Knox College

Student Teaching Manual

5th Edition

2000-2001

UNDER REVISION

DO NOT DUPLICATE for DISTRIBUTION

CHAPTER ONE

AN OUTLINE OF ROLES, RESPONSIBILITIES, and EXPECTATIONS

Chapter Outcomes:

1. Student teachers will become familiar with all elements of the experience.

2. Student teachers will prepare for their student teaching experiences by meeting with their college supervisors and cooperating teachers in advance of the beginning of the experience. They might review with cooperating teachers the List of Discussion Issues found in this chapter.

3. Student teachers will understand the need for professionalism in all of their actions during

student teaching.

4. Student teachers will be made aware of the duties and responsibilities confronting them as they undertake their student teaching experience.

5. Student teachers will realize the need to establish a good relationship with their cooperating teachers. This includes being aware of the duties, responsibilities and expectations of the cooperating teacher.

6. Student teachers will realize the need to understand the role of the College supervisor as well as her/his responsibilities and expectations.

INTRODUCTION

Student teaching is considered the capstone experience of the Knox teacher education program. It provides the opportunity for students to build on previous field experiences, tie the theory from early education courses, and obtain extensive practice in schools. This is a difficult task which may give rise to anxiety. Not only are student teachers nervous because of the need to meet the academic challenges of student teaching, but also because the student teaching experience is so vital in the process of seeking jobs. This chapter will focus on what it is student teachers should be doing before the student experience to ensure that it will begin on a positive note.

It is important to note that there is a healthy amount of stress which comes with any new situation. Student teachers should not feel overly confident of their abilities to the point where they feel little or no stress. (This rarely occurs with student teachers!) On the contrary, most student teachers are apprehensive about taking charge of a classroom for the very first time. Successful student teachers put themselves in the best situation to minimize the amount of stress involved in these experiences by careful preparation and communication with cooperating teachers and college supervisors.

OVERVIEW of STUDENT TEACHING

Before Student Teaching

Before beginning the experience a perspective student teacher must have done the following:

1. Application and Admission Procedures. Prospective student teachers must complete a student teaching application by the deadline provided. This application must be reviewed and accepted by the Teacher Education Committee and will be made available to potential cooperating teachers and school administrators. In addition, student teachers must submit a health form and complete all other coursework and field experience requirements as determined by the Department of Educational Studies (an overall GPA of 2.5 is required for retention in the program and progression to the next level of courses).

2. Placements. All student teaching placements will be made by the Department of Educational Studies in collaboration with the school districts involved. Students should refrain from contacting teachers or schools directly; communication with the department during the placement process is encouraged however.

3. Initial Contacts. As soon as the placement has been made, student teachers should contact the cooperating teacher to arrange an introductory meeting at the school. Your first visit to the school should also include a stop at the office to meet the school principal and office staff.

General Expectations During Student Teaching.

1) All student teachers will be expected to follow the public school calendar, not the Knox schedule, and to be at the school for the full teacher day, observing t the formal faculty arrival and departure time policy. 2) If an illness or emergency requires absence, student teachers must call the cooperating teacher as soon as possible and the colleg supervisor if expected to visit that day. Inform the college supervisor of all absences at the weekly seminar.

3) Student teachers should consult the college supervisor and cooperating teacher immediately when problems, both in and outside of the classroom, arise.

4) Student teachers are expected to become involved in the life of the school and to adjust their schedules to the schools' calendar. Since extracurricular events at the college have a lower priority than student teaching, permission to travel to Knox musical, artistic, and sporting events, when such travel would necessitate the absence of the student teacher from the classroom, cannot be assumed. The college supervisor and the cooperating teacher have the right to deny such travel if, in their judgment, such absence would be detrimental to the cooperating teacher, the students, or the student teacher.

5) Student teachers are expected to develop both long-range and daily lesson plans that demonstrate the ability to use several different approaches to teaching. These plans should be submitted to both the college supervisor and cooperating teacher.

6) Supervisory conferences conducted by the college supervisor usually take place five times during the term and include an introductory meeting with the cooperating teacher, three observational visits while the student teacher is actively engaged in teaching in the classroom, and a final meeting with the cooperating teacher. These meetings, which are scheduled in advance and will at times include the cooperating teacher, will reflect on the teaching experience and provide support for any problems that may come up. In addition, another Knox faculty member from outside of the educational studies department will visit the teaching site for the purpose of observing the student

teacher engaged in the classroom. Invitations are sent by the Dean's office to the faculty member requested by the student teacher. The final schedule is arranged by the student teacher and faculty member, with the consultation of the cooperating teacher.

7) Seminars aimed at broadening the student teacher's understanding of their experience will be held weekly. Attendance and participation at these seminars is mandatory unless exempted by the college supervisor.

8) Each student teacher will assemble a portfolio, a selective collection of artifacts that shows his or her dispositions as a teacher and demonstrates achievement of the teacher education program goals.

9) Student teachers enroll for three credits - a full course load at Knox - in Educational Studies 340. Grading is based on a typical A-F system, with the final grade reflecting performance in both classroom teaching and the seminar. It is possible, therefore, for student teachers to receive unsatisfactory student teaching evaluations but a satisfactory grade (C or higher) in the course. However, students whose student teaching evaluations are unsatisfactory will not be recommended for certification. Students whose performance is unsatisfactory but improving may be permitted to undertake a remediation program planned by the Department of Educational Studies in consultation with the cooperating teacher at the school site. If the student does not complete the remediation program satisfactorily he or she will not be recommended for certification.

Additional Suggestions for a Successful Student Teaching Experience

a) Arrive early and stay late. Be available for students both before and after school. This allows time to talk with other teachers and to reflect on your anticipated and completed day.

b) Dress appropriately. Remember that you are no longer a student but a teaching professional. Dress the part.

c) Communicate. Plan regular conferences with your cooperating teacher and talk as much as possible with other teachers. Don't be afraid to ask for advice and feedback from as many sources as possible.

d) Plan. Planning is absolutely vital; it is not enough to be willing to teach, you must be willing to prepare. Create detailed plans and share with your cooperating teachers in time for feedback.

e) Take initiative. Anticipate work that needs to be done. Don't simply wait for instructions from your cooperating teacher.

f) Be creative. Be willing to take risks in order to find your own "voice" in the classroom. Don't feel as if you must play it safe by teaching in the style of your cooperating teacher.

g) Reflect. Take time to reflect on what you would like to accomplish in the classroom and whether your teaching is accomplishing those goals.

h) Be involved. Attend all faculty and professional meetings at your school and show interest, through attendance whenever possible, in the activities of your students.

i) Focus on student teaching. Teaching is full-time job and student teaching, because of the added pressures of learning new skills, can be even more demanding. Limit your activities outside of student teaching to those that are absolutely necessary.

