Student Teaching Chatboard

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Wait and ignore what can, holiday? If all else fails and it sounds very awkward and uncomfortable. It sounds like a too simple suggestion, but as we are nearing the two holiday breaks, isn't the students time in class almost over? Being there are only like maybe 6 or so weeks left, maybe some of it could be overlooked and the disruptive part could be suggested the student walk up to...See More

Nov 8, 2010

Emily Wow- I feel like I had the exact opposite problem. I respected by CT so much that I didn't want to step on her toes while she was teaching. Then I never felt comfortable disciplining the class or completely taking over the class. I actually decided to withdraw because of this. I decided that I needed a fresh start where I can come in strong and eve...See More

Feb 16, 2011

What am I getting myself in to?!

by Janelle

Nov 1, 2010

I'm here on the chat boards as an assignment for one of my classes and I have to say I'm a bit disheartened by the student teaching experiences people have had. I won't be doing my student teaching for another year or so, but I'm almost not looking forward to it. I suppose it is helpful in some way to know that student teaching won't always be peac...See More

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Nora Hi Janelle,

Please don't get disappointed! I am into my 4th month of student teaching, and I can honestly say it is the hardest, exhausting, sometimes non-rewarding BEST experience of my lifetime! At the end of the day, I leave exhausted but with a smile on my face. To make things even worse, 2 months ago, my coordinating teacher had to go...See MoreHi Janelle,

Please don't get disappointed! I am into my 4th month of student teaching, and I can honestly say it is the hardest, exhausting, sometimes non-rewarding BEST experience of my lifetime! At the end of the day, I leave exhausted but with a smile on my face. To make things even worse, 2 months ago, my coordinating teacher had to go through surgery. I have been left along with her students. It has been a sink or swim situation, with lesson planning, parent/teacher night, sick kids, crying kids, but I would not have it any other way. For years I wondered about "answering the call" for teaching. I waited too long; now I wish I didn't. I retired from a business career of 25 years. Don't get me wrong, I am still young enough to start a new career. Compare 17 first graders to a board of business men and women; the "I's" have it for the kids!! i.e. I have a boy who has "magic glasses". Every time he puts them on, he behaves better, writes better, and smiles a whole lot. He is truly proud of his glasses! I have love notes at least once a week. I posted them on my refrigerator. I get endless hugs that are truly heartfelt :) Yes, there are parents that do not get involved, students that you know do not get the attention needed at home, but, if for that day, you can give them an awesome experience, respect, and a sense of caring, they will reciprocate with awesome experiences. You will never know how you will do until you spend time in the classroom. Just support your coordinating teacher, keep your eyes and mind open. Teachers have a lot of experience under their belt, and are awesome to see them in action! Good luck to you and keep us posted.

Nora from Texas

On 11/03/10, MM wrote: > You cannot enter a teacher ed program at one of the best universities > here without almost 500 hours of experience with youngsters--and many > people do it by volunteering in classrooms. That should be a > requirement everywhere so that you have a realistic picture before you > are in a program. Getting out and into a variety of classrooms is the > only way to know what your are getting into. > > > > > On 11/01/10, Janelle wrote: >> Thanks, Leah. I guess it is important to remember that many of the >> views expressed here are not necessarily representative of the whole. >> Like you said, people usually come here when they need help with >> something whether it's an idea for an activity, advice about a >> student teaching experience, or just a little motivation. I'm sure >> there will always be good and bad times in a teaching career, or any >> other career, for that matter. I got a little freaked out after >> reading so many horrible experiences. I just have to remember that >> it might not necessarily be like that for me. >> >> Janelle >> >> >> On 11/01/10, Leah wrote: >>> Hi Janelle! My experience is that when things are going well, >>> teachers don't spend time asking for help on T-Net. So, you >>> need to realize that the views expressed here on this chatboard >>> are from those student teachers who did not have a good >>> experience. Hopefully it's not a true sample of all student >>> teachers and teachers. >>> >>> Best wishes! >>> >>> Leah >>> >>> p.s. You may find some of the following articles of interest. >>> >>>

