1995 Indiana University - The Center for Adolescent Studies

When I first entered the small, junior high school to observe before student teaching, I was scared. But, through increased contact with the students, I soon converted this fear into enthusiasm. My relationship with my students created a successful and meaningful environment. This was due to two main ingredients: An open relationship with my cooperating teacher and time management.

As a student teacher, I found it imperative to develop an honest and flexible relationship with my cooperating teacher. I started by visiting the classroom frequently, three months before my tenure began. My cooperating teacher and I exchanged teaching philosophies and ideas right away. I remained open-minded, even when I disagreed. I offered my suggestions and potential lesson plans and learned from his plans. Most importantly, I asked questions any time I had them. Perhaps this was my second best method of learning how to be a teacher (aside from plunging right in). Thus, my cooperating teacher and I developed mutual respect and this helped make my student teaching experience more rewarding. Since we established this relationship early, I felt comfortable enough to teach after only one week of observation.

During my student teaching experience, I quickly learned that time management was essential to ensure a successful unit. Though I had pre-planned a unit, it was not enough! I was not prepared for the adaptations I had to make along the way. I spent weekends and weeknights editing my plans. As a novice, I did not realize know much material I would need to have prepared.

Overall, I had a good experience. I learned a lot from my cooperating teacher and from my students. Regular meetings with the cooperating teacher allowed me to reflect upon what I had learned and provided me with an opportunity to gain a deeper understand ing of the students. Now I feel experienced and ready for my own class.