Updated: Oct 31, 2022
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.
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.
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.
Constantly ask for feedback and advice from the co-op. Ask in casual moments. Show that you’re self-aware. Own up to mistakes. Stay humble. Self-reflect. View it as what the classroom can teach you.
Get yourself on the map. Reach out to the building principal or somebody in the central office.
Reach out - invite people into what you’re doing in your classroom. Invite observations.
Make connections face-to-face and through social media tools.
The way you interact with students. Look into their eyes, listen, be concerned, tone of care and concern, and select words that demonstrate that you’re locked into a student.
Show students, they are seen, cared for, and believed in.
Be prepared. It’s okay to be nervous. Every first day is nerve-racking. Be on time. Know your content. Be ahead of the kids in your knowledge.
Remix lessons. Show co-op something new. Lean into knowledge: new technology, new strategy. Teach your co-op something new!
Be you! Don’t worry about seeing your co-op do something with ease, transition, and grace. It took them a long time to get there. Don’t try to force a new tool or technique. Take risks but be who you are.
Reach out online to professors. Invest, be open, and put in the work.
Bring your professional best to the classroom. Dress professionally, and always be there before your co-op. Show that you care. Make your first impression your personal best. Find approachable topics to speak about with colleagues. Get rid of gum, limit phone time, and engage and build relationships. Go above and beyond the checklist/expectations.
Take the opportunities to go further as a chance to shine. All learning, including your own, starts with relationships. Be in the game, not on the sidelines. Never underestimate your impact. Build relationships from day 1.
Kyle Anderson (BEER EDU Podcast)
Take risks. Don’t do exactly what your mentor teacher does. Present them with new things.
Work wa ith mentor teachers and present them with new ideas.
Be a person that others will look up to. Work hard to discover potential. Take time to build relationships. Take time to listen to and engage with students. Be sincere.
Follow your mentor teacher around. Listen to how they interact with other teachers. Ask them questions (which helps them to reflect).
Take over small groups of students. Run with it. Take every moment you can to understand how a classroom works and the students' situations. Grow in empathy and build relationships.
Make sure you meet the principal. Ask if you can have their time to share your passions. Get to know them. Build relationships
Be actively involved in learning. Don’t miss this opportunity!
Spread kindness. Get involved with every piece.
Eat lunch with teachers.
Look for the positive.
Friends, you got this. Take these tips and advice into your student teaching, and I know that you will be able to dig into the learning experience even more. Don't forget to check out www.sfecich.com/21 for bonus advice!