Nov 16, 2010

testing On 11/16/10, Nora wrote: > Hi Janelle, > > Please don't get disappointed! I am into my 4th month of student > teaching, and I can honestly say it is the hardest, exhausting, sometimes > non-rewarding BEST experience of my lifetime! At the end of the day, I > leave exhausted but with a smile on my face. To make things even worse, &...See MoreOn 11/16/10, Nora wrote: > Hi Janelle, > > Please don't get disappointed! I am into my 4th month of student > teaching, and I can honestly say it is the hardest, exhausting, sometimes > non-rewarding BEST experience of my lifetime! At the end of the day, I > leave exhausted but with a smile on my face. To make things even worse, > 2 months ago, my coordinating teacher had to go through surgery. I have > been left along with her students. It has been a sink or swim situation, > with lesson planning, parent/teacher night, sick kids, crying kids, but I > would not have it any other way. For years I wondered about "answering > the call" for teaching. I waited too long; now I wish I didn't. > I retired from a business career of 25 years. Don't get me wrong, I am > still young enough to start a new career. Compare 17 first graders to a > board of business men and women; the "I's" have it for the kids!! i.e. > I have a boy who has "magic glasses". Every time he puts them on, he > behaves better, writes better, and smiles a whole lot. He is truly proud > of his glasses! I have love notes at least once a week. I posted them > on my refrigerator. I get endless hugs that are truly heartfelt :) Yes, > there are parents that do not get involved, students that you know do not > get the attention needed at home, but, if for that day, you can give them > an awesome experience, respect, and a sense of caring, they will > reciprocate with awesome experiences. You will never know how you will > do until you spend time in the classroom. Just support your coordinating > teacher, keep your eyes and mind open. Teachers have a lot of experience > under their belt, and are awesome to see them in action! Good luck to > you and keep us posted. > > Nora from Texas > > > > > > On 11/03/10, MM wrote: >> You cannot enter a teacher ed program at one of the best universities >> here without almost 500 hours of experience with youngsters--and many >> people do it by volunteering in classrooms. That should be a >> requirement everywhere so that you have a realistic picture before you >> are in a program. Getting out and into a variety of classrooms is the >> only way to know what your are getting into. >> >> >> >> >> On 11/01/10, Janelle wrote: >>> Thanks, Leah. I guess it is important to remember that many of the >>> views expressed here are not necessarily representative of the whole. >>> Like you said, people usually come here when they need help with >>> something whether it's an idea for an activity, advice about a >>> student teaching experience, or just a little motivation. I'm sure >>> there will always be good and bad times in a teaching career, or any >>> other career, for that matter. I got a little freaked out after >>> reading so many horrible experiences. I just have to remember that >>> it might not necessarily be like that for me. >>> >>> Janelle >>> >>> >>> On 11/01/10, Leah wrote: >>>> Hi Janelle! My experience is that when things are going well, >>>> teachers don't spend time asking for help on T-Net. So, you >>>> need to realize that the views expressed here on this chatboard >>>> are from those student teachers who did not have a good >>>> experience. Hopefully it's not a true sample of all student >>>> teachers and teachers. >>>> >>>> Best wishes! >>>> >>>> Leah >>>> >>>> p.s. You may find some of the following articles of interest. >>>> >>>>

Nov 24, 2010

re: experience before acceptance into

by program.

Nov 3, 2010

That is not universal nor is it common that one must be required to have hours of experience prior to acceptance into a graduate or teacher license program. Usually you must have a 3.00 and have a bachelors degree from a university. The 500 hours come from the 3 month student teaching experience. Perhaps some of the universities are beginning to pr...See More

MM Because it is so competitive to get into a teacher ed program here, relevant prior experience is absolutely essential. The bachelor's degree is a must, of course. Our graduate degree is a B.Ed. often done in one year after the 4 year university degree here. You can earn one concurrently with a B.A or a B.Sc. in some universities, but you need prior...See MoreBecause it is so competitive to get into a teacher ed program here, relevant prior experience is absolutely essential. The bachelor's degree is a must, of course. Our graduate degree is a B.Ed. often done in one year after the 4 year university degree here. You can earn one concurrently with a B.A or a B.Sc. in some universities, but you need prior experiences to have a shot at getting in. Most of the universities have a pre-service program in place for those who are doing their degree first and then want teacher's ed. I can honestly say that a variety of experiences with youngsters makes for a really effective teacher. Today it is rare for new candidates not to have had several of the following: camp counselling, coaching, tutoring, teaching in language classes and other non-credit classes where qualifications are more flexible, volunteering in schools and classrooms. It really helps and should be encouraged.

