Today I went to a training meeting at the University of Auckland about how to be a good associate teacher. I'm excited to be getting a student teacher this term!
My notes -
The most important stuff to do with your student
teacher
1. read the brief
2. modelling and explaining
by thinking aloud – making the implicit explicit. Explaining how you got that
to happen (e.g. routines)
How
will you ensure that your own planning clearly reflects children’s different
learning needs (academic, personal and social)?
· Meeting with
SENCO/principal to discuss how children’s needs are met
· Discussing
IBP/IEPs, why they are necessary
How
will you provide evidence of and access to,
your longer and shorter term planning?
· Sharing docs with
them (view only)/photocopies.
What
evidence of differentiated planning (groups and individuals) will you
practice/demonstrate for your student teacher?
· Getting students to
change the tumble/group box – explaining why you are changing it and what is
informing your decision making
· Modelling the think
aloud of your decision making process for
your student teacher (e.g. I want you to move to the front of the mat because…)
· Explaining – this
is why I am doing this, this is how it connects to my planning and assessments
etc.
How
will you share aspects of your planning and preparation for teaching and
learning with your student teaching?
· Think alouds.
When
will you discuss the planning process with your student teacher?
· Giving them a
timeline – 24hrs, a week beforehand etc. Make sure you check in.
· Show them BT
planning so they know how detailed it should be.
· Be tough.
· Follow school
expectations.
What is your
understanding of the key elements that should be evident in effective teaching
practice?
How will you help
your student teacher develop effective teacher practice?
How will the
student teacher know that their teaching has been effective?
·
Did the kids learn anything?
·
If they didn’t and it was a
unsuccessful lesson, can they themselves say how to make it better?
How will you
promote and support your student teacher in planning, teaching and assessment
(across a range of learning areas) with individual, multiple groups and whole
class situations?
·
Do the basics first – get to know
the teacher, get to know the kids before jumping into planning/teacher. However
there might not be time for them…
Assessment
·
SHOW them how to do
assessments, even if it’s not in your schedule. Explain the purpose of it, why
your school does that certain assessment and what happens with the data. Show
them how it connects to the curriculum, long term planning etc.
·
Discuss if you have ability
groups or mixed groups and WHY.
·
Learn how to group effectively
for ability groups. Get good at that before going to mixed grouping etc.
·
Show them how to make an OTJ.
Reflection
·
Any reflection should cause a
change in practice. ‘Why am I behaving in
this way’, ‘What is the impact’, ‘What can I change’.
