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Advice for student teachers - Part 2

Updated: Oct 31, 2022

Hey EduMagicians!

Welcome to episode 21 of the EduMagic Podcast. This episode is the second part dedicated to providing advice for preservice teachers, focusing on those in student teaching. However, you can take this advice and work into a field placement! Sit back and enjoy! If you haven't checked out part 1, click here.

Lisa Dabbs


  • Be well planned. Lesson plans, materials, in-to-through-beyond parts of lesson prepared, follow-up prepared, an assessment prepared.

  • Begin to build relationships. Get to know your master teacher, students, potential student parents, colleagues of a master teacher, and people in the main office. Introduce yourself to and shake hands with the principal, and get to know secretaries, custodians, and school workers.  Don’t come and go stealthily. Make an impression by building relationships. 

  • Have a classroom management/community plan before speaking to the master teacher. Do the background work, and look at potential strategies. Tell the master teacher you have strategies intact, so you have a plan. You will set yourself apart because you’ve brought something to the team without relying solely on the master teacher. 

  • Make sure to meet with the master teacher to be assessed. Don’t wait until the assessment paper is presented. Consistently say, “I’d love some feedback today on the lesson.” Get quick tips of feedback throughout the day. Consistently receive feedback before formal assessment. 

  • Have hand-written thank you notes prepared—Master teacher, colleagues, principal, secretary, nutrition staff, custodians.  Tell them how grateful you were for the experience and how glad you were to participate in the school community.  Ask for a letter of recommendation if there is an exceptionally positive experience. 

  • When you receive formal feedback, ask questions. Don’t leave confused; seek clarity. 

Elissa Frazier

  • Be personally reflective. Take notes on how you feel and respond to students and what the teacher is doing with the student. Recognize your humanity, note how you feel, and find the source of discomfort (student needs, process, need support to understand, not your style, core values). Tune into yourself. 

  • Be aware of batch interventions. Don’t prescribe the same supports across the board just because they’re comfortable and functional. Assess what works. (Ex. Don’t just give every kid extra time; assess individually.) Not just what works but who it works for. What is implemented, and how it’s implemented? Intervene for student needs, not teacher needs. Intensity, frequency, and consistency need to be noted. Make sure students are comfortable and challenged. 

Erin Krieger (undercaffeinated podcast)


  • Build solid relationships with students. Go out of your way to know students, and be emotional and academic support.