On 11/03/10, program. wrote: > That is not universal nor is it common that one must be > required to have hours of experience prior to acceptance > into a graduate or teacher license program. Usually you > must have a 3.00 and have a bachelors degree from a > university. The 500 hours come from the 3 month student > teaching experience. Perhaps some of the universities are > beginning to practice it be required earlier, but "not" on > the East Coast yet at some very good schools. > > Very few new teachers after completing their student > teaching successfully have much experience but learn and > make good teachers. For years now districts have been > hiring provisionals and then some can't pass their tests > and then the NCLB act followed and they must now hired the > most qualified. Having a masters even is now almost needed > and not an option if one wants a chance at a job or > contract with the higher and ever increasing standards of > learning. > > Point? All universities vary and credits and names of > courses vary and are not universal, however, a certain > knowledge base is required which meets NCLB standards and > that alone is decided by each state's board of education.

Nov 4, 2010

Prior experience.

by I see what you mean.

Nov 4, 2010

Yes, I see what you mean, it certainly would prevent someone making an expensive mistake and finding they didn't care for the career. It might even save a lot of people a lot of money and prevent the teacher overload in many areas.

MM When I entered my B.Ed program (late 70s) it wasn't like it is today with requirements for high averages and lots of prior experiences. The general trend was that 300 people would not come back from the first practice teaching session! The more selective the admissions, the better the chance that those who get in are going to be successful. It's no...See More

Nov 5, 2010

Looking for a Student Teacher

by Jennifer

Nov 4, 2010

Hello! I am hoping to find a student teacher for my nine year old son. We live in Fishers near 96th and 69. Would there be anyone interested in this position?

Wrong board.. This is for people who are/will soon be student teaching to get teaching certification; it's not a job board. You might try posting on the job board here.. the jobs are teaching jobs, but right now some new graduate might take you up on a job offer. Be sure to say where "Fishers" is.. this is a nationally used site.

On 11/04/10, Jennifer ...See More

Nov 13, 2010

Partying with the Principal??

by LeeAnna

Nov 29, 2010

Im just 2 weeks from completing my student teaching semester!!! Just this morning though, my principal, a 33 year old man, invited me to his office. He told me I was one of the very bestest student teachers he has had in his building. That he hadnt take any student teachers from my university because so many of them called off, or just werent any g...See More

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One who's seen it happen ... I hope you enjoy your "date," because I doubt you will be fielding any job offers from this guy. I know someone who dated our former principal, and both of their lives were turned upside down. They were mature adults. She was a talented and wonderful teacher, and he was a great principal. Sadly, both were lacking in the area of common sense whe...See More

Dec 28, 2010

this would close doors, not open them On 12/28/10, One who's seen it happen wrote: > > Truthfully, the language you use does smack of the junior high age group. > I've never yet heard an adult use the word "bestest" in my life.

I haven't heard college-educated adults (especially those hoping to educate our children) use the word "bestest" either, or refer to "partyin...See More

Dec 28, 2010

Grading without using grades

by Melissa

Dec 5, 2010

Hello,

I am a college student who will be student teaching in January. I will be teaching high school Spanish. I have been thinking a lot about different methods of teaching that I would like to use and how I plan to assess my students. I remember that when I was in school, I didn't like the grading system of 100% or below, because I alwa...See More

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Lynde Yes. Even when I was in high-school, already knowing since 2nd grade that I wanted to teach, I always felt that grading our worksheets (which I've always believed was assigned to 1) get kids taking "notes" who weren't willing to take them otherwise; 2) reinforce -- drill, etc. ) didn't make sense. The poster you referred to said exactly what I've s...See MoreYes. Even when I was in high-school, already knowing since 2nd grade that I wanted to teach, I always felt that grading our worksheets (which I've always believed was assigned to 1) get kids taking "notes" who weren't willing to take them otherwise; 2) reinforce -- drill, etc. ) didn't make sense. The poster you referred to said exactly what I've said aloud and have thought since I was a kid--why are we grading for accuracy on a "practice" assignment--that absolutely makes no sense to me. But then, there's alot of other stuff in the field of education that makes no sense to me either, but we're under orders to do them. I actually do not grade accuracy on my practice assignments. I give A, C, and no submission (NC) for completion. I do check whether student completed the assignment with clearly bogus answers/work. I send the assignment back to the student on those--they have a few days to re-do. I have just recently (thanks to an idea I got off this board) had kids do an assignment, we go over it in class, and I grade for the completion of corrections. I tell the kids we're here to LEARN, not get grades.

