Next semester, I’ll be student teaching and I’m currently in the midst of my Curriculum, Instruction, and Assessment classes. However, I really don’t have any insight into the life of a student teacher yet. I’m curious what I should do to prepare for my experience as well as any recommendations for making the most out of student teaching. Thanks!
—Andy, Phoenix, AZ
I imagine you’re excited and little apprehensive about student teaching. Each college or university program has different requirements, expectations, and timelines for the experience. Most distribute some sort of publication or handbook to student teachers during an orientation session (these are often available online). Usually one faculty member is in charge of student teaching. You may want to find that person and ask about the program expectations, placement options, logistics, and recommended preparation.

Christine Atton

Before I began student teaching at Gavit [a middle school], I was placed in a first grade classroom. Although, one may think these two placements would not relate, my experience at O’Bannon [an elementary school] has helped me to prepare for this experience…I learned…to prepare the best you can, expect the unexpected, and prepare to adjust. During my experience in first grade, I struggled to find an understanding between the philosophy I learned in my classes and the developmental needs of the students. There was not one student who fit the ideal “average student” we read about in class. There were students who were well above the average level of first grade and students who were well below. I never had any trouble creating lesson plans throughout my classroom studies, but when I began planning at O’Bannon I found it extremely difficult. I did not want to fail any of the students, but felt I needed a better understanding of how each student learned best before I could teach most effectively. I do not believe I prepared enough the week I was observed in the elementary the classroom. Therefore, when I arrived at Gavit I decided to take a different approach.

The past two weeks I have been preparing myself differently. First, I went through the seventh-grade science book and studied the concepts the students have been learning all year. I compared the concepts to the standards that still needed to be met. Now I have an idea of where the students’ understanding is and where it needs to be when I finish my experience. Next, I listened and observed. I observed the way Mrs. Stone interacted with the students and how they responded to her. Some words of advice I received from Mrs. Stone [were] to always have my ears open and be aware of what the students are saying amongst their friends. I began to listen to what they were saying without them knowing I was listening. I learned much more about them then I could have with the introduction games. Seventh grade has changed greatly since I was in it and I will need to adapt my thinking. Finally, I began interacting with the students through helping with work and walking around asking them about their extracurricular activities and home lives.

I am preparing myself to meet the needs of each class, which are different. Some classes need more of a direct method, while others enjoy and can handle more cooperative or independent learning. I hope to find the best balance and excite the students about science.