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Strategies for Successful Student Teaching

Strategies for Successful Student Teaching

A Guide to Student Teaching, the Job Search, and Your First Classroom
3rd Edition

Carol Pelletier Radford

Apr 2012, Paperback, 288 pages
ISBN13: 9780137059485
ISBN10: 0137059485
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A one-of-a-kind guide for student teachers!

Strategies for Successful Student Teaching: A Guide to Student Teaching, the Job Search, and Your First Classroom is a must-have resource for all student teachers. Providing a step-by-step guide that deftly leads teacher candidates through the student teaching process from their last day as a student to their first day as a teacher, it combines classroom prep activities, teaching plans, and opportunities for reflection to ensure that every teacher gets the most out of the student teaching experience and comes away ready and eager to lead their students’ journeys through education. With the help of this practical and activity-based guide, teacher candidates will successfully transition from students to educators, prepared with the skills and practice necessary to lead a classroom, manage student behavior, plan lessons and units, prepare for interviews, achieve professional positions, and continually learn.

Contents

Preface: What’s New in this Edition?

A letter to you a future teacher – Becoming a Transformational Teacher

Section 1 Beginning Your Journey Into Teaching

Chapter 1 – Transition from college student to teacher

Maintaining Your Balance:Guiding Principles for Becoming a Teacher

PLAN, CONNECT, ACT, REFLECT and SET GOALS!

PLAN – What’s your PLAN for Learning?

Key Questions for Chapter 1

1. What are my beliefs and experiences related to teaching and learning?

2. How do I know I am prepared to Teach?

3. How has the university prepared me?

4. What will be expected of me?

Professional Standards

CONNECT People/Readings & Resources/Technology

ACT - Think about, talk about, write about, learn about teaching

Activity 1.1 Beliefs: Why did I choose teaching?

Activity 1.2 Beliefs: What do I believe about teaching and learning?

Activity 1.3 Readiness: What do I bring to the experience?

Activity 1.4 Readiness: Am I ready?

Activity 1.5 Readiness: Advice from former student teachers

Activity 1.6 Preparation: Linking theory to practice

Activity 1.7 Preparation: Guidelines for teacher preparation

Activity 1.8 Expectations: Professional Ethics During Student Teaching

Activity 1.9 Expectations: How Does the Law Relate to Me?

Activity 1.10 Expectations: Professionalism

Activity 1.11 Expectations: Professional Boundaries with Students

Activity 1.12 Success: Seven Steps to Success

REFLECT and SET GOALS

Chapter 2 – Learning About the Context of Teaching

PLAN – What’s Your PLAN for Learning?

Key Questions for Chapter 2

1. What do I need to know about the school, the district, and the community to success in my practicum?

2. How will I introduce myself to the cooperating teacher, the students, and the parents?

3. How can I use observation and interview tools to capture teaching and learning experiences?

Professional Standards

CONNECT People / Readings & Resources / Technology

ACT -Think about, talk about, write about, learn about teaching

Activity 2.1 Learning: Learning About My School: Creating a Profile

Activity 2.2 Learning: Getting to Know the Community and District

Activity 2.3 Learning: First Impressions: Meeting the Cooperating Teacher

Activity 2.4 Learning: Creating a Survival Packet

Activity 2.5 Learning: Learning the Language of Schools

Activity 2.6 Learning: Interviewing Students

Activity 2.7 Introducing: Introducing Myself to the Students

Activity 2.8 Introducing: Introducing Myself to the Parents

Activity 2.9 Observing Tool: Teacher Observation: The Big Picture

Activity 2.10 Observing Tool: Teacher Observation: Visible Learning

Activity 2.11 Observing Tool: Teacher Observation: Class Structure

Activity 2.12 Observing Tool: Teacher Observation: Lesson Plan Objectives

Activity 2.13 Interviewing Tool: Teacher Interview: Rationale for the Lesson

Activity 2.14 Observing Tool: Student Observation: Creating a Case Study

Activity 2.15 Observing Tool: Student Observation: Whole Class Dynamics

Activity 2.16 Observing Tool: Student Observation: Small Group Dynamics

REFLECT and SET GOALS

Chapter 3 – Learning to Teach

PLAN – What’s Your PLAN for Learning?

