Thought experiment: You’re a successful veteran male HS teacher, firing on all instructional cylinders. You take your first student teacher. Your classes this year are right where you want them—the students have begun to trust each other and their own ideas and skills. They’re functioning well. And now—you’re going to turn the teaching over to your young, female student teacher.
You think she’s not likely to have such cooperative classes in her first job. In fact, it took you some time to establish good classroom routines, but hey—that was a long time ago. If she teaches your classes, she might think all kids were that amenable and eager to learn. You ask colleagues for some ideas on how to make her student teaching experience more ‘realistic’—planted behavior problems, stump-the-teacher questions, other ideas to put her on the spot? You’re just trying to give her a taste of the challenges she’s likely to meet. Right?
Stop thinking. Experiment over. Your thoughts?
On the education-group Facebook page where I read a post like this—only not a thought experiment– it was heartening to notice that there were perhaps 50 comments and 45 of them were some variation of ‘what a terrible idea’ or ‘please don’t do this.’
Any student teacher is vulnerable, and tentative. She’ll naturally run into plenty of challenges, no matter how well-behaved the group. While your tips and advice are part of the experience of working with a novice teacher, setting her up for faux problems is not really ethical, dude. You’re supposed to be her guide.
And here’s another thing, something none of the first round of commenters mentioned: There might be a gender dynamic here, including some doubt about a young female teacher’s ability to control a class of high school students. How tempting to be the master teacher, stepping in to save the day, when students are subtly encouraged to relax behavior standards for the student teacher.
If this is beginning feel like a personal story, it is.
Back in the stone age, when I was student teaching, I spent the first two months reorganizing and cataloguing the school’s music library. I handled my cooperating teacher’s correspondence and wrote his monthly column for the band directors’ association. My only ‘teaching’ experience was working one-on-one with isolated students who were having difficulty with a musical passage and giving free flute lessons.
I observed the cooperating teacher work with ‘his’ bands for fourteen weeks, and there was never any spare time for me to direct any group—always a concert or festival coming up, and he wasn’t about to give up his rehearsal time.
Finally, the last week of my student teaching, I got up in front of the high school band, to conduct one piece. The cooperating teacher grabbed someone’s trumpet and started ‘playing student’—slouching, chewing gum, talking loudly. He asked questions he knew I couldn’t answer (Should I play that with an alternate fingering?) and made glaring mistakes. He acted like a jerk. The students laughed.
Any credibility I had with them was gone, in five minutes.
And then, in my final evaluation (which I typed up) he wrote: I think Nancy would be better suited to a position teaching elementary music.
Kind of ironic, since I never had any student teaching experience whatsoever in teaching elementary music. Having now taught music, PK-12, general, vocal and instrumental, I can say with confidence that all levels have challenges.
Cooperating teachers carry great weight in the development of a novice teacher. In my case, I learned what not to do. I learned not to be a bully (and there was a lot more bullying from the podium, back in the 1970s—it was a kind of badge of honor to some). I learned not to control students by fear and threats, but to instill cooperation by being authoritative but kind. I learned that the blood-and-thunder school of band directing was not for me—and I could still have top-notch bands.
And I accepted student teachers. I had a few over my 31 years in the music classroom—and they were all women. Photo: the author as a first-year teacher.
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