What if I told you you’re going to learn as much in one semester of student-teaching as you did in seven semesters of college?
Whether or not that sounds hard to believe, remember that nothing can prepare you for the classroom better than the classroom itself. Student-teaching is the culmination of your college experience, something everyone pursuing their degree anticipates both eagerly and anxiously. I completed my student teaching in a 5th grade English Language Arts classroom, and while my college courses had given me a foundation on which to build, I learned SO much more effectively working in a school than I had studying on campus. There was a lot I knew going into it, and there was a lot I wish I had known—things I had to learn along the way. In this post, I’ve outlined expectations you should have going into your student-teaching and compiled 10 important things you can do to give yourself a big head start and help you to be the BEST student teacher you can possibly be.
Note: While I learned through the lens of a 5th grade ELA classroom, this advice is largely evergreen and can be adapted and applied to any elementary grade and subject band.
Before we get into the list, here are some expectations you should have going into student teaching.
You’re going to have homework
I remember telling my family members eagerly that I was excited to be away with homework as a student teacher—to have a “real job” that I didn’t have to take home with me on evenings and weekends. Sadly, this was a myth I’d invented in my own mind. I would prepare yourself to spend at least an hour prepping for the next day every afternoon, and a few hours over the weekend grading homework, assignments, or tests in addition to writing lesson plans for the coming weeks. While you’re not technically the regular classroom teacher, you’re going to take on a lot of her responsibilities. This is not without her direction and support, but be aware the name of the game isn’t showing up and teaching someone else’s lessons. Even though you will likely stick to the prescribed district curriculum, and even if you adopt the classroom teacher’s exact routine, prepping for teaching will be your own responsibility. Your university and placement school will be different from mine, but these were the expectations I experienced:
- Write weekly lesson plans to be submitted for my teacher’s classroom to the school. (Once I had written one, and because we followed a similar schedule each week with different stories and skills, I only had to adapt the old one to the new week. My mentor teacher also gave me an example of the ones she submits, which was helpful.)
- Write ONE lesson plan that I intended to teach in the classroom to be submitted to my University professor. This may be different for you based on where you’re attending college, but I would anticipate a lesson plan of some kind being presented periodically throughout your semester.
You’re not going to be an amazing teacher on the first day, and that’s okay
Teaching a few lessons during student observations and internships pale in comparison to student teaching, when ALL instruction EVERY day falls on you. It’s a lot. The best way to not get overwhelmed is to take things one day at a time. Remember that your mentor has been doing this for years and this is your first time truly posing as a classroom teacher. Try your best, but give yourself grace.
You’re a student AND a teacher
The name says it all—don’t anticipate being fully a teacher or fully a student. You will have both responsibilities on you at this time.
Student responsibilities you can expect: Writing lesson plans and/or reflections; writing about what you did in the classroom, why you did it, and how you’ve learned from it; attending meetings; being observed by your professor.
Teaching responsibilities: Lesson planning, lunch and recess duty, making copies, being prepared, working with your mentor to adapt each student’s instruction to his/her needs.
You will probably spend the first week observing and learning how your teacher does things
Your first week of student teaching, assuming you’ve never been in your prescribed classroom before, will be largely observing and taking notes. Expect to run your classroom’s curriculum and schedule. Timing and content isn’t your jurisdiction, but planning how to use that time and content is. Take notes on how your teacher uses the curriculum, the questions she asks and the points she makes. Don’t be afraid to ask for direction and guidance.
Expect to use the school’s curriculum/schedule
This one probably goes without saying, but expect to spend your first week learning the curriculum format and schedule. This would include the overarching schedule of the school (lunch, class periods, etc.) as well as your mentor teacher’s personal schedule (when she takes restroom breaks, what order she covers subjects in, etc.).
Without further ado, let’s get into the list.
How to be the best student teacher you can be – What I Learned on the Job so You Don’t Have To
1. Don’t be late, especially on the first day.
No, I wasn’t late on my first day, but this one is so important I couldn’t let it go without saying, no matter how elementary it may seem. Think of student-teaching as a semester-long job interview—and as a fresh start if you’ve allowed tardiness to be your habit in the past. Even if you’re working in a school you’ve worked in previously, this is a new task with new responsibilities. You’re developing your professional reputation. And on your first few days, you’re not actually teaching yet, so being on time and dressing professionally are two ways you can develop a favorable reputation before you even have a chance to show off your teaching skills. Which leads me to my second tip…
2. Dress professionally on the first day.
Again, your first day is your opportunity to put your best foot forward and be seen as someone who is going to do a good job. A great way to do this is by dressing your best—after all, people see you before they get to know you. Pay attention to how your mentor and