1995 Indiana University - The Center for Adolescent Studies

I knew right away that the my cooperating teacher and I were not a good match. We met once before I began the student teaching experience and I think we both sensed that our teaching philosophies were at opposite ends of the spectrum. It seemed like I was going to be a burden to her.

I started by observing her class for about four weeks. Although I was eager to begin my teaching, the cooperating teacher expressed several concerns about my ability to teach, my lack of experience working with young people, my lack of initiative in inter acting with the students during the first weeks, and my desire to use less traditional teaching techniques.

We did not have good communication practices. This was partially because we did not have any set time to discuss how I was doing. When I did receive feedback it was often in the form of criticism instead of constructive ideas about how I could improve. Fo r instance, after my first few days of teaching, my cooperating teacher told me I was too slow while leading the class and I should pick up the pace. While I appreciated that advice, I needed to know how to speed things up.

When I discussed the situation with the university supervisor, she suggested finding a new placement (I eventually did). If I were to start all over, I think I would have done one of two things: change my placement right away or try to be open and honest with the cooperating teacher about our communication problems, suggesting that we set aside time each day to talk. I realize now that the classroom belonged to the cooperating teacher. She wanted to do what she knew would work because, ultimately, she was the one responsible for the students. Looking back, I should have been more flexible with my expectations.

Getting a new placement worked well in my situation, but I would suggest that other student teachers try working it out with their first placement if possible.