Key Questions for Chapter 3

1. How will the triad support me?

2. How will supervision help me learn how to teach?

3. What is reflection and how will I use it to forward my teaching?

4. How will I document my learning using evidence?

Professional Standards

CONNECT People / Readings & Resources / Technology

ACT- Think about, talk about, write about, learn about teaching

Activity 3.1 Triad: My Expectations for Student Teaching

Activity 3.2 Triad: Triad Roles and Responsibilities

Activity 3.3 Triad: Sample Agenda for a Triad Meeting

Activity 3.4 Supervision: Being Observed

Activity 3.5 Supervision: Receiving Feedback

Activity 3.6 Supervision: Written Feedback from Cooperating Teacher

Activity 3.7 Supervision: Observable Behaviors

Activity 3.8 Supervision: Micro Teaching and Co-Teaching

Activity 3.9 Reflection: Self Assessment of Lesson

Activity 3.10 Reflection: Bubble Reflection: Student Teacher

Activity 3.11 Reflection: Bubble Reflection: Cooperating Teacher

Activity 3.12 Reflection: Bubble Reflection: University Supervisor

Activity 3.13 Reflection: Reflective Journal Guidelines

Activity 3.14 Reflection: Problems to Possibilities

Activity 3.15 Documentation: Audio

Activity 3.16 Documentation: Video

Activity 3.17 Documentation: Participatory Action Research

Activity 3.18 Documentation: Teaching Portfolio

Activity 3.19 Evaluation: Standards for Success

Activity 3.20 Evaluation: Rubrics for Demonstrating Teaching

REFLECT and SET GOALS

Section 2 – Demonstrating Your Teaching Skills – Becoming a Highly Qualified Teacher

Chapter 4 – Classroom Management: Creating a Positive Learning Environment

PLAN – What’s Your PLAN for Learning?

Key Questions for Chapter 4

1. What are the attitudes, dispositions and beliefs of caring teachers?

2. How do effective teachers manage their classrooms using space, routines, rewards, and time management?

3. How do I create an environment that promotes leaning and positive social interaction for all students?

Professional Standards

CONNECT People / Readings & Resources / Technology

ACT - Think about, talk about, write about, learn about teaching

Activity 4.1 Disposition: Respect for All Students

Activity 4.2 Disposition: Classrooms for Social Justice

Activity 4.3 Disposition: Culturally Sensitive Teachers

Activity 4.4 Space: What does the classroom look like?

Activity 4.5 Space: Visible Learning

Activity 4.6 Space: How Space Impacts Learners

Activity 4.7 Routines: What are routines?

Activity 4.8 Routines: Routines and Learning Time

Activity 4.9 Rewards: Why use rewards?

Activity 4.10 Time: Time Management Works

Activity 4.11 Students: Creating a Community of Learners

Activity 4.12 Students: Using a Sociogram

Activity 4.13 Students: Contracts and Agreements

Activity 4.14 Students: Welcoming a New Student

Activity 4.15 Students: Students as Leaders

REFLECT and SET GOALS

Chapter 5 – Classroom Management: How Do Effective Teachers Promote Appropriate Behavior?

PLAN – What’s your PLAN for Learning?

Key Questions for Chapter 5

1. How do behavior management theories, research, and writing inform practice?

2. How do effective teachers promote positive behavior?

3. How do effective teachers get help for students in need?

4. How can teacher research resolve classroom management challenges?

Professional Standards

CONNECT People / Readings & Resources / Technology

ACT - Think about, talk about, write about, learn about teaching

Activity 5.1 Inform: Research that Matters

Activity 5.2 Inform: Policies and Procedures at Your School

Activity 5.3 Prevent: Avoiding Common Classroom Problems

Activity 5.4 Prevent: Identifying Challenges for Teachers

Activity 5.5 Research: Classroom Misbehaviors Observation Process

Activity 5.6 Research: Collecting Data on Student Behaviors

Activity 5.7 Research: Interviewing Students

Activity 5.8 Research: Problems to Possibilities for Management

Activity 5.9 Needs: Stop and Think Before Disciplining

Activity 5.10 Needs: Communicating With Parents

Activity 5.11 Needs: When to Go for Additional Help

REFLECT and SET GOALS

Chapter 6 – Assessing, Documenting, and Communicating Student Progress

PLAN – What’s Your PLAN for Learning?

Key Questions for Chapter 6

1. How do effective teachers assess and evaluate Student progress?

2. How do effective teachers record and document student progress?

3. How do effective teachers communicate progress to students and parents?

Professional Standards

CONNECT People / Readings & Resources / Technology

ACT- Think about, talk about, write about, learn about teaching

Activity 6.1 Assess: Standards- How Are Students Evaluated?

Activity 6.2 Assess: Classroom Assessment- A Developmental Continuum

Activity 6.3 Assess: Linking Lesson Planning and Assessment

Activity 6.4 Assess: Tapping to Prior Knowledge

Activity 6.5 Assess: How Do Teachers Measure Student Learning?