I have a problem with America's grades not being consistently interpretable. As I mentioned before, the A I give in a class is not even remotely the same as an A that would be given at my daughter's school. At my school, daughter's A-grade would be off-the-charts. How we would ever solve this type of problem, however, is beyond me or my level of expertise.

On 1/22/11, Neal wrote: > On 1/09/11, Lynde wrote: >> I'm probably going to regret putting my thoughts down here, but I >> worked at 4 different universities in my time, in a variety of >> academic departments. One of the things that was very clear from my >> inside-seat (and a close friend was the Director of Admissions at a >> major state university) was that higher academia demands a strong >> work ethic to be able to succeed. Universities were never meant to >> be a vocational/trade school--they're designed (or at least >> traditionally have been designed) to be a "thinker's milieu." They >> are supposed to guide and mentor and foster "thinking" >> and "philosophizing." There's supposed to be on-going dialogue >> between master (the professor) and the student. Every time a student >> is admitted to a university/college, it costs that institution money-- >> money to push the paperwork, as it were. Thus, universities do not >> wish to admit a student and waste either the school's time and money, >> the parents', any financial aid institution's investment, or taking a >> student-slot away from someone else on someone who isn't going to >> make the grade. From the school's perspective, it's immaterial as to >> why a particular college-bound student fails--it doesn't matter >> whether it's because they are not that bright, or they were not >> taught and/or never learned mastery at prerequisite courses, or lack >> a vision for their own future, or lack basic study/learning skills, >> or lack a work-ethic/energy/commitment. A university student who >> fails to succeed is a drain on everyone's resources. Thus, at least >> at the high school level (and I would posit at the middle school >> level as well), it is imperative (in my opinion) that we give grades >> which SOMEHOW???? reflect not only a student's mastery of content, >> but also a prediction as to how well he/she is going to make the best >> of the university experience that they can. So, (and I'm not sure >> where to go with this in the practical day-to-day >> classroom), "coddling" students (if I may use that term) with >> providing their supplies, allowing late work, excessive use of re- >> do's, etc. is not necessarily a good thing. I'm thinking that it >> could lead to misleading grades. And, actually, I've had many >> different semi-careers over the years, and my experience has been >> that bosses (particularly if they're the business-owners themselves) >> do not do well with employees making mistakes, chronic or otherwise. >> Time is Money. Plus, there's the ego to take into account. How many >> of us have worked with the boss/supervisor from hell who likes to >> push folks around just because they can do it. Folks like these, who >> are basically not good leaders to begin with, like to dismiss people >> out-of-hand because it puts the fear of God into everyone else. The >> Kublai Khan Persona. I agree that we teachers have over-used the >> idea of real-word firing, blah/blah. But, oon the other hand, what >> else can we say? Any ideas? I've been telling my students just this >> past month that with so many people out of jobs for the foreseeable >> decade or so, businesses don't have to put up with the low- >> performers. So, a grade of an "A" coming from one teacher means what >> exactly? One teacher taught at higher-level thinking, another >> teacher didn't. One teacher taught the entire book and standards, >> another teacher wasn't able to complete the sequence (quite often due >> to factors beyond their control). Rubrics are subjective. Tests can >> be as superficial and simple as we choose them to be. I say all of >> this because at my school, we have a slew of students who get good >> grades, but good Lord. It is such a fractional situation compared to >> schools down the road it's pathetic. We have to go slow with our >> kids. We spend a lot of time re-teaching because so many students >> were absent, or "out to lunch" the first time around, or their IEPS >> call for a slower/lesser pace. Modifications call for asking half >> the questions, requiring half of the assignment, etc. Would it be >> such a crime to column out a grade for Behavior/Attitude/Work Ethic? >> That would assist universities in making educated guesses about who's >> likely to work hard enough to have a fair shot at successful >> university experience. I have no opinion on this--there's far too >> many perspectives from which to look at this from. Which is why I >> think there needs to be a public dialogue (or at least a national >> teacher-dialogue) to help us come to