PROFESSIONALISM

Professionalism refers to the ability of student teachers to act in a responsible, respectful and appropriate manner as delineated by the ethics described by the profession, the college, and the schools in which they are teaching. Professionalism involves the need for student teachers to think carefully before acting and accept responsibility for their actions. This may be easier said than done for student teachers who are in new experiences that involve responding to situations they may never have anticipated. The importance of professionalism must be stressed as a critical factor in the daily actions of student teachers. It contributes directly to their self respect as professionals.

Students in school are very receptive and look upon student teachers as role models in the classroom. For this reason, student teachers must model correct and appropriate oral language, mannerisms, thoughtful behavior and personal attributes which reflect the acceptable maturity and professionalism expected of teachers. A first impression is most important in the classroom. No student teacher's presence in the classroom should ever be a cause of concern or scandal.

There are clear rules of professionalism for student teachers to follow. These are outlined in the code of ethics by the National Education Association (NEA) which follow. Additionally, students are required to follow rules described in this handbook or similar documents approved by the schools in which they are teaching.

CODE OF ETHICS OF THE EDUCATION PROFESSION

Preamble

The educator, believing in the worth and dignity of each human being, recognizes the supreme importance of the pursuit of truth, devotion to excellence, and the nurture of democratic principles. Essential to these goals is the protection of freedom to learn and to teach and the guarantee of equal educational opportunity for all. The educator accepts the responsibility to adhere to the highest ethical standards.

The educator recognizes the magnitude of the responsibility inherent in the teaching process. The desire for the respect and confidence of one's colleagues, of students, of parents, and of members of the community provides the incentive to attain and maintain the highest possible degree of ethical conduct. The Code of Ethics of the Education Profession indicates the aspiration of all educators and provides standards by which to judge conduct.

The remedies specified by the NEA and/or its affiliates for the violation of any provision of this Code shall be exclusive and no such provision shall be enforceable in any form other than one specifically designated by the NEA or it's affiliates.

PRINCIPLE I Commitment to the Student

The educator strives to help each person realize his or her potential as a worthy and effective member of society. The educator therefore works to stimulate the spirit of inquiry, the acquisition of knowledge and understanding, and the thoughtful formulation of worthy goals.

In fulfillment of the obligation to the student, the educator-

1. Shall not unreasonably restrain the student from independent action in the pursuit of learning.

2. Shall not unreasonably deny the student access to varying points of view. 3.Shall not deliberately suppress or distort subject matter relevant to the students'

progress.

4. Shall make reasonable effort to protect the student from conditions harmful to learning or health and safety.

5. Shall not intentionally expose the student to embarrassment or disparagement.

6. Shall not on the basis of race, color, creed, sex, national origin, marital status, political or religious beliefs, family, social or cultural background, or sexual orientation, unfairly -

a. Exclude any student from participation in any program.

b. Deny benefits to any student.

c. Grant any advantage to any student.

7. Shall not use professional relationships with the students for private advantage. 8.Shall not disclose information about students obtained in the course of

professional service unless disclosure serves a compelling purpose or is required by law.

(Adopted by the 1975 NEA Representative Assembly)

MEETING THE RESPONSIBILITIES AND MAINTAINING A POSITIVE ATTITUDE

The student teaching experience marks a significant endeavor of a teaching candidate's college career. Taking on such responsibility means that one must plan one's actions. The acceptance of the importance of such responsibility can be effectively portrayed by making a personal commitment to the student teaching experiences by openly expressing a positive, energetic and enthusiastic attitude. Student teachers can only expect as positive an attitude from the students they teach as the attitude they role model. Additionally, there may be times when the cooperating teachers, college supervisors and others will give student teachers positive feedback as well as constructive criticisms. It is important that student teachers take such advice as positive efforts to assist them in the successful completion of the student teaching experiences.

Commitment

Commitment refers to the amount of effort student teachers put into student teaching. This includes attending school on a daily basis, being on time in the morning, spending the necessary time on preparation and carefully considering the needs of their students when planning and teaching. Student teachers will be expected to follow the schedule and

responsibilities of their cooperating teachers including committee participation, study halls, lunch, bus and hall duties, etc.

Ethics

Ethics is defined as the study of standards of conduct. Ethical considerations have to do with the close relationships student teachers have with their students, cooperating teachers and the schools in which they will be student teaching. Student teachers must take a genuine interest in all students and treat students with respect. When students must be reprimanded, it is important that student teachers discuss students' behavior as being inappropriate as opposed to the "whole" person being bad. Such discussions should occur as soon as possible after the behavior. As soon as there is a chance to give such students positive feedback, it is highly desirable to do so to maintain positive relationships. Finally, information regarding students' grades and other personal information must be kept strictly confidential.

Maturity and Objectivity

It is imperative that student teachers act as maturely and objectively as possible. Maturity is a necessary characteristic of student teachers to earn the respect and cooperation of students. Objectivity refers to the ability of student teachers to consider all sides of any situation, especially those which involve conflict. For example, there will be occasions, unfortunately, when student teachers will be exposed to negative comments made about others. These comments may be from students, teachers, administrators or college representatives. It this occurs, it is important that student teachers not contribute to such conversations.

Preparation

Preparation involves the amount of time student teachers spend planning for broad areas such as unit plans or specific areas such as lesson plans. Preparation may be the most important factor in eliminating some of the stress that is caused by student teaching. Enough cannot be said about the importance of preparation and the necessity of the time commitment of student teachers to be fully prepared. Problems in the classroom under the direction of student teachers have frequently occurred because of a lack of preparation on the part of the student teachers. On the other hand, many student teachers who have had very successful prior fieldwork experiences have done so because of the advance preparation they have done.

A comprehensive knowledge in the subject area and an enthusiasm for teaching it, combined with a competency in the teaching skills are essential for a successful student teaching experience. The teaching/learning process takes place and students learn. Preparation and planning are the means to that end.

Student teachers need not prepare without assistance. It is expected that student teachers will spend much time individually preparing for student teaching. It is also expected that

student teachers will regularly consult with their cooperating teachers, Knox College supervisors and their peers.

Another reason preparation is so important to a successful experience is related to seeking necessary resources. Generally speaking, advance notice must be given to ensure arrangements to obtain necessary materials: VCRs, videos, overhead projectors, etc. , for example.

Personal Preparation

There are some personal preparations student teachers must make prior to student teaching. These include transportation, wardrobe necessities, the purchase of an organizer/planner and a tote bag or brief case. Reliable and prompt transportation arrangements need to be made well in advance of the beginning of the experience.

Wardrobes for student teaching do not need to be elaborate. Rather they must convey a message of professionalism and neatness. When visiting cooperating teachers, student teachers should note the dress of teachers in the building and plan to dress accordingly. It is not expected that student teachers wear suits every day. On the other hand, it may not be appropriate for student teachers to wear shorts or jeans.

