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Idea Exchange
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Are you a CPS student teacher or cooperating teacher with some useful tips or experiences to share? E-mail them to studentteach@cps.k12.il.us. Classroom Management "My advice for future student teachers is DO EVERYTHING as if you were the real teacher. If you are told you don't have to do something, just say, “That's O.K. I'd like to learn anyway.”
- Sharon White, Fall 2004 Student Teacher, Chicago State University "After a few weeks of student teaching, assign writing prompts to your students to get their input and feedback. Prompts such as "I like when Mrs. Smith (your name) . . . ", "I don’t like when Mrs. Smith . . . ", "I wish Mrs. Smith would . . . ". I valued the feedback I received. I modified some aspects of my teaching based on the students’ responses. I also suggest conducting a student interest inventory at the beginning of student teaching. This can provide information to help you plan engaging lessons, projects, and activities." - Yolanda Lewis, Spring 2005 Student Teacher, St. Xavier University "Each student has an assigned task in the morning. One student is given the responsibility for the calendar for the day, another student is in charge of the weather chart, and another student passes out the journals for our morning writing activity. This routine is established and they get right to work when they walk in." - Natasha Gasich, Melody School "Constantly acknowledge and point out exemplary behavior. Once children hear a classmate being praised, they rush to follow suit." - Amy Boyle, Melody School "Greet students at the door as they enter the room. It doesn't have to be formal, but use at least some eye contact and a nod or a smile. In addition to establishing a positive atmosphere, the teacher can use this as a vehicle for distributing a "bell-ringer" or starter activity to efficiently use class time. A quiz or test can be distributed this way to maximize the time that students have available. It also controls the dissemination of documents." - William Messersmith, UIC Math Field Instructor "Each morning in my kindergarten classroom, I meet with all students. At this time, I explain each activity in consecutive order. I also explain how students will switch activities (move slowly, clean, etc.). I also post the students' names on a board with the areas where they will work. This helps students if they forget. All activities also have picture directions so children know what to do. To manage students at their work areas, I play classical music. I tell them, "If you can't hear the music, talk softer until you can." - Khara Brentlinger, South Loop Elementary "In order to make the hyper or undisciplined student behave, I give him or her a responsibility. I let them pass out calculators, handouts, pencils, etc. They remain focused and love the fact that someone finally looks at them as a leader." - Marla Vanderbilt, Crane High School Teaching Strategies "I require my students to create and maintain a portfolio. The portfolio is like a business card. It allows me to get to know the students at the beginning of the year through the pictures they create on their manila folders. Some of the categories I use are favorite subject, favorite foods, hobbies, and future career." - Natasha Clifton, Crane Tech Prep HS "I have students look for "wow facts" when reading non-fiction or informational text. Students search for information to "wow" the teacher or fellow students. They particularly enjoy using highlighters for this." - Angelika Friedman, South Loop Elementary "My bell ringers are used to reinforce previously taught concepts from the day before. I also have students teach other students once a new topic has been presented." Note: One strategy that might be used to implement the above idea is to identify student leaders (perhaps four or five students). Divide the class into four groups and have the group leaders teach their group. After small group discussions, bring the class together to highlight the major concepts. M. Brown Student-Teaching Initiative. - Jose Anaya, Juarez Community Academy HS "I recommend that student teachers use the first couple of weeks to identify and assess a struggling student in the class. With the teacher, develop, implement, and assess a series of intervention strategies for a few weeks. This will give student teachers practice with struggling students, the School-Based Problem Solving steps mandated by CPS, and differentiated instruction before they take over the entire class. More importantly, this will insure that struggling students' needs are being addressed." - Patricia Hernández, Spring 2004 Cooperating Teacher Motivation "Try to always keep in perspective the reasons why YOU are becoming a teacher. Student teaching can sometimes make for an easy opportunity to lose your individuality in another teacher's ways. You need to be open to learning all that you can while still holding onto your own personal teaching style. Some people will try and make you feel naive for having a positive attitude, showing compassion, or being enthusiastic. Don't let them make you feel that way. Be professional, but be yourself. Be an asset to that school and those students. When I first started my new position, I quickly learned to do everything in pencil first (even lesson plans). So get yourself a good mechanical pencil and have your cooperating teacher help you practice with as much paperwork as possible." - Bridgette Sassali, Spring 2004 Student Teacher "Keep communication lines open between you and your cooperating teacher, as well as other school staff. Don't feel as though you are a bother to your cooperating teacher because they are there for you. Also, get to know as many teachers and staff as possible, for they are great resources and always equipped with useful advice and tips. Get to know your students as individuals, and have respect for them. Don't belittle them just because they are children. Remember, they are people too. Always reflect upon the day's events, and take each experience, positive or negative, as a learning experience. And probably most importantly, start each day anew. Whatever happened yesterday is in the past. If one student gave you a tough time yesterday, don't come to school today with the intentions of "getting even." We all have bad days." - Tara Davis-Williams, Spring 2004 Student Teacher "Student teaching was truly a great experience for me. I learned so much. I just wished people would have told me that while doing student teaching, you really don't have a life. I had to stop hanging out late because I had to be prepared for the students that I would see the next day. During student teaching you will be making a lot of sacrifices, but it is well worth it. I would not trade the experience that I learned from student teaching for anything. Student teaching has truly prepared me for my own classroom." - Lantanya Moore, Spring 2004 Student Teacher "Student teaching in CPS truly prepared me for my first teaching job. I enjoyed the experience greatly. I learned more during student teaching than in any of my methods courses in college. Student teaching is hard work and it is critical to have a cooperating teacher who is optimistic, open minded, and knowledgeable. My cooperating teacher showed me some of the most important skills from taking attendance while having an opening activity ready, to handling difficult situations within students' lives. Student teaching in CPS will prepare any college student to work in all types of school districts. The student teacher also has to make the experience their own. I was tired by the end of the day and more lesson planning and papers awaited me after school. However, I still enjoyed the classroom, as well as meeting new teachers, and participating in after-school activities as a club co-moderator. My CPS student teaching experience has prepared me for my career in teaching and I decided to work for CPS due to that experience." - Maureen West, Spring 2004 Student Teacher |
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Legal
Statement (Title IX): It is the policy of the Board of Education of the
City of Chicago not to discriminate on the basis of race, color, creed,
religion, national origin, sexual orientation, age, disability or sex.
Inquiries concerning the application of Title IX of the Education Amendments
of 1972 and the regulations promulgated thereunder concerning sex discrimination
should be referred to the Title IX Officer, Chicago Public Schools, 125
S. Clark St., Chicago, Illinois 60603, 773-553-2688 (TTY-773-553-2699).
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