some conclusions about what is >> best. >> >> On 1/08/11, To Jo from Witheld wrote: >>> >>> You didn't comment on my comment about content mastery and behavior >>> being related. If a student does not complete an assignment, thus >>> me not knowing what s/he knows, that student still fails to have >>> shown mastery and still earns a zero. Now, I have plenty of >>> assessments that I use in class to assess students' mastery, which >>> goes off on another tangent. My point is that mastery and behavior >>> are not always separate entities, and I don't think they ever can >>> be. In college, didn't your professors factor attendance and >>> participation with your grade? My friends who have taken online >>> classes still need to participate in online discussions and such >>> and are graded on this component of the class. >>> >>> >>> On 1/08/11, Jo wrote: >>>> Let's start again with that pencil. While you explain how not >>>> having a pencil results in not doing the assignment. So, you >>>> still don't know what the student knows. If the classroom is >>>> run by a procedure where a pencil means a zero for the day >>>> because you will not accept late work, you still do not know >>>> what the student knows, and it is behavior playing a role in >>>> the grade. It has nothing to do with the student knowing or >>>> not knowing the content or standards. Had the classroom >>>> procedures been different you could see if he mastered the >>>> content. Not having a pencil is behavioral. So, if a teacher >>>> did not allow the student to have a pencil or allowed then the >>>> grades do, in fact, include behavioral aspects instead of being >>>> based soley on mastery. >>>> >>>> I know my "real world" comments were not taken well, but I have >>>> read many posts on t-net and have known many teacher that use >>>> this comment too freely to gain compliance. >>>> >>>> I never said if an adult is habitually messing up he would keep >>>> a job, but many posts I have read and many teacher I know use >>>> this for everything. Even when it isn't habitual. First time >>>> a kid forgets a pencil. Zero for the day because in the real >>>> world this will get you fired. Forgot a homework, in the real >>>> world you have to get your work done or you will be fired. >>>> This starts in early grades with real world or threats about >>>> next year, or next level (middle school, high school), etc. I >>>> think students just have tuned this out and it isn't effective >>>> because it is over used and way beyond what the real world is >>>> like. >>>> >>>> But we are really off tangent. My point to Lynde was, there >>>> are various ways to grade. One includes behavior in with >>>> grading which makes the grade given not a reflection of what >>>> one knows about the state standards but a reflection of the >>>> procedures in the classroom in addition to the state >>>> standards. I change that you believe in grading based on >>>> behaviors. You can do so with the way our public education is >>>> set up. I just believe that we too often don't teach the >>>> students by these methods, we just make ourselves feel more in >>>> power or give ourselves more satisfaction that we will teach >>>> that kid a lesson. More often than not the lesson we teach >>>> isn't what they need to learn. > > One other thing about real world versus school: new employes are given > training [ironically, not in teaching] and a training period in which > they are free to learn the job and make mistakes without it effecting > their employment. During this period, at least in my experience in > training new employees, the trainees are expected to "master" the needed > job skills by specific points in training period at the end of which, > they are fully expected to perform. I submit this: aren't grades k thru > 12, and to a lesser extent, college, a student's training period? The > time to make mistakes and learn from them and improve?

Jan 22, 2011

I'll reply anyway :) I too am a Spanish teacher. My first high school teaching job was ESL in Mexico. To both be fair and give people the full story, here was my teaching situation: 1) I replaced a teacher who was going home because her father had died.. I was hired about a week into the school year.

2) I had a writing class with a HUGE range of levels--from ...See MoreI too am a Spanish teacher. My first high school teaching job was ESL in Mexico. To both be fair and give people the full story, here was my teaching situation: 1) I replaced a teacher who was going home because her father had died.. I was hired about a week into the school year.

2) I had a writing class with a HUGE range of levels--from students who could barely write a sentence in English to students who had attended middle school or high school in the US for several years--and gone to excellent schools, because these were very wealthy Mexicans-- and could write better than many US students in inner city schools.