Activity 6.6 Assess: What should all students know and be able to do?

Activity 6.7 Assess: Rubrics and Standards

Activity 6.8 Assess: Assessments for Diverse Learners

Activity 6.9 Assess: Self Assessments

Activity 6.10 Record: Grade Books and Other Systems

Activity 6.11 Record: Student Portfolios

Activity 6.12 Communicate: Strategies for Student Communication

Activity 6.13 Communicate: Parents and Guardians

REFLECT and SET GOALS

Chapter 7 – Instructional Strategies for Diverse Learners

Discussing Professional Standards

Quality Conversations to Enhance Student Learning

PLAN – What’s your PLAN for Learning?

Key Questions for Chapter 7

1. How do effective teachers engage students from diverse populations?

2. How do effective teachers differentiate my instruction?

3. How do effective teachers modify for special needs students?

4. How do effective teachers empower my students to take responsibility for their learning?

Professional Standards

CONNECT People / Readings & Resources / Technology

ACT- Think about, talk about, write about, learn about teaching

Activity 7.1 Engage: Learning about Diverse Learners

Activity 7.2 Engage: Teaching and Learning Styles

Activity 7.3 Engage: Giving Directions

Activity 7.4 Engage: Using Brain Based Strategies

Activity 7.5 Differentiate: Differentiating Whole Class Instruction

Activity 7.6 Differentiate: Flexible and Cooperative Groups

Activity 7.7 Differentiate: Using Multiple Intelligences to Teach

Activity 7.8 Differentiate: Using Bloom’s Taxonomy to Vary Questions

Activity 7.9 Modify: Observation and Research

Activity 7.10 Modify: Individual Education Plans

Activity 7.11 Modify: Modifying Lessons of Gifted, ELL, and Special Needs

Activity 7.12 Empower: Giving Students Choices

Activity 7.13 Empower: Enrichment and Homework

Activity 7.14 Empower: Innovative Technology

Activity 7.15: Empower: Service Learning

REFLECT and SET GOALS

Chapter 8—How Does Planning Relate to Effective Teaching?

PLAN – What’s your PLAN for Learning?

Key Questions for Chapter 8

1. What is planning?

2. What are some effective models for daily lesson planning?

Professional Standards

CONNECT People / Readings & Resources / Technology

ACT - Think about, talk about, write about, learn about teaching

Activity 8.1 Plan: Standards Based Planning

Activity 8.2 Plan: Planning with My Cooperating Teacher

Activity 8.3 Plan: Five Planning Skills

Activity 8.4 Plan: Unit Planning

Activity 8.5 Plan: Planning Effective Lessons

Activity 8.6 Plan: Planning for Understanding

Activity 8.7 Plan: Writing Teaching Objectives

Activity 8.8 Plan: Ineffective Planning

Activity 8.9 Plan: Time and Planning

Activity 8.10 Lessons: How To Complete A Daily Lesson Plan

Activity 8.11 Lessons: A General Guide to Planning

Activity 8.12 Lessons: Early Childhood Format

Activity 8.13 Lessons: Elementary or Middle School Format

Activity 8.14 Lessons: Secondary Formant

Activity 8.15 Lessons: Design a Plan of Your Own

REFLECT and SET GOALS

Section 3 – Completing The Practicum and Looking Ahead to Your First Classroom!

Chapter 9 – Designing a Portfolio

PLAN- What’s Your PLAN for Learning?

Key Questions for Chapter 9

1. What should I include in my portfolio?

2. How should I organize my artifacts?

3. What are some alternatives to a traditional hard copyportfolio?

CONNECT People / Readings & Resources / Technology

ACT - Think about, talk about, write about, learn about teaching

Activity 9.1 Artifacts: Student Teaching Portfolio Final Checklist

Activity 9.2 Artifacts: Philosophy Statement

Activity 9.3 Artifacts: Possible Artifacts: What did you COLLECT?

Activity 9.4 Organization: How will you SELECT?

Activity 9.5 Organization: REFLECT to Making Meaning

Activity 9.6 Organization: Table of Contents and Sample Layout

Activity 9.7 Alternatives: Creating a Mini-Portfolio

Activity 9.8 Alternatives: Power Point Portfolio

Activity 9.9 Alternatives: Digital Portfolios

Activity 9.10 Alternatives: Tips for Creating an e-Portfolio

REFLECT and SET GOALS

Chapter 10 – Completing the Practicum Experience

PLAN- What’s Your PLAN for Learning?

