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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.

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Case Study 46: New Strategies

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  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! • Post recommendsthe 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:

  8. What do you do? Quietly get the student teacher’s attention and ask her to become more involved in directing the students.

  9. What do you do? Get Involved by making the rounds to each group and attempting to get them on task.

  10. What do you do? Ignore the situation and make a note to discuss with her whether or not any learning was occurring.

  11. What do you do? Quietly leave the room in order to avoid further frustration.

  12. Textbook Commentpg. 189 “Many practices are changing so rapidly in education that it is 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 delivery, or the classroom management? A reflective conference with the student teacher should help to avoid a repeated situation.”

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