3) I was lied to when hired and I was teaching business English.. although the only experience I had related to "business" was a stats class for my math credit.

In class 2 I taught to the most behind students and tried to make the class so easy they could make a decent grade; the rest were bored and complained to the principal.

In class 3 I had them do business presentations and gave everyone 100, made the (required by the school) weekly quizzes so easy everyone made an A, and assigned essays that I gave all Bs or higher on. In this class I'd grade essays/quizzes once and give some low grades but re-grade and think "oh.. that's good enough.. I don't want to hurt his/her feelings" and them give everyone good grades.

I had the highest average of English teachers and one of the highest averages in the school.. it was over 90. Students liked me, but they--other than a few lower level kids in my writing class-- quickly learned my class was "a joke" and did not study. some even said they wanted to learn more but I was making the class too easy. I had severe classroom management issues and I now think this was at least partly because I was the super easy "fun" teacher who had very low standards and was trying to give everyone As.

Most recently I taught ESL again and I had an average of a low C.. a D in one class where students were well known to be lazy/weak students and horribly behaved. (In that class one kid squeaked a generous B.. all other grades were C or lower.) I curved the grades tremendously, too. I not only don't feel like I was a witch, but I was very well loved. Kids who made Cs and even Ds still learned at least some English from me, the kids who did make good grades truly earned them--and they knew that and were delighted with their grades-- and parents and the principal were very happy with me.

I understand not wanting to disappoint students with a low grade, but you can grade toughly-- but fairly-- and still be not only a good teacher but a well liked one. On 12/10/10, Sorry, but.. wrote: > You WILL be assigning letter and number grades.. if you are > really naive enough to think you don't have to/can find away > around that, you aren't yet ready to student teach. > > You will be required to put a letter grade on a report > card..and no sane principal would let you either give all A's > or give all students a P for pass. > > You can give some "non grade feedback": This report had a good > use of verbs/conjugations, but you can improve your accent by > making sure your vowels are always short and clear... > > You can NOT avoid giving number grades on tests..even if it > hurts someone's self esteem. > > On 12/05/10, Melissa wrote: >> Hello, >> >> I am a college student who will be student teaching in >> January. I will be teaching high school Spanish. I have >> been thinking a lot about different methods of teaching that >> I would like to use and how I plan to assess my students. I >> remember that when I was in school, I didn't like the >> grading system of 100% or below, because I always felt bad >> when I got a lower grade than my classmates. I was >> wondering if there were any ways to assess the students >> without actually giving out numerical grades which can hurt >> a student's self esteem. I would greatly appreciate any >> techniques that you may have.

Jul 22, 2012

Student without Winter Jacket

by Justin

Dec 6, 2010

I am a student teacher in Upstate New York and today I observed a student come into class today without a warm winter jacket. It was 21 degrees when I left my house today and there have been flurries all day. After discussing the subject with my host teacher I was left wondering what the best protocol is for obtaining a jacket for this student. ...See More

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Jennifer At our school we would offer a spare jacket to wear for the day, if we had one. Or, call the parents to discuss the issue and keep the student inside during recess. All students should have adequate and proper clothing but not all students do. There are parents who may not be able to afford the clothing. If this is the case, then I'm sure that dona...See More

Dec 6, 2010

Leah Click below for a direct link to a related article

Dec 6, 2010

Student with HORRIBLE attitude!

by AK

Dec 6, 2010

I am currently observing in a 9th grade Earth Science class. I have been working with a student that is constantly not handing in her work, or handing in incomplete work. When confronted about her work not being done she gets an attitude and claims it's because she does not understand the material, and since she doesn't understand it she will not d...See More

teach She is frustrated and lashing out. She might also want the attention because she isnt getting enough at home. Perhaps pair her up with a peer that will help or see how she does in a group

On 12/06/10, AK wrote: > I am currently observing in a 9th grade Earth Science > class. I have been working with a student that is > constantly ...See More

Dec 7, 2010

Is this normal student teacher treatment?

