A Cooperating Teacher Journal: An Invitation to Join a Conversation and Questions to Consider
How can I help student teachers with their own reflections?
How do I “let go” and allow my student teacher to make mistakes, learn and grow?
When do I step in?
The following is reprinted with permission from Welty (2018, 90–91). Minor changes have been made to fit ATA style.
Some of our shared thoughts . . .
How can I help student teachers understand the individual needs of students?
How can I help our student teachers feel involved in the whole life of the school? In the whole life of the classroom?
How do I encourage student teachers to ask questions that are important to them?
When do I know that my student teacher is ready to teach all day? Most of the day?
How do I help my student teacher have a “presence” in my classroom?
In what ways do I provide my student teacher with feedback—with what am I thinking?
How do I help my student teacher who seems to be “waiting” for a little more direction?
What are the ways I can involve my student teacher in planning? My planning? His/her/their planning?
What are my student teacher’s passions, skills and personality traits?
What are some talents this individual offers that could benefit the students? Other colleagues? Myself?
Who is a support system for me in my current role? How do they support me?
How do my colleagues help support my passions, skills (soft or hard) and personality traits?
What is a learning experience that I would like to provide my student teacher but haven’t had the professional development training for?
How do I rely on my cooperating teacher teammates for support when I need it? How do I return the favour?
Welty K. 2018. Journaling as a Cooperating Teacher with your Colleagues. San Diego, CA: Impress, 90–91.