| Conferencing
with Student Teachers
The goal of
the conference is better development in some specific aspect of
the student teacher's performance. Such action may be in teaching
procedures, development of plans and ideas or the acquisition of
information about school, teaching or pupils. A conference will
help the student teacher view his/her role more clearly, and it
should provide the needed direction for better action. If the student
teacher goes into his/her tasks with new insight and assurance,
the cooperating teacher has been successful in his/her conference
objectives.
A conference
can provide a real challenge in the area of human relations. An
attitude of mutual trust and respect has to prevail. A poor choice
of words or an ill-chosen expression can create unnecessary tension.
The Association of Student Teaching makes several suggestions in
its bulletin relating to supervisory conferences:
- The cooperating
teacher must learn to listen.
- Do not
get so busy formulating responses that you fail to listen
as to what is being said.
- Try to meet
the needs expressed by the student teacher
- Information
- Reassurance
- Evaluative
comments
- Understand
how the student teacher feels in the situation
- At best
he/she is insecure
- At worst
he/she is actually frightened
- Maintain
objectivity during conferences
- Emphasis
should be placed on what actually was said and done rather than
on opinions of what occurred.
Timing of conferences
is essential to success in achieving the desired objectives. The
closer to the "significant moment" that two people can
confer the better the results. Emphasis on a particular problem
at the time it reaches its peak will be more effective following
the teaching act than it will be if it is delayed. Delay in conferring
may result in significant information being discussed too late for
the student teacher to take any remedial action. In other instances,
it may result in the actual impact being lost due to the passing
of time. The cooperating teacher must be alert for the "conferrable
moment" with the student teacher just as he/she is for the
"teachable moment" in working with a group of pupils.
The student
teacher is anxious for feedback concerning his/her progress. The
regular conference will provide systematic communication between
cooperating teacher and student teacher. The conference is not designed
only to solve problems. An effective conference does not destroy
the student's confidence or cause rapport to deteriorate. Frequent
looks at teaching ideas and problems will help the student teacher
to view the cooperating teacher as a resource who is seriously interested
in him/her and in his/her development.
TOPICS GENERALLY DISCUSSED IN COMPREHENSIVE CONFERENCES INCLUDE:
Analysis
of teaching skills
Verbal interaction
Nonverbal interaction
Manipulation of subject matter
Emotional
rapport with pupils
Evaluation
of the student teacher's progress
What teaching and learning is taking place
Particular skills of the student teacher
Helping the student teacher formulate a concept of good teaching
and how he/she compares with
that concept
Specific suggestions for overcoming weaknesses
Information
about the school
School policies for teachers
Rules and regulations for students
Curriculum organizations
Availability of and procedures for securing resources
Role of specialized personnel
Reports and records
General questions about the school
Information
about students
Test records
Personal information
Unique circumstances which might affect learning
Sharing
teacher's ideas and knowledge
Philosophy of teaching
Philosophy of grading and evaluation
Ideas concerning discipline
Techniques of keeping records
Suggestions concerning planning and organization
Gathering resource material
How to improvise
Dealing with emergencies
Professional organizations
Arranging for field trips and resource personnel
Why a situation or problem was handled in a certain manner
Discussions
of plans for teaching
Pre-teaching analysis
Post-teaching appraisal
Long range plans and ideas
Discussion of possible activities and techniques
Defining
goals
Classroom goals
Teaching process
Personal
adjustment of the student teacher
Personal problems as they relate to the school setting
Personal values
Personal mannerisms
Attitude toward people
WEEKLY WRITTEN
EVALUATION/CONFERENCE
It is imperative
for the cooperating teacher and student teacher to set aside a
period of time each week to:
- Evaluate
the week in total
- Make plans
for the week ahead
- Discuss
teaching techniques and materials
- Take a look
at specific problems that have occurred
- Assess areas
of teaching which have been successful, minimally so, and others
needing definite improvement
Please utilize
the Weekly Conference Record. Each of you mark it prior to your
weekly conference; share and compare the scores. The form, completed
by the student
teacher, should reflect an objective self-evaluation in terms of
needs, abilities, and
weekly progress. This form, completed by the cooperating teacher,
should reflect an
honest evaluation of the student teacher's weekly progress.
Weekly written
communication and documentation are essential. Your cooperation
concerning this important duty will be greatly appreciated.
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