Finally, it will be helpful if student teachers purchase an organizer/planner and a tote bag or a briefcase. The organizer/planner should be used by student teachers to take notes regarding what responsibilities need to be completed on a daily priority basis. Also, a tote bag or a briefcase should be used so that a student teacher will have materials organized to carry home and to school. This should lessen the chance of forgetting or losing important materials.

In summary, preparation is a necessary step to any successful student teaching experience. Early preparation for such important experiences ensures minimal stress and maximum confidence for a most important educational step in becoming effective teachers. Additionally, when student teachers demonstrate to the cooperating teachers competency in preparation they begin a positive relationship which is a step towards success in student teaching.

Time Management

During the student teaching experiences, a tremendous amount of work will be accomplished. Student teachers will be asked to take all the knowledge gained in their undergraduate curriculum and synthesize, process, and demonstrate such knowledge in an organized and professional manner. To minimize the anxiety throughout the experience with deadline dates, work overload and job fatigue the following strategies should be implemented:

Establish a commitment to being organized at all times! Develop goals regarding what is important during the student teaching experience. Student teachers should focus on these goals when making choices.

Be realistic when scheduling tasks during student teaching and allow enough time to complete the tasks (i.e., planning, grading, etc.). Use daily free periods wisely.

Use a daily "things to do" list to help organize tasks and thoughts. Work on prioritizing the items on the list.

Planning

Planning refers to the amount and quality of time devoted to mapping out the goals (general, broad statements) and outcomes (specific, measurable statements) of student teaching. Additionally, planning refers to the selection of methods, strategies and materials appropriate for lessons as well as alternatives in case the first plan does not work. And this is very important&endash; always have a "Plan B". Adequate preparation and planning takes time. Student teachers need to take ample time to lay out broad decisions regarding what their goals are, and then to decide how to meet them. They also need to make decisions, such as what to do with one group of students while working with another, or what to do with students who complete assignments before others. Some of the best lesson plans go awry when student teachers do not take time to think about what it is that all members of the class will be doing during lessons. Such consideration takes more time for those who do not have significant experience in the classroom.

BUILDING A GOOD RELATIONSHIP WITH YOUR COOPERATING TEACHER

Success in student teaching begins with a good relationship with the cooperating teacher. With that, the student teacher will be in a strong position to learn and to become an effective teacher. It will also lay the groundwork for a supportive letter of reference that will aid in securing the first teaching position.

The first step in preparing and planning for a successful student teaching experience is to meet with the cooperating teacher in advance of the beginning of the student teaching experience. This will allow a chance for the individuals to become acquainted, discuss expectations, and begin collecting materials to review.

Because the student teacher may know little about the cooperating teacher before the first meeting, it will be difficult to anticipate the dialogue. One way to deal with this ambiguity is by imagining somebody who is both a boss and instructor. Those are the cooperating teachers' roles. Now, imagine someone in that position. What characteristics

would s/he want in a student teacher? Would s/he be pleased to have a student teacher who conveys excitement and enthusiasm about teaching?

While still in the cooperating teacher role, consider what else one would want. The instructor part would probably prefer a person who exhibits an appetite for learning as well as an eagerness to use the teacher as a resource person. The boss part, in contrast, wants a person who is willing to roll up his or her sleeves and work hard and smart in the classroom. These qualities should be communicated to the cooperating teacher in one way or another early in the experience.

Although there is much one can infer about the cooperating teacher, the information necessary to substitute facts for assumptions will not be available until the first meeting. It is wise for the student teacher to telephone and request an opportunity to meet the cooperating teacher soon after receiving the placement information. It is important to do this as early as possible.

The first meeting is the first step in building a solid relationship and should be scheduled at a time and place that's convenient for the cooperating teacher. If ample time has been set aside, an exchange of ideas about education as well as a discussion of practical issues related to the student teacher's role would be conducive initially. Such a dialogue will set a pattern of useful communication and thoughtful sharing of ideas.

The first meeting may provide first impressions of the cooperating teacher. The student teacher will see whether the teacher is open and comfortable or restrained in interacting with him/her. The student teacher will probably learn something about the teacher's orientation toward education and style of running the class: for example, highly structured, following a well-defined schedule, or loosely structured and flexible.

Before and after meeting the cooperating teacher, the student teacher should remind his/herself that a single conference can give only a first impression. If the meeting went well, s/he may feel fortunate in being assigned an effective and personable teacher. If s/he thought it did not go well, s/he must remember that even if the assessments are accurate, feelings often change as students and cooperating teachers become better acquainted and more comfortable with each other.

The student teacher should be sure to confirm important dates, including when the cooperating teacher will begin preparing for the first day of school. Time spent together preparing for students' arrival affords additional opportunities to get acquainted, as well as to experience first hand what this particular teacher does to prepare the room and materials. Many schools will also have faculty or personnel meetings near the beginning of school. Student teachers are expected to attend any such meetings with the cooperating teacher. This will likely be the student teacher's first opportunity to be introduced to other faculty and staff with whom s/he will be working at the school site.

In getting started in the classroom, much time is spent trying very quickly to absorb a great deal of information. So much is new and so much must be learned. One must

channel energy into (a) becoming acquainted with the students and learning their names, (b) becoming familiar with the learning styles and personal characteristics of each class member, and (c) adapting to the pace of and atmosphere in the room. The "I'm overwhelmed" feeling may develop, and, if so, expect to feel drained by day's end.

One also will want to invest energy into building the student teacher-cooperating teacher relationship. Although some cooperating teachers take the initiative, others do not. In such cases, it is in the student's best interest to do so. As days go by the student teacher will feel more comfortable with both class and teacher and will want to assume more responsibility. By then, the cooperating teacher will know the student teacher better and may be ready to have him/her teach. When this point is reached, a student-cooperating teacher planning, goal-setting meeting is useful. At such a meeting, they can review classroom involvement to date and identify areas in which the student teacher would like to work. Perhaps through give-and-take discussions, the two can develop learning goals.

When permission is granted for the student teacher to try things his/her way, the results are not always satisfactory to the cooperating teacher. A hypothetical example: Phyllis tried to give the students more freedom and, when she did, was pleased with the results. However, her cooperating teacher was not at all happy about what developed. The two of them spoke about their different views on classroom atmosphere and about what was tolerable in terms of control. Phyllis hoped they could define a middle ground between them, but when they were not able to Phyllis wisely accepted the fact that she had to run a "tight ship" for the rest of the term.

Although many students are fortunate because they are assigned to cooperating teachers who give them opportunities to experiment, not everybody will find this. If the student teacher is not permitted to try his/her own way of teaching, s/he needs to bear in mind that the cooperating teacher is the boss. The relationship is not an equal one. The cooperating teacher has the authority and the student teacher has only that which is delegated to him/her in teaching a lesson. In any situation, when somebody must yield, and the cooperating teacher is not willing, then the student teacher must. When there is an on-going conflict with the cooperating teacher, the student teacher must keep in mind his/her position as guest in the classroom.

