Good Ideas for Cooperating Teachers to Support Student Teachers’ Success
Use a visual classroom arrangement to record where the student teacher
- asked questions of the students in the classroom;
- called on identified (talking stick, thumbs or hands raised, flash card raised) students to answer questions;
- made eye contact; and
- circulated among the students.
Use a visual classroom arrangement to indicate whether or not the individual student was engaged in the tasks that the student teacher intended by
- using a key
O = on task
T = not on task
P = playing
O = other work
S = out of seat
W = waiting for assistance
G = getting assistance;
- systematically examining the behaviour of each student for a few seconds and recording the behaviour (for example, 1-A, 1-T and so on, for first observation); and
- repeating this observation at three- to four-minute intervals for the duration of the period (for example, 2-P, 3-S and so on, for subsequent observations).
With regulatory guidelines in place, record what the student teacher says word for word to help the student teacher to
- be aware of grammatically correct language and vocabulary being used (use of slang and colloquial language, use of filler words such as like or um);
- analyze the kinds of questions being asked;
- identify the kinds of responses the student teacher is giving;
- analyze directions to see if they are clear for the students; and
- be aware of body language.
Coteach* with the student teacher
- to continue to model effective teaching,
- to ease the student teacher into the teaching role and
- to ensure that students’ learning is on track.
*It is important to determine beforehand exactly which parts of the lesson will be done by whom.
Provide written feedback after each lesson observed, with
- comments related to areas of strength and growth,
- attention to detail (specific items that could lead to better learning),
- suggestions for improvement, and
- the opportunity to ask questions and discuss.