few days and don’t worry about time periods longer than that. Maybe on Mondays and Wednesday you get an update on what objectives or at least what topics to cover for the next couple days.