Although student teachers must learn by immersing themselves in the life of the classroom and observing the process of teaching and learning, the heart of student teaching is in teaching itself. One learns most when her/his teaching is accompanied by constructive criticism. Student teacher-cooperating teacher relationships may get rocky around the time that criticism is given and received. Sensitivity and fortitude, respectively, are essential to giving and receiving criticism. If the student teacher feels resistance within when the cooperating teacher begins to offer criticism, s/he should tell him/herself, "Here's an opportunity for me to learn how to be a better teacher. He or she is not evaluating my worth as a human being, but rather how I might be more effective in a realm of functioning that is important to me. With practice, the process of receiving criticism is healthy and will become second nature to me."

Few of us get a great deal of experience in giving and receiving criticism in a professional setting. This lack of experience can cause problems that manifest themselves when cooperating teachers prepare to provide feedback to their student teachers. The kinds of problems that may emerge range from cooperating teachers holding back on providing feedback to providing only negative feedback. These and other commonly encountered problems are:

1) Receiving no feedback from your cooperating teacher;

2) Getting only negative feedback;

3) Being criticized while you are teaching and in the presence of students;

4) Having criticism of you publicized;

5) Getting angry at the cooperating teacher; and

6) Finding yourself in a difficult relationship with your cooperating teacher.

Should any of these problems, or any others, occur during the student teaching time, the student teacher should not hesitate to contact the college supervisor about his/her concerns. Problems addressed in a timely fashion can many times be rectified. If left unvoiced, the problems can escalate and have dire consequences.

To facilitate the meetings with the college supervisor and cooperating teachers, a list of possible discussion issues for each of these meetings is given below. Both parties should review the list in advance to the meeting and add to the list other issues they would like to discuss. Additionally, to facilitate effective communication, college supervisors and cooperating teachers will meet near the beginning of the student teaching experience to review the expectations of each other as well as their expectations of the student teachers. This initial discussion may take place by phone in out-of-town placements.

List of Discussion Issues Between Student Teachers and Cooperating Teachers

Share Backgrounds - educational experience, related experiences, why entered profession, educational philosophy, committee participation, other;

Logistics - dates of placement, academic calendar (student follows school's calendar), class scheduling, daily arrival/departure times, daily time for meeting between student teachers/ cooperating teachers, other duties and events appropriate to attend (i.e., faculty meetings), student teacher observations and teaching phase-in, classroom resources, photocopying procedures, tour of facilities, other;

Procedures - personnel handbook, student handbook, newspaper (student, parent, etc.), emergency procedures, other;

Curriculum - courses student teachers will teach, materials student teachers should begin reviewing, topic possibilities for unit plans, grading policies, strategies used/desired to use (i.e., mastery learning, cooperative learning, whole language, etc.), exceptional students/aides/materials, computer availability and curriculum implementation;

Motivation/Classroom Management - philosophy, school policies and rules, teachers' rules, classroom arrangement strategies;

Other School Activities and Organizations - typical extra-curricular activities with students, parental organizations, school board, teachers' union, other;

Environment - current issues, students' backgrounds, tracking, excellent/unique programs/teachers to observe;

What You Can Expect From Your Cooperating Teacher

There are some things student teachers can legitimately expect from the cooperating teacher. The following outlines these expectations:

1. The cooperating teacher should take time early in the student teaching experience to orient the student teacher to school procedures and regulations, audio-visual facilities, the library, other support services, school schedules, discipline policies, school forms and paperwork, grading, etc.

2. The cooperating teacher should engage the student teacher in a teaching role as soon as possible, allowing him/her to take on new responsibilities when both think this is reasonable. Since the student teacher has completed a practicum experience totaling about 50 hours, the time spent in just observing in the classroom should be kept to a minimum. At the elementary level, it is typical for a student teacher to begin with one or two subjects that he or she feels comfortable with and to gradually add additional subjects. At the secondary level, a student teacher should have the role of the principal teacher with at least one class for a minimum of eight weeks, gradually building to full-time teaching for at least two weeks.

3. Cooperating teachers, as they gain confidence in the student teacher's capability will typically increase the amount of time they are absent from the classroom. A plan of gradual withdrawal (e.g., leaving the class for a ten minute period, arriving for class late and leaving early, or leaving after the class is well under way) following the first week of the student teaching period is often effective. It is vitally important that the students in the class come to regard the student teacher as a teacher and not an aide or adjunct.

4. The cooperating teacher should avoid correcting or interrupting the student teacher while s/he is teaching, unless failure to do so may result in severe problems.

5. The cooperating teacher should set time at least once a week (perhaps more often at the beginning) when together they can discuss teaching possibilities, problems in the classroom, possible roles for the student teacher, and so on. In addition to such regular conversations, it is especially important that both people have a chance to share ideas and observations after the cooperating teacher has formally observed the student teacher.

6. Once the student teacher takes a class, the cooperating teacher should avoid the temptation to answer questions from the students, but should refer them to the student teacher.

7. Cooperating teachers are legally allowed to leave the classroom when they have determined that the student teachers are capable of handling the class. They should, however, be sure to advise the student teacher of their whereabouts before leaving.

8. The college supervisor serves as liaison between the student teacher and the cooperating teacher. Should problems arise or seem likely, the cooperating teacher should contact the college supervisor as soon as possible. Early recognition and contact regarding problems will allow for meaningful remediation or, if necessary, timely withdrawal.

9. The cooperating and supervising teachers, not the student teacher, select the completion date for student teaching. They may require the student teacher to complete additional student teaching, beyond that normally required, should that seem necessary to ensure effective teaching and appropriate recommendation for certification entitlement.

10. The cooperating teacher will formally evaluate the student teacher at the middle and end of the student teaching experience. The evaluation forms should be duplicated so that the student teacher and the college supervisor receive a copy.

(A sample copy of the forms used is included as Appendix A.)

11. In exchange for their professional assistance, cooperating teachers receive a stipend of $150 from Knox. Payments are made to the cooperating teacher or the school district, as specified by district policy.

RELATIONSHIP WITH THE COLLEGE SUPERVISOR

College supervisors are typically knowledgeable about the schools in the community where the student teaching will take place and are familiar with the problems of daily classroom life. They have a good working relationship with principals and teachers, which is helpful not only during student teaching but also in the job hunt. Because of their practical knowledge of teaching, they are a rich resource to the student teacher.

Who are the people who serve as supervisors? All of them have had experience as teachers, some for many years. Having themselves been student teachers, they also understand the experience of being in that position.

Supervisors differ in experience, personality, educational background, and approachability. Regardless of the mix of those qualities, the supervisor will be interested in the student teacher's professional development. The student teacher will want to develop a trusting professional relationship with that person.