Key Questions for Chapter 10

1. How do I reflect on the entire experience?

2. How will I acknowledge the people who have supported me? What closing paperwork can I expect to complete?

CONNECT People / Readings & Resources / Technology

ACT - Think about, talk about, write about, learn about teaching

Activity 10.1 Closure: Self-Assessment: What Have I Learned?

Activity 10.2 Closure: Reflection Summary of Journals

Activity 10.3 Closure: Advice to Future Student Teachers

Activity 10.4 Acknowledgement: Student Survey

Activity 10.5 Acknowledgement: Sample Thank You Letters and Gifts

Activity 10.6 Paperwork: University Requirements

Activity 10.7 Paperwork: Cooperating Teacher Recommendation

Activity 10.8 Paperwork: Application for State License

REFLECT and SET GOALS

Chapter 11 – The Search for a Teaching Position

PLAN – What’s Your PLAN for Learning?

Key Questions for Chapter 11

1. Where do I want to teach?

2. What is the application process?

3. How do I prepare for an interview?

4. How do I accept a teaching position?

CONNECT People / Readings & Resources / Technology

ACT - Think about, talk about, write about, learn about teaching

Activity 11.1 Where? Selecting a District that is Right For Me

Activity 11.2 Where? Teaching Positions: Where to Find Them

Activity 11.3 Application: The Application Process

Activity 11.4 Application: Your Cover Letter

Activity 11.5 Application: Your Resume

Activity 11.6 Application: Follow Up

Activity 11.7 Interview: Preparing for the Interview

Activity 11.8 Interview: Follow Up

Activity 11.9 Interview: Teaching a Demonstration Lesson

Activity 11.10 Contract: Signing a Contract

REFLECT and SET GOALS

Chapter 12 – Your First Classroom!

PLAN – What’s Your PLAN for Learning?

Key Questions for Chapter 12

1. How will I organize my first classroom?

2. How will I integrate into the school culture?

3. How will I continue to learn?

4. How do I know I am effective?

CONNECT People / Readings & Resources / Technology

ACT- Think about, talk about, write about, learn about teaching

Activity 12.1 Organize: Assessing My Needs

Activity 12.2 Organize: My Classroom Design

Activity 12.3 Organize: Letters to Students and Parents

Activity 12.4 Organize: Revisiting Your Survival Packet

Activity 12.5 Organize: Beginning the School Year Successfully

Activity 12.6 Integrate: Meeting My Mentor

Activity 12.7 Integrate: What Will the School Expect From Me?

Activity 12.8 Learn: My Professional Development Plan

Activity 12.9 Learn: Being Evaluated and Re-Hired

Activity 12.10 Learn: What is Professional Development?

Activity 12.11 Learn: Professional Organizations

Activity 12.12 Reflect: When My Teaching Fails

Activity 12.13 Reflect: Teaching as a Career Choice

Activity 12.14 Reflect: Maintaining My Passion

REFLECT and SET GOALS

  • PLAN: Featured at the beginning of the chapters, an interactive “planning” format provides advice from student teachers, key questions, tips for taking care of yourself, and a planning format.
  • CONNECT: Following the PLAN in each chapter, this section “connects” student teachers to people they should meet, readings & resources they shouldn't miss, updated technology websites, and ways to connect computers to teaching.
  • ACT: Processes throughout the chapter put student teachers into “action” by providing ACTivities that offer practical strategies related to key pedagogical topics.
  • REFLECT: At the end of the chapters, student teachers have the opportunity to review the key questions posed in the PLAN by using inquiry and teacher research, self-reflection, and feedback from the university supervisor.
  • Chapter-by-chapter alignment to INTASC Standards

Carol Pelletier Radford

is the Program Director for a Transition to Teaching federal grant, which is located in the Center for University, School and Community Partnerships at the University of Massachusetts—Dartmouth. She received her Ed.D. from Harvard University in 1996 where she focused her studies on teacher professional development and the role of the cooperating

teacher in preparing pre-service teachers. In more than twenty years as a public school teacher, she has received numerous teacher leadership awards, among them the prestigious Christa McAuliffe Fellowship sponsored by the U.S. Department of Education. She is the author of four books: Techniques and Strategies for Coaching Student Teachers, Strategies for Successful Student Teaching, Touch the Future: TEACH!, and Mentoring in Action:A Month-by-Month Curriculum for Mentors and Their New Teachers. For the past thirteen years, she has worked as the Director of Practicum Experiences and Teacher Induction at Boston College. In her current position at the University of Massachusetts, she teaches graduate courses for district mentors and is actively engaged in preparing prospective math and science teachers for New Bedford and Fall River schools.

Visiit carolpelletierradford.com to learn more.