1 / 10

Case Study 46: New Strategies

Case Study 46: New Strategies. What to do when you do not agree with your student teacher’s strategies…. Your Student Teacher.

marilu
Télécharger la présentation

Case Study 46: New Strategies

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Case Study 46: New Strategies What to do when you do not agree with your student teacher’s strategies…

  2. Your Student Teacher “The University School of Education where your student teacher was educated is known as an innovative school in touch with the latest developments. The result is apparent as your student teacher, Quincie, comes with a number ofideas that are different from your practices. She believes that students learn from each other and the teacher’s role is that of a facilitator. In addition, she has indicated that she wants to evaluate her students by the use of portfolios rather than by giving conventional tests.”

  3. Situation “One day in class, Quincie has the students in groups and they obviously are not on task. This concerns you because you think the student teacher should intervene and be more directive. Yet, you are aware of the consequences resulting from interruptions.”

  4. The Textbook Says:pgs. 186-187 • Interruptions should occur only when irreversible damage is being done to the class! • Cites the following “Teacher I’s”…Do NOT • Interfere: jump in unnecessarily. • Interrogate: jump all over the student teacher. • Impeach: make fun of the student teacher for errors. • Impugn: question, attack, or contradict the student teacher. • Impede: prevent professional growth by not addressing the issue. • Insult: tell the student teacher “they should have known better”. DO NOT INTERRUPT!

  5. The Textbook Says:pg.87 • A good planning conference between the cooperating teacher and student teacher should alert both parties to any potential problems! Conference with the teacher before the lesson to discuss the strategies that should be used.

  6. The Textbook Says:Pgs. 170-171 • Supervision involves a passive role and requires teaching on a one-on-one basis using: • Observation • Analysis • Conference Skills Conference with the teacher about what you observed and analyzed.

  7. What do you do? • The book suggests the following for discussion: • Quietly get the student teacher’s attention and ask her to become more involved in directing the student. • Get Involved by making the rounds to each group and attempting to get them on task. • Ignore the situation and make a note to discuss with her whether or not any learning was occurring. • Quietly leave the room in order to avoid further frustration. Tell us what you think?

  8. What would we do?

  9. Textbook Commentpg. 189 “Many practices area changing so rapidly in education that it difficult to determine what is and what is not worthwhile. It is sometimes comfortable just to remain with the procedure that works and to resist any changes. However, it is important to allow your student teacher some freedom to experiment with new strategies. In this case, the cooperating teacher has to make a judgment as to whether the new technique is working. Is the problem the strategy, the deliver, or the classroom management? A reflective conference with the student teacher should help to avoid a repeated situation.”

  10. Your Feedback Please!

More Related