How Supervisors Can Help Student Teachers

College supervisors have a broad set of responsibilities and often carry a heavy load. Their tasks might include:

o scheduling and holding observation sessions for each student teacher, including meetings with cooperating teachers and principals involved.

o writing reports on the observations they make.

o conducting a weekly seminar for student teachers.

o planning and hosting professional-social activities for students and cooperating teachers.

o maintaining cordial relationships with principals, department heads, and other school personnel (this for its own purposes but also as the college's "ambassador").

o serving as a confidante, problem-solving aide, resource person, and supporter to student teachers.

o keeping records, including supplying information to the certification officer and the state for official school documents.

o keeping informed of position openings for teachers.

o evaluating student teachers and providing official letter grades, often in conjunction with the cooperating teacher.

o composing letters of reference for student teachers.

The college supervisor will observe the student teachers teaching at least three times. On those days student teachers are encouraged to, "put your best foot forward" by functioning in the classroom as much as on any other day. Most supervisors want to

observe the student teacher and classroom students under typical conditions in the natural setting of the classroom. That is reason enough to operate in the accustomed way.

EVALUATION

Evaluation is important throughout one's professional career. Understandably, at this point the student teacher is mostly interested in the evaluation that will be made of his/her teaching. Therefore, the following comments about evaluation focus on that.

Evaluation involves the process of making judgements. The cooperating teacher and college supervisor (with different degrees of influence and individual differences) will make judgements about the student teacher's effectiveness.

Those judgements will be of two types. The first, known as formative, will be made for the purpose of advising the student teacher. At first, the supervisor will advise, not grade the student teacher. Student teaching supervisors and cooperating teachers, as a result of their observations, will indicate to the student teacher, perhaps through questions or direct comments or a combination of both, some of the ways in which the student teacher could be more effective. They may, for example, suggest how to arouse more student interest in classroom activities, or how to manage the class with fewer discipline problems. Their aim will be to help promote the student teacher's development as a teacher&emdash;or, as we might say, to help him/her form professionally.

The second type, known as summative evaluation, will be made to indicate by means of a grade whether the student teacher has successfully completed student teaching. This will be a judgment of his/her all-around effectiveness, taking into consideration strengths and weaknesses. This type of evaluation can be thought of as a form of "summing up" the student teacher's current level of performance.

One of the greatest gifts a student teacher can give his/herself is to recognize that the evaluation s/he receives at this time in his/her career is worth a fortune. Two experts are going to share their time, observations, and advice, something s/he is unlikely to get to this extent at any other time in his/her career.

If student teachers find themselves wanting to avoid the observations and hide usual practices from the supervisor and cooperating teacher as much as possible, they should think of the following example: A young singing artist, hopeful for a career in opera, goes for a lesson with an expert teacher who will listen, advise, and listen again. Imagine that young singer thinking, "I pay that teacher $100 a lesson, but I want to hide my usual style, and when I get advice I won't take it because I think the teacher is wrong"? Student teachers should not allow themselves to get that uptight about being observed and evaluated or that close-minded about another person's point of view, even if they believe the observer holds a different philosophy of education.

As we said, they may never again get this quality of evaluation (repeated observations by and feedback from two experienced teachers). A leading expert (Raths, 1982) explained that although claims are made that teacher evaluation is an ongoing process in the schools, in practice this is more rhetoric than fact. Unless there are major changes in the future, teachers are likely to be observed and evaluated only by administrators and only infrequently during the course of their careers.

As far as student teaching is concerned, several researchers set out to investigate how student teachers are being evaluated on the national scene (Fant, Hill, Lee, & Landes, 1985). By drawing on prior studies, they identified eight factors. We describe each of the eight factors because student teachers may well be evaluated in those terms.

1) Clarity of lesson: objectives clear and understandable to students, content well-organized, important points stressed, reviews and summarizes.

2) On task behavior of students: the percentage of time students are involved in learning, in contrast with time spent in trying to keep order or discussing unrelated topics. (This is not an argument against discussing the circus coming to town or the World Series, but for managing a high proportion of on-task time.)

3) Use of feedback: how often and how well students are given high-quality feedback about their work.

4) Task-oriented: the class climate is task-oriented, meant for learning, not entertainment. Learning objectives and tasks are clear, class starts and ends promptly. (A business-like atmosphere does not exclude humor and lightness.)

5) Warm, supportive environment: teachers are kindly in their relationships with students,

showing respect and acceptance of each of them. Students feel that the teachers are available to help them.

6) The flexible, adaptable teacher: can change as situations demand it and can adapt plans as student responses dictate.

7) The enthusiastic teacher: excited about learning and students know it. (This teacher quality is believed to be important to motivation and students' tendencies to concentrate on learning tasks,)

8) High-expectations of students: are thought to foster higher student achievement.

The Student Teaching Experience Will Have the Following Components

1. Gradual Assumption of Classroom Responsibilities

A possible schedule for the gradual delegation of teaching responsibilities may take place as follows:

Week One:The student teacher might: observe in the cooperating teacher's classroom; learn to manage the daily routines of the classroom, including homeroom rules and seating arrangements, emergency procedures, attendance cards, reporting absentees, announcements, relaying messages from main office, nurse's office, other teachers, etc., class registers, record keeping procedures, hall & special assignments, procedures for collecting money for various accounts, special classes or activities requiring a change of schedule, management of fund drives, arrangements for field trips, bus boarding schedules, proper lighting and ventilation, maintaining a neat and orderly classroom; learn the medical and psychological needs of students in the classroom; get acquainted with the whole school, faculty, administrators, support personnel; assist in implementing activities planned by the cooperating teacher, including correcting homework, performing secretarial duties, etc.; confer daily with cooperating teacher; observe another teacher in his/her classroom; develop a teaching schedule for week two and prepare required lesson plans; write a letter of introduction to parents to be taken home by the students; and work with individual/small groups of students in order to be engaged in classroom activities and become familiar with students. Week Two: The student teacher might: continue observing the cooperating teacher; teach five classes (one per day); share homeroom, study hall and hall duty responsibilities; assist with daily routines; develop a schedule for next week and prepare required lesson plans.

Week Three: The student teacher might: continue conferring with and assisting the cooperating teacher; assume full responsibility for homeroom, hall duty and certain activities; teach two classes per day. (The cooperating teacher may elect to leave the classroom during one class alternating each day.); participate in an extra-curricular and co-curricular activity; observe in another classroom; and develop a schedule for next week and prepare required lesson plans.

Week Four: The student teacher might continue with the established responsibilities and add: teach three classes per day. )The cooperating teacher may elect to leave the classroom for two classes each day.); assume full responsibility for supervising study hall; meet with the cooperating teacher for a mid-point evaluation using the evaluation form provided; and develop a schedule for next week and prepare required lesson plans.

Week Five: The student teacher might: continue with the established responsibilities; teach four classes per day. (The cooperating teacher may elect to leave for three classes each day.); and observe in another classroom.

