I will have a student teacher next semester. In addition to her leading my physical science classes, I’d like her to experience some other responsibilities that teachers have. Any suggestions? — Kimberly, Providence, Rhode Island Many people don’t realize the responsibilities that teachers have beyond the curriculum. Even though your student teacher will be eager to work with your classes, you’re very wise to help her get a more comprehensive picture of the related professional duties and responsibilities. Check the student teaching handbook from the college/university or contact the program supervisor to find out what activities they suggest or require. You could consider asking your student teacher to

• Attend faculty meetings, department or committee meetings, curriculum workshops, inservice activities
• Participate in non-instructional duties (homeroom, hall duty, study halls, etc.)
• Assist you with managing lab materials and resources during your planning period
• Attend student events (plays, concerts, athletic contests)
• Attend a school board meeting
• Learn about the requisition and budgeting process
• Prepare an “emergency” lesson plan for a substitute to follow
• Make a presentation at a department meeting on new technology or other skills she has

During my student teaching, I “shadowed” a ninth-grade student for an entire day—from homeroom period to the dismissal bell. This was a university requirement, and student teachers had an observation sheet to describe what happened in each class, what the student did, the teachers’ instructional strategies, and how teachers interacted with the shadowed student. It was an eye-opening experience. When our student teaching seminar class met, we shared our experiences and what we learned from them. We concluded the day was exhausting: It was hard to maintain a high level of interest and enthusiasm as the day went on, and some classes were more engaging than others. I had several “aha” moments throughout the day:

• The difficulties in getting from one room to another within the 3-minute time allowance
• The different expectations teachers had for acceptable class behavior
• How students had to adapt to different grading schemes used by the teachers
• The preponderance of teacher-led activities (I’m hoping this has changed over the years)
• The overall noise level—even in the classrooms it was hard to think or reflect quietly

But one observation was the most compelling. My student was a quiet, unassuming young man. On this particular day, not one adult spoke to him. He slipped into the classrooms and sat in the back. He did not cause any distractions. He didn’t raise his hand much, and no teacher called on him for a response, asked him a question, or talked with him one-on-one. So for eight periods he basically sat and watched and did what he was told. The cashier in the cafeteria did not even say “thank you” when he paid for his lunch. I hoped that this was not a usual day for him, but I suspect it was. I wonder what kind of memories he has of his high school days. Based on this “sit-through” experience, I vowed that my greatest responsibility as a teacher would be to make my class a safe and welcoming place, where all students are invited (and expected) to participate and where their efforts are recognized. I don’t remember this young man’s name, but observing his experiences as a student helped me to become a better teacher. I would recommend giving your student teacher a similar opportunity.   Photo: http://www.flickr.com/photos/maysbusinessschool/381289757/