ERIC EJ787770: Guests in the Classroom: Top Ten Tips for Preservice Teachers

3 Pages·2003·0.22 MB·English

by  ERIC

Gateways to Experience
Guests in the Classroom:
Top Ten Tips for Preservice
Teachers
by Martin J. Ward and Tim J. Wells
P
reservice teachers generally are desirable qualities are based, for ence helps prepare preservice
confident and enthusiastic the most part, on the preservice teachers for the program’s culmi-
about their abilities to teach teachers’ previous experiences as nating student teaching semester.
effectively (Lortie 1975). These students in the classroom, not as The process of learning to teach in
teachers (Dunkin, Precians, and the classroom of another teacher
Martin J. Ward is Associate Profes- Nettle 1994; Holt-Reynolds 1992; typically produces excellent results.
sor of education at Texas A&M Uni- Pajares 1993). While the personal The dynamics of entering another
versity–Corpus Christi. His teaching experience a preservice teacher teacher’s classroom, however,
interests include teacher education, brings to his or her teacher- requires sensitivity, patience, and
special education, multicultural preparation program represents an flexibility in this mentoring
education, sports psychology, and important foundation for profes- relationship. Preservice teachers, as
tennis coaching. Tim J. Wells is Pro- sional growth, the role as an guests in the classroom of the
fessor in the Departments of instructional leader in the class- cooperating teachers, are best
Teacher Education and Educa- room is one that must be learned. received when they adhere to
tional Administration, Texas A&M Learning to teach occurs in specific etiquette.
University–Corpus Christi. His varied settings in most university
teaching interests include teacher teacher-education programs. At Preservice Teacher Etiquette
education, teacher appraisal, and Texas A&M University–Corpus The following top ten tips for
supervision of teaching. Both Drs. Christi, the transformation from preservice teachers entering the
Ward and Wells work with college students to preservice classrooms of cooperating teachers
preservice teachers through the teachers occurs in a field-based are based on the authors’ experi-
Center for Professional Develop- block hosted by partner schools. ences, observations, and feedback
ment of Teachers. This intensive field-based experi- gained as university site professors
42 Kappa Delta Pi Record • Fall 2003
through a partnership with a local tive, a preservice teacher can learn not their clothing is appropriate for
high school. a great deal. Preservice teachers teaching usually find out that it is
who give an impression of “know- not. Male preservice teachers who
#1 Remember that you are a ing it all” undermine their relation- wonder about earrings or dyed hair
guest in the cooperating ship with their cooperating teacher are advised to look at the male
teacher’s classroom. and limit their opportunities for teachers and administrators of the
Though preservice teachers, in growth. John Wooden, champion- building in which they teach for
a sense, provide “free labor,” most ship basketball coach at UCLA, clues regarding appropriate dress
cooperating teachers still consider once said, “What you learn after and appearance. Schools are
it much easier to just “do it them- you know it all is what counts.” traditionally conservative. In
selves.” Cooperating teachers do settings with dress codes and
not know in advance what they are #3 Be positive. school uniforms, the desire of
going to get in terms of a preservice Be a role model for the stu- preservice teachers to “make a
teacher’s attitude, abilities, person- dents. Smile a lot. It makes teach- statement” through their per-
ality, and teaching philosophies. In ing more fun. Happy teachers are sonal dress or appearance is not
some cases, the preservice teacher more productive. Negative atti- appreciated.
actually may be viewed as an Punctuality and professional-
additional burden for the already ism go hand in hand. Being tardy
overworked cooperating teacher. or absent is simply unacceptable.
The dynamics of
Furthermore, many effective Preservice teachers are in a
entering another
teachers hesitate to give up their position of responsibility and their
class for fear that their students teacher’s classroom, cooperating teachers, along with
may be shortchanged. Preservice school administrators are depend-
requires sensitivity,
teachers who enter their cooperat- ing on them. Furthermore, a
ing teachers’ classrooms deter- patience, and preservice teacher’s effectiveness as
mined to be “good guests” are more flexibility. a classroom teacher will be either
likely to be rewarded with teaching enhanced or undermined by the
opportunities and ever-increasing way he or she manages time.
responsibilities.
#5 Be careful what you say in
#2 Observe the cooperating tudes destroy preservice teachers’ the teachers’ lounge, especially
teacher. relationships with students and to other teachers.
It is so easy to be critical. other educators. Remember, Cooperating teachers expect
Instead, preservice teachers should preservice teachers need strong cooperation, support, and respect
be sure to seek out the voice of references from their mentors from preservice teachers. While
experience from their cooperating when it comes time to apply for teachers may be overheard
teachers. These experienced teaching positions. A positive criticizing one of their peers, most
teachers know their students and attitude can be demonstrated by teachers will view the same
the environment in which they are giving some extra effort—above criticism expressed by a preservice
teaching. Preservice teachers can and beyond assigned duties, on teacher in an entirely different
get to know the students in the occasion. Extra effort is viewed by light. It simply is not the place for