Week Six and Seven: The student teacher might: continue with the established responsibilities; teach all classes, assuming the role of full-time teacher as closely as

possible. (The cooperating teacher may elect to leave the classroom for every class.); complete all reports, grades, and other responsibilities; plan with the cooperating teacher the gradual return of classes and responsibilities to facilitate a smooth transition in the final two weeks; and arrange with the cooperating teacher a final competencies evaluation conference.

2. Weekly Seminars

These seminars are aimed at broadening one's understandings of the student teaching experience. Attendance and participation is required. Classwork and readings from the handbook and other sources may be assigned. This seminar, designed to supplement the practicum, differs from other college-level classes in several important ways. First, there are no exams. Second, all the students are having the same kind of preprofessional experience, although their learnings may be very different. Third, the student teaching, and that alone, is the major focus of the class. Fourth, the major objective of the seminar is to give support (professional, academic, and psychological) that will help the student teachers to be most effective and profit from their experiences.

How can student teachers best use this resource? First, use it as an incentive to organize the thoughts and feelings they have about the classroom. Prepare for the seminar before hand by reviewing the classroom events of the previous days. The process of making such preparation may help student teachers gain fresh insights into experiences and may also ready them to participate more actively. With the help of the seminar group, each student teacher will be able to see that the stimuli s/he experiences every day in class with students are not just unrelated events. They fit together and relate to theories that have been studied.

Second, student teachers should use the seminar to discuss problems they are confronting. This is an opportunity to be open with thoughts and feelings. Some student teachers are hesitant to be frank, feeling that such disclosure will reflect badly on them. However, the fact is that if they are experiencing a particular difficulty, the probability is high that other students are too. They will be pleased and perhaps relieved that someone mentions it, as will the seminar leaders who want active participation by the group in order to have useful sessions.

Third, the seminar provides an ideal forum for exchanges. Participants in this sharing derive benefits not only for the present but also for the school years ahead. Student teachers can share and trade ideas, lessons, methods, materials, and teaching strategies.

3. Supervisory Conferences

These will generally take place at least five times during the term. The purpose of these meetings will be to reflect and debrief and to provide support for any problems that may have come up. These conferences will be scheduled in advance and will include, when possible, the cooperating teacher. Scheduling with the college supervisor and confirming with the cooperating teacher is the role of the student teacher. The factors that might be evaluated during these visits were discussed in the evaluation section.

4. Submission of a Portfolio

Each student teacher will be required to submit a portfolio at the conclusion of the student teaching experience. "Portfolio" refers to a way of demonstrating the ability to synthesize knowledge in a discipline. The portfolio will give evidence of the student teachers' ability to demonstrate their knowledge of a variety of areas throughout their preservice experience. It is imperative that student teachers understand that portfolios are individualized documentations of the quality of their ability to understand and effectively exhibit the teaching process. Therefore, the portfolio process allows student teachers the opportunity to be innovative and to creatively map out and record their abilities to be effective professionals.

The professional teaching portfolio is a more inclusive evaluation approach than a traditional evaluation approach. A major difference is that the traditional evaluation is fragmented, with student teachers submitting various samples of their work which may or may not be related to one another. In contrast, the portfolio is a holistic, integrated, and reflective process of evaluation. It is a collection of documents, evidences of student teaching experience, photographs and videotapes which enable student teachers to present themselves as effective classroom teachers. A creative portfolio advertises the student teachers personally and professionally and can promote their candidacy when they are searching for a teaching position.

It should be noted that the portfolio process goes beyond the grading of the students' professional preservice experiences. Another goal of the portfolio is to link the student teachers' professional preservice experiences with the process of obtaining a position in the educational field.

Taking the portfolio into an interview allows student teachers the opportunity to give the possible employer actual pieces of evidence that demonstrate their abilities. Having a videotaped lesson or a series of pictures of various bulletin boards may make a stronger case for employment. It is important to note, however, that such examples must be selective, concise and well-organized in a meaningful, orderly fashion with descriptions of the work and self-reflection on what student teachers thought worked well in their examples.

Portfolio Guidelines

The portfolio that student teachers submit at the conclusion of the student teaching experience should be a selective collection of artifacts or evidence that evokes his/her dispositions as a teacher and demonstrates that s/he has attained the goals of the teacher education program. The Knox College Department of Educational Studies expects that all students graduating from the program will demonstrate:

1) an understanding and respect for the multicutural, multiethnic nature of American society in your work with students, parents, and peers.

2) a sensitivity to cultural, racial, social, class, and gender differences and the ways in which they affect teaching and learning.

3) the ability to carry out your intentions in the classroom and to articulate why you are doing what you are doing.

4) the exploration of a wide variety of teaching strategies that reflect your pedagogical knowledge.

5) the ability to maintain a classroom environment that facilitates meaningful learning.

6) the promotion of critical inquiry on matters of personal and social significance in your classroom.

7) the ability to reflect on their own teaching and work.

While the portfolio may include as many items as the student teacher wishes, it should include each of the following:

1) a case or "shadow" study. During the student teaching term, student teachers will no doubt encounter a student who is involved in a problematic situation or is especially interesting in some way. Write a narrative that conveys the student's situation and its context. Provide reflections on the study and its meaningfulness. It is not necessary to resolve the problem, but a thoughtful analysis and discussion of related issues is expected.

2) an example of work completed by a student and graded by the student teacher. A copy will suffice if the original is unavailable.

3) representative examples of assessment tools constructed and used during the student teaching experience (e.g. project, worksheet, test, group activity, etc.), including a description of what was learned by using these tools.

4) a statement of the "big picture" of the discipline, the importance of what you have chosen to teach. Include motivational "hooks" available to teachers of the subject and grade level. Possible sources of information include professional literature and interviews. (Secondary only)

5) an account of a teachers union meeting attended.

6) an account of a professional conference attended.

7) a statement articulating your philosophy of education based upon your college studies, school experience, and reflections on questions such as: Are you sensitive to the processes through which teaching and learning occur effectively? How do you plan on developing academically, professionally, and personally in your teaching career? How do you intend to apply and adapt your knowledge to the needs of your students? What are your professional ethics in relation to your students? Your educational values? What will be your role relationships within your school? What is your understanding of individual and cultural differences in your school and classroom? etc. Include your goals and objectives and what "drives" you as a teacher.

8) some evidence of your involvement in broader life of the school, i.e. the life of the school outside of the classroom.

9) selected journal entries with a discussion of why you made these choices. If your entries describe "successes" or "mistakes," be sure to describe why you consider them to be such.

10) a review of an article from a professional journal

11) copies of unit and lesson plans. Demonstrate your ability to do long term planning with a unit plan based on your teaching assignment. The plan generally should contain at least two weeks of learning activities. Its topic should be cooperatively identified by you and your cooperating teacher. The plan should display originality and creativity in the preparation of its learning activities.

12) anything else that you think provides evidence of what you learned and experienced during student teaching.