by Cheryl

Dec 16, 2010

I'm just curious how many of you have been treated or how most cooperating teachers on here treat their student teachers? I am done, thank god. My first placement went great, teacher was really helpful, friendly, we knew each other on a personal level...the way it should be. Of course, I noticed it was a mixture with staff. From teachers who wouldn...See MoreI'm just curious how many of you have been treated or how most cooperating teachers on here treat their student teachers? I am done, thank god. My first placement went great, teacher was really helpful, friendly, we knew each other on a personal level...the way it should be. Of course, I noticed it was a mixture with staff. From teachers who wouldn't dare crack a smile at you in the hallway, to ones who were very friendly. At my school, some teachers request ST's and others don't and the ST just gets placed with them. My teachers in both placements didn't request one, I was just put there. Second placement, I had 2 co-teachers, one was around my age, though she didn't know I was close to her age, and the other one a little older. I did my ST during my master's degree and was also pregnant at the time. My teachers didn't know this though since I was going to be leaving soon, so never announced it. I was a few months along and not showing yet. From the get go, it was me and "them". One teacher would let me do her lessons towards the end of my placement and would on occasion talk to me; I'm talking about a few sentences the entire day. The other one was as cold as ice. I went in the first few days being friendly, asking them about themselves and would get brief answers so I gave up. I never got a single personal question asked about me. For lunch, the first day, they pointed to where they ate and ran ahead of me and I felt awkward chasing them to the room they ate in, so I just took my lunch with the other ST's and continued to do that each day. During preps, both of them would leave the class sometimes and not even say where they were going, just walk out, and leave me sitting in the class alone. I couldn't help but take some of this downright rude behavior personally, but just let it go and focused on the kids who I loved. For my observed lessons, beforehand, I didn't get any suggestions for my lessons or "oh let me help you" like I did with my first coop teacher. Instead I got "here's the unit, do whatever you want." They never even asked what I would teaching the kids day of, so obviously didn't care what I did. So I did just that, what I wanted and got great reviews from my supervisor. The one colder teacher would only talk to me when she needed something. Every day I would come in, make eye contact, smile, say good morning and she would look up, and then go back talking to the other teacher. On good days, I would get a hello. I really haven't a clue what her problem was. The funniest was that on days the other co- teacher would be absent, all of a sudden which ever teacher was there that day would become more talkative to me; it was like I existed to them now. Then the next day it went back to the same ole. One time they even invited their other "teacher friends" in for lunch, not a single person made eye contact with me, invited me over, asked if I wanted anything or even spoke to me while I sat in a corner looking at a book. Maybe bc I wasn't 21 when I did my ST, but was in my late 20s or maybe bc I worked a full time job in the real world for years before my ST where people expected to be respected. Never mind these 2 who were supposed to be "mentors" and there to help. I have to laugh at that word since the only thing I learned from them was that when one gave me $ to get her a drink from the vending machine, I would get a big thank you from her. I guess I was supposed to be thankful for the fact that they even let me teach here and there, while they stood behind me talking loudly to one another. I bit my tongue for the whole 6 weeks, and at the end, low and behold they gave me my written evaluation where I got the highest grade you could get, I got that from my first coop teacher too, and they wrote I was an excellent teacher. Who would have knew, since I got told "my lesson went well" 2 xs EVER and that was the only feedback I ever got from either the entire time I was there.

I tried to analyze the situation many times and all I could get was "ice princess" and her side kick must have deemed me beneath them and unworthy which was why I was never included or treated like I was worth getting to know or better yet, like a colleague. I could never imagine being such a byt$# to my student teacher if I ever do have one, I mean I'm supposed to be this person's mentor, not walking around with a stick up my butt. The last day finally came and I gave them..a present? I don’t think so. I survived, said goodbye as I walked out and hope I see these 2 out one day so I can keep walking and totally ignore them =)

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Can relate I can relate to this experience as my first coop teacher was an "ice princess" and treated me as though I was WAY beneath her. What's funny is that she had only taught for 3 years and was completely insecure in her teaching ability. I'm glad to hear that your experience left you with a good grade. I think those of us that have gone through a challe...See More

Dec 19, 2010

D. Thomas I can't really excuse or explain their rude and bizarre behavior so I won't try. Teaching does attract all kinds of people and many of them feel like teaching (especially in THEIR class or THEIR school) is some kind of exclusive club. I had a similar experience when I started as a TA while getting my temp. teaching certificate. My classroom teacher...See More

Dec 19, 2010