Last summer I was invited to share some thoughts with a roomful of student teachers. I was nervous, they were nervous, we were all nervous.
Welcome to teaching. This week you begin a year that will transform you. I must confess, I’m a little envious of you.
This is the year you get to try all kinds of new experiences with the security of being partnered with an experienced teacher. There are times you will sink a little bit, but you will not drown, because someone is by your side, encouraging you, making sure you’ll be okay, and a little bit better for the experience. That person is your Associate Teacher.
I’ve had the privilege of being a mentor to more than a dozen teacher candidates during my career. It is exciting, challenging, thought-provoking, and stressful.
Yes – it can be stressful. We wonder who our TECs will be. Will I like them? Will they like me? Will they be a hard worker? Will they cry if I have to give them some critical feedback? What if we aren’t a good match?
You are probably feeling nervous about starting your year, but rest assured, even old veterans like myself, get the jitters, too. We’ve been where you are.
So, how do we establish a positive working relationship?
Here’s a little secret – we are often asked to take a student teacher as a favour, but the fact is, we really enjoy it. Through the process of mentoring a teacher candidate we question our methods, we try new things, we learn through observing and collaborating with you. It’s a win-win.
But there is that relationship piece. And it’s a big piece. So my advice to you is: Be a Learner.
A learner asks questions, even if they might seem obvious. We’d rather have you ask for clarification than to feel uneasy or unsure.
A learner looks for things that need doing. It’s important to observe and watch, but not exclusively. Jump in. Help a student manage their belongings, sit with a group who seems to need help staying on task. Offer to run down to get the extra paper from the supply room. And if in doubt, ask if there is anything you can do.
During my very first practicum, I asked my associate if there was anything I could do to help her get ready for the day. She pointed to 3 stacks of paper and asked if would staple them. I then proceeded to staple each of the 3 piles. When she returned I asked what else I could do and she smiled and told me she had meant for me to collate the three different piles into 3 page double-sided booklets for the class. So, although I did look for things to do, I didn’t ask the obvious question. I did wonder why she had me do such a simple task and also why the booklets were so thick.
Ask the obvious questions.
A learner takes risks. This is your chance to try out all kinds of things. While I do recommend discussing it with your associate first, this is the best opportunity to apply new methods, new strategies, new techniques. And the really great thing is that we learn through you as well. We appreciate when you try to maintain the overall tone and classroom culture, part of the excitement of having a TEC is that we get to learn what you learn and see it put into action. I had a student teacher who really wanted to try a new game for gym. Right in the middle of it he turned to me and said, “this is a total bomb.” It was, and we regrouped, and then the next day, it went really well. He took a risk –he was a learner.
You know what else a learner does? They communicate. Let us know how you felt about your teaching, or your interaction with a particular student. If we’ve given you some constructive criticism, when you’re ready, talk about how that might have changed your teaching. I had a TEC who needed some time to process some feedback I’d given her and the following day she told me, “I remembered what you said about non-verbal cues and this morning I did more of that and I felt it went much better. “ She was right, it had. She was a learner.
It’s good to let your associate know some of your goals for the block so that they can give you better feedback. And this may seem insignificant, but communication includes being friendly – a warm hello to your associate and also other staff, emailing or texting if you are going to be absent.
A learner plans. Planning is perhaps most important during this year as you learn more about your teaching style and the curriculum. With time and experience, you will need to formally plan less and less, but it’s good practice for beginning teachers. Planning in advance allows you to ask for resources, to discuss possible glitches with your associate, and to seek feedback or brainstorming ahead of time. Collaboration can only occur when you know where you are heading.
Along with planning is preparation – if you need sand or lego for an upcoming lesson, ask your associate ahead of time where to get those materials. It can save you a lot of last minute stress and the school day is unpredictable, you might not always have those 20 minutes before school to gather up your supplies.
Did I mention “ask”? It bears repeating. If in doubt, ask.
How do you think that lesson went?
What would you do if the smart board did that in the middle of your lesson?
What do you think I could do differently next time?
What does IEP, IPRC, TLPC, ESL, ELL , FDK mean? (teaching has more than it’s share of inside lingo – sometimes we forget, don’t hesitate to ask for clarification)
Make the most of this year. It will be busy, at times daunting, but it is an up-close glimpse of the amazing world of teaching.
Be a learner.