The artifacts should be assembled into a binder or folder and should be identified by an "entry slip" which explains:

1. what the artifact is 2. why this particular item was chosen

3. how it demonstrates your teaching style or strategies

4. how it fits into your philosophy or departmental goals

Grading:

Final grades for this course will be based on work in the school classroom, the portfolio, and the seminar contribution. Although these activities will be graded separately, they are, of course, intertwined and dependent on each other.

Classroom Teaching 70%

Portfolio 20%

Seminar Contribution 10%

Student teachers are expected to begin when the school term begins and continue for ten weeks. If parent-teacher conferences fall the following week after student teaching is complete, student teachers are strongly encouraged to return and attend at least some of the conferences, with prior approval of the cooperating teacher.

Note: Since the final grade awarded in Ed Studies 340 reflects performance in a number of areas, only one of which is classroom teaching, a student with an unsatisfactory teaching evaluation might still receive a satisfactory grade (C or higher) in the course. However, a satisfactory performance in classroom teaching, that is demonstrating competence in classroom teaching, as determined by the college supervisor and the cooperating teacher, is ESSENTIAL in order to be recommended for teacher certification.

Ability to Seek Advice

One final word, when student teachers are not sure how to handle a situation, the best thing to do is seek advice. Student teachers are not expected to have all of the answers. Advice might be related to content materials such as how best to introduce a certain topic; procedural issues such as how to submit records; or more personal issues such as how to reach a student with exceptional needs.

The first persons student teachers should turn to with concerns or for advice are the cooperating teachers. Student teachers should respect the expertise of their cooperating teachers. Other important individuals to seek advice from are the college supervisor, other teachers and administrators in the schools and other student teachers.

SUMMARY

Getting ready for successful student teaching experiences may be stressful. Factors to minimize the stress involve preparation, planning, professionalism and the ability to seek advice. Preparation includes the amount of time student teachers devote to getting ready to teach effectively. Planning involves the amount and quality of time devoted to clarifying goals and outcomes for the student teachers to act in a responsible, respectful and appropriate manner as described by various sources of the profession. Finally, the ability to seek advice points to the frequent need of student teachers to turn to others for guidance.

CHAPTER TWO

INITIAL ORGANIZATION AND PREPARATION

Chapter Outcomes:

Student teachers will familiarize themselves with:

1. classroom resources

2. the students and their needs

3. the classroom and building and emergency rules.

INTRODUCTION

Student teaching experiences which are most successful tend to be those in which planning and preparation have occurred. There are several areas in which student teachers can plan and prepare to ensure such success including organization of classroom space, identification of resources, and emergency rules and procedures.

ORGANIZATION OF CLASSROOM SPACE

When students enter a classroom, they immediately notice the organization of the room. Organization sets the stage for their expectations of their student teachers and classes. If they are allowed to re-organize the classroom, it is imperative that student teachers set up an environment which is attractive and inviting to students. Throughout this chapter, "classroom" will be used to refer to any space which student teachers use, including the gym, labs, etc.

First impressions are extremely important. For example, student teachers should imagine walking into a classroom in which desks are in rows, versus desks which are grouped. The first arrangement of rows sends an indirect message to students that talking with others probably will not be tolerated, while the second arrangement seems more conducive to cooperative work. It is imperative that student teachers give much attention to the details of classroom organization before their students arrive to start off on a positive note in a pleasant environment. The first step in becoming an effective teacher is to address the physical structure of the teaching area. Actually designing a well thought-out plan for each instructional area of the classroom will be a key to a well-run classroom. It should be noted that in many situations student teachers are not given the complete freedom to rearrange this classroom structure. Therefore, student teachers should recognize the important points of the designs they may want to implement and discuss this in advance with the cooperating teacher.

Student teachers should gain a clear understanding of all elements in their teaching environment. For example:

1.An inventory of equipment, books, teaching supplies and resource items should be taken.

2. A class list of students in each class should be obtained.

3. Students with special needs in each class should be identified.

4. Lists of all classroom and building rules should be obtained.

5.A list of classroom and building procedures should be obtained

Classroom Resources

Student Teachers: Please complete with the help of the cooperating teacher.

The following items need to be located before planning the classroom activities. Place a check beside each of the following when completed. Also, familiarize yourself with the steps and procedures for using any of these items in your classroom.

IN ROOM OUT OF THE ROOM

Where? Where?

A. TEACHING MATERIALS

a. textbooks

b. tradebooks

c. art supplies

d. general supplies

B. TECHNOLOGICAL RESOURCES

a. computer software

b. software

c. CD ROM

d. overhead/supplies

e. T.V./VCR

f. filmstrip

g. recorder

h. laser discs

i. outlets

j. camcorder

k. lamination

l. photo copier

m. xerox machine

n.camera

C. GENERAL SUPPLIES

a.tape

b.scissors

c.glue

d.stapler

e.chart paper

f.construction paper

D. OTHER

CLASS LIST

1._______________ 11._______________ 21._______________ 2._______________ 12._______________ 22._______________

3._______________ 13._______________ 23._______________

4._______________ 14._______________ 24._______________

5._______________ 15._______________ 25._______________

6._______________ 16._______________ 26._______________

7._______________ 17._______________ 27._______________

8._______________ 18._______________ 28._______________

9._______________ 19._______________ 29._______________

10.______________ 20._______________ 30._______________

EXCEPTIONAL STUDENTS, STUDENTS WITH SUPPORT SERVICES, OPTIONAL RESOURCE ROOM AVAILABILITY, ETC.

STUDENTS SERVICE DAYS AND TIMES

STUDENTS WITH MEDICAL NEEDS:

STUDENTS NEEDS

STUDENTS IN EXTRA-CURRICULUM PROGRAMS (EX. BAND)

STUDENTS ACTIVITY DAYS AND TIMES

CLASSROOM MANAGEMENT (Review school policies to make sure classroom policies are consistent)

CLASSROOM RULES/CONSEQUENCES (EX: Rewards, Punishments, etc.)

INDIVIDUAL STUDENT PROGRAM (and IEP's)

STUDENT PROGRAM

PROCEDURES FOR DAILY ROUTINES

ANNOUNCEMENTS

ATTENDANCE

BREAKFAST COUNT

LUNCH COUNT

SNACK COUNT

EXCUSES

CALENDAR

CLASSROOM STUDENT HELPERS

VOLUNTEERS' SCHEDULES

TEACHER AIDES SCHEDULE

OTHER

EMERGENCY PROCEDURES NOTE: NEVER LEAVE CLASS UNATTENDED

FIRE DRILLS/BOMB THREATS/ETC.

