Successful K-12 Student Teaching Experiences
Demonstrating a Professional Approach to Classroom Internships
Feb 26, 2009
The student teaching experience provides teacher candidates the opportunity to practice what they have learned through education classes and previous clinical experiences. Ideally, they should also have the chance to creatively experiment with instructional ideas of their own. Unfortunately, not every classroom internship goes smoothly, and some end with the teacher candidates unprepared to lead classrooms of their own.
Student teachers can make their classroom experiences more rewarding and productive by using the professional approach described in the following guidelines:
Respect the Cooperating Teacher's Boundaries
The classroom is a temporary venue for student teachers, and it is important for teacher candidates to respect the boundaries of the cooperating teacher or mentor. Follow established classroom rules, and discuss classroom expectations and etiquette. Apologize if boundaries are overstepped, and make the effort to correct any problems that may occur.
Show Initiative in the Classroom and the School
It is the responsibility of the student teacher to demonstrate professional growth. Show initiative by taking advantage of as many professional opportunities as possible, and accepting additional responsibilities when able. Volunteer to help supervise an after-school club or to assist with playground duties. Attend professional development and faculty meetings, discussing the topics with the cooperating teacher when appropriate. Participate in parent teacher conferences and interact with classroom volunteers. Read professional journals and magazines and try new instructional ideas or projects with the class.
Request Ongoing Feedback from the Cooperating Teacher
Cooperating teachers and university supervisors will provide formal feedback on lessons at designated times, but successful student teachers know that establishing a rapport with their mentors includes asking for feedback on other, more ongoing professional areas such as classroom management, parent communication, instructional materials, pacing, voice quality, etc. Focus on areas that need improvement; and if no specific areas are indicated, ask for suggestions on the aspects of teaching that still need fine-tuning.
Accept Criticism on Lessons
For student teachers as well as professionals, lessons sometimes go poorly. Maybe they are inappropriate for the age of the students, disorganized, dull, or confusing. By looking at the lesson objectively, and accepting the criticism offered by the cooperating teacher or university supervisor, student teachers can grow from a bad experience and learn new ways to adjust lessons to prevent the situation from occurring again.
If a criticism seems personal or does not ring true, however, do not argue, but listen and ask questions for clarification. If necessary, ask for an additional observation or for the mediation of university faculty to preserve the working relationship.
Contribute Ideas and Materials to the Classroom
Cooperating teachers provide many ideas and materials for student teachers to use, but student teachers should not depend solely on what is readily available for instruction. Use other resources, such as the school’s professional library, professional journals, teaching magazines, and the Internet to find new ideas and materials for lessons, and then share these with the cooperating teacher as well.
The success of a student teaching experience depends largely on what the teacher candidate brings to the classroom, not only in terms of knowledge and instructional skill, but attitude and openness to learning. By behaving professionally and seeking opportunities for growth, student teachers can end their internship period ready to take on the full responsibility of a K-12 classroom.
Further Reading
Rubenstein, Gary. Reluctant Disciplinarian: Advice on Classroom Management from a Softy Who (Eventually) Became a Successful Teacher. Fort Collins, CO: Cottonwood Press, 1999.
Thompson, Julia. The First Year Teacher's Survival Guide: Ready-to-Use Strategies, Tools and Activities for Meeting the Challenges of Each School Day. San Francisco, CA: Jossey-Bass, 2007.
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