classroom and become familiar others as a sign of caring. Volun- the apprentice to criticize the
with the school, but not nearly to teer, become a part of the school, mentoring teacher or others in
the extent of the cooperating and make it a better place. roles as educational leaders. Gossip
teacher who is there every day from is definitely best ignored or left
the beginning to the end of the #4 Be professional and unrepeated by the preservice
year. Of course, everyone makes punctual. teacher. Remember the old adage,
mistakes, cooperating teachers Dressing as a professional “If you don’t have anything good to
included. Even in situations when educator is important. Preservice say about someone, don’t say
the cooperating teacher is ineffec- teachers who question whether or anything at all.”
Kappa Delta Pi Record • Fall 2003 43
#6 Be prepared. learn each student’s name as soon procedures, students’ names, and
In fact, be overly prepared. as possible. They also should be curriculum standards. The words of
Preservice teachers are advised to familiar with the instructional Stephen Covey (1989, 233) are good
have “Plan B” ready in case their objectives of the school, district, advice for all educators, and are
origional intentions go awry. and state. They must examine the especially appropriate for preservice
Though preservice teachers can ask course curriculum and know where teachers, “Seek first to understand,
a cooperating teacher for sugges- their lesson fits in the big picture. then to be understood.”
tions, they always should have They should develop instructional
ideas of their own to bounce off the objectives that connect the curricu- Partnering for Success
experienced teacher. Preservice lum and established performance The journal entry of one
teachers should create their own standards to their students’ interests preservice teacher read as follows,
bag of tricks for situations where and real-world use. Specific instruc- “I’ve lost sleep, lost weight, lost
they discover that they have tional objectives should guide lesson fingernails, and had my deodorant
unplanned instructional time. planning and inform students of a fail me.” She went on to describe
Observing other teachers and teacher’s intentions. her overall experience as wonder-
deeply reflecting upon what works ful, however, and summed it up as
well for other teachers might #9 Ideals are important, but a “partnership for success.”
enhance preservice teachers’ relationships are essential. Preservice teachers’ entry into the
effectiveness. Educational consult- Teaching is a “relationship- classroom is a learning experience.
ant Harry Wong encourages driven” endeavor (Renard and No amount of orientation or
teachers to “steal from the best” Rogers 1999). Preservice teachers preparation can make the initial
(Wong 1995). He maintains that should go into their field-based teaching experiences smooth or
effective teachers are always on the assignments with high expecta- stress-free. Teaching is an experi-
lookout for new, innovative tions, but remember that every day mental process and, likewise,
educational ideas and practices. may not always be ideal and preservice teachers learn through
pleasant. Preservice teachers must experience. The greater the
#7 Examine your school, home, learn and grow from all of their experience, whether it is good or
and work responsibilities experiences, the trying ones as well bad, the more knowledgeable the
carefully. as the exhilarating ones. When preservice teacher becomes. The
Preservice teachers should things get tough or feelings are cooperating teacher plays a crucial
enter into their teacher-education hurt, asking the university to move mentoring role in the early classroom
program with the understanding a field-based student to another teaching experiences of a preservice
that they are preparing for careers setting is not the solution. Most teacher. Preservice teachers who
as professional educators. They principals and teachers do not follow these top ten tips will find the
should ask themselves: Will the want someone who was unsuc- classrooms of their cooperating
time commitment and rigor of cessful in a previous setting. teachers to be a place of welcome.
teacher preparation fit with the Therefore, choosing to stay and
References
other parts of my life? Field-based work things out rather than give up
Covey, S. R. 1989. The seven habits of highly
teacher education is intensive. and leave is in a preservice effective people. New York: Simon and
Schuster.
Preservice teachers are asked to teacher’s best interest. Good Dunkin, M. J., R. P. Precians, and E. B. Nettle.
1994. Effects of formal teacher education
become involved in the school and communication typically prevents upon student teachers’ cognitions regarding
teaching. Teaching and Teacher Education
the lives of their students. Long small problems from escalating 10(4): 395–408.
hours, challenging circumstances, into major ones. Holt-Reynolds, D. 1992. Personal history-based
beliefs as relevant prior knowledge in course
and extra effort are a part of the work. American Educational Research
Journal 29(2): 325–49.
preservice teaching experience. #10 Listen and learn. Lortie, D. C. 1975. Schoolteacher: A sociological
study. Chicago: University of Chicago Press.
As a “guest” of the cooperating Pajares, F. 1993. Preservice teachers’ beliefs: A
focus for teacher education. Action in
#8 Teaching is hard work. teacher, a preservice teacher’s Teacher Education 15(2): 45–54.
Renard, L., and S. Rogers. 1999. Relationship-
Preservice teachers are primary order of business is to driven teaching. Educational Leadership
57(1): 34–37.
entering into a profession of great listen and learn. There is much to Wong, H. K. 1995. The effective teacher (video
responsibility. They are advised to be learned: classroom rules and recording). Mountain View, Calif.: Harry K.
Wong Publications.
44 Kappa Delta Pi Record • Fall 2003