MEDICAL KITS

INJURIES (MINOR AND MAJOR

ILLNESSES

MEDICATIONS

INCIDENT REPORTS

OTHER

Shelter and Security

Classrooms should physically protect students from noise, weather, pollution, etc. Schools should also provide students with physiological security such as comfort, warmth and safety. Such security may be provided with the use of warm colors, carpeting, furniture and furnishings typically found in a home (couch, chairs, tables, stereos, plants, lamps, aquariums, etc.) Additionally, the arrangement of such items is important. For

example, dividers or bookshelves could be used to separate desks from a reading area which would resemble a den-like atmosphere inviting quiet, leisure reading time. Certainly, there need to be places in the room where noise may occur, or activity/play areas which could include tables, games, manipulatives, etc. Such activity areas should not be adjacent to reading areas. Computers may need to be set up together wherever electrical outlets and lights are available. There are many times in which students need privacy and student teachers should set up cubicles or other vehicles for such occasions. Finally, it is important for safety reasons to have all traffic areas free from clutter and hazards such as electrical cords.

Space Arrangements

As mentioned, desk arrangements will send indirect messages to students indicating whether the environment of the classroom is competitive or cooperative. Teachers should determine what type of arrangements will work best for their teaching models. For example, if the "presentation model" will be the primary teaching model, then having students arranged in groups may be inappropriate. However, if cooperative learning will be frequently used, desks need to be close so students can easily work together. Some teachers prefer to arrange their students' desks in a "U" shape. This is an effective arrangement as all students are in the first row and no students have their backs to other students.

An additional issue concerning desk arrangements is the distance students' and teachers' desks are from each other. Students nearest to the teachers' desks tend to participate more than students who are further away. Hence, teachers may want to seat students who typically do not participate near to them.

The placement of the teacher's desk is also important to consider in classroom organization. For example, should the desk be in the front or back? The answer to this will depend on how much time teachers will spend at their desk and what students will be doing while teachers are seated. No matter what seating arrangement is selected, it is important for teachers to know that the farther away they are from students, the less likely students will participate in classroom activities. If rows are used, it is necessary to leave wide aisles so student teachers can frequently walk through to help keep students on task.

Think about personalizing the room in some way. The more personal classrooms are, the warmer students will find them. Personalizing may include pictures of students, samples of their work, holiday portrayals, birthday charts, etc. Material presented should be as inclusive as possible, including all members of the class.

A classroom should be organized to assist students to do what needs to be done. There are several guidelines for setting up a classroom:

o Frequently used classroom materials should be accessible to students.

o Shelves and storage should be well-organized so that it is clear where materials and equipment belong.

o Pathways throughout the room should be clear.

o Desk arrangements should be designed to ensure that students can see student teachers and materials.

o Students need a place to keep books, coats, lunches, etc. (elementary schools)

o Incompatible activities (reading and playing) should be separated.

It is important to make classrooms inviting and pleasurable. Pleasurable space is always an issue in organizations -- who gets offices with windows, carpet, or those which are freshly painted? The desire for a pleasant environment certainly pertains to classrooms as well. If students are expected to spend several hours in one room and be productive and happy, they need a pleasurable environment.

Decisions made about the physical make-up of a classroom affect everything that is done in that setting. Are students able to see what is being presented? Are there problem areas in the room where students tend to gather? There are many more concerns to address when developing the floor plans including:

o Areas of high student use. These areas include trash can, teacher's desk, resource area, etc. Each of these areas needs to have a large space for movement to occur and should be separated. oThe ability to address a variety of learning needs. Specialized areas may be designed/developed to enhance student learning.

o Presentation areas should be highly visible by all students. Presentations, demonstrations and instructional materials should be strategically placed so that all students have the opportunity to view the room clearly without strain or problems.

o Teachers should be able to scan all learners in the teaching environments. During teaching and monitoring, teachers should place themselves where they can see all students.

o Classroom arrangements should provide adequate storage space for books, materials and equipment. Designing storage space for materials keeps the teaching environment clear and security high.

o Teachers need to provide easy access to materials being used to decrease management time as well as increase academic learning time.

Teachers can ask the advice and use the input of students when planning the organization of the classroom.

IDENTIFICATION OF RESOURCES

Earlier in this chapter is was suggested that student teachers conduct an inventory of the teaching environment. The listing of items will give student teachers concrete information on what is available for them to use in planning their units and lessons.

The primary source of good information or resources are the cooperating teachers. Additionally, student teachers should check with the local school libraries to determine what teaching aids are available. Check for the availability of manipulatives, books, videos, tapes, software, CD-ROM and laser disks, VCRs, TVs, computers, overheads, tape players, etc.

Simply recognizing that resources are in the room or available is often not enough when equipment is involved. Steps have to be taken to ensure that the equipment is clean, functional, that maintenance materials are available, and that equipment is safe for student use throughout the year. It is very important that these procedures be carried out and that records are kept outlining:

1. When the equipment is checked out (dates and times).

2. Who is checking out the equipment (signature).

3. What is done to the equipment (brief description).

Some of the equipment in the classroom may be beyond the ability of student teachers to fix or maintain. In some cases technicians must be used to deal with computers, videos, TVs and many other items. Therefore, it is necessary for student teachers to test equipment early enough to give time for repair if needed.

Student teachers are responsible for the equipment and materials in the teaching environment. Therefore, procedures for distributing and signing out items along with security must be developed. Student teachers should make sure items are under lock and key when not in use and that they are being properly monitored while students are using them.

EMERGENCY RULES AND PROCEDURES

This section has been organized and designed so that student teachers will have thought through a number of emergency situations. One of the worst feelings student teachers could have is being surprised by a situation and not knowing what to do. Developing a well thought-out plan for emergencies will begin to minimize the possibility of surprises. The way to respond to any injury may be different when a class is outdoors compared to an indoor classroom situation. Therefore, each teaching area should be looked at carefully.

Student teachers should be aware of several types of emergencies that may arise. When planning for possible situations that might occur, student teachers should address each of the following types of emergencies:

o Fire/natural disaster

o Traumatic injury

minor - bumps and bruises, etc.

major - cuts, broken bones, etc.

o Illness

minor - headache, upset stomach, etc.

major - seizures, high fevers, etc.

When developing a series of plans to deal with emergency situations in each teaching area, a number of concrete steps can be taken to insure the safety of all students. Student teachers should be able to plan for and act upon each of these steps:

o Review emergency policies of the school.

o Review emergency exits in each teaching area and post if possible.

o Identify where the nearest fire alarm and fire extinguisher are located and how they work.

o Practice emergency procedures with students.

o Review special procedures (procedures for handling diabetic, epileptic or other special problems students may have).

o Review procedures with cooperating teachers and all others involved in the plan.

It is vitally important that student teachers understand that they are responsible for all the students in their classes. Even if someone is hurt, they should not leave the class

unattended. Developing procedures to supervise all students in the teaching environment as well as take care of the injured individual is necessary. Organizing several pre-planned activities for times like this may be helpful to maintain control.

If any injury does occur, student teachers should record the incident, listing exactly what happened. Student teachers should include any individuals that witnessed the injury and explain the procedures that were followed. Student teachers should immediately report the situation to the appropriate individuals (cooperating teacher, nurse, vice principal or principal) depending upon the policies of the school district.