Student Teaching Handbook - Butler University

Test Flights: Weeks 3–6
Communication Ideas and Activities
The cooperating teacher needs to read the following and the student teacher needs to do the following:
1. This is a critical time of your student teaching. After having observed and soaked in the routine of things during
your first three weeks you may or may not be ready to take on more responsibility. Recognizing your own
comfort level and taking initiative is important. Look for ways that you can help out both the students and the
teacher and contribute to the class in a positive way.
2. Start thinking about what possible goals you may want to set as part of your midterm. Discuss possible ideas
with your cooperating teacher and university supervisor.
3. Take time to reflect on your teaching. No matter how many or few subjects or things you are doing in the class
take time to think about how the students responded and debrief with the cooperating teacher about what
worked well and what could be improved for the next time.
4. Watch the cooperating teacher teach. Take mental notes of strategies that he or she uses that works well. Notice
the way the students interact and respond to each other and the teacher. Look for ways that the teacher differ
- entiates his/her lessons and makes modifications/adaptations for special needs students. Compare/contrast
your teaching style to that of your cooperating teachers. This will help you better understand your own teacher
identity.
5. Get to know the students. Take time during recess, lunch, morning arrival, and dismissal to talk to them about
something other than school. It might be asking them what they did over the weekend, or some other conver -
sation that shows that your interest goes beyond just what he or she does in school. Remember this is to show
an interest and not to be their best friend. This will also help you when you start taking over subjects to gear lessons/activities
to the interests of your students. Use the personalities of the children in the class to enhance your
teaching. If you know that a child is a leader give them some responsibility, or if a child is typically shy find an
area that they know a lot about and encourage them to share it with the class.
6. Develop a plan with your cooperating teacher and university supervisor about parent communication. Ask the
cooperating teacher if you can write a portion of the newsletter or make some positive phone calls home or
write some positive notes. It is always best if a positive relationship is already formed, that way if a negative situation
does occurs the parents will be more responsive to listening to what you have to say.
7. Realize that you will soon be the teacher in the classroom! This is important for several reasons. Don’t rely on
the cooperating teacher to handle all of the discipline problems. It is ok to consult with him or her, but soon
you will be making the decisions. Also, start looking ahead to units/standards that you will be covering. Don’t
wait until the last minute to start collecting resources for that topic.
8. Communicate on a regular basis with your cooperating teacher. You should have a regular discussion time .
established.
• Share the midterm and observation form. Talk about possible evidence that could be gathered for each area
of the core values and goals that could be set in that area.
• Confirm possible field trips, open house, parent-teacher conferences, PTA meetings and other events that
you should be attending. Get these dates down so you can make sure that you attend these events.
• Discuss testing ISTEP, NWEA, CTBS, and other standardize tests that the students might possibly be taking.
Find out what you can do to assist in this process and when and how you might be able to use the data
to plan instruction.
• Plan a way to get feedback after your lessons. For example will a journal be used, will the cooperating
teacher fill out an observation form on you, or just verbal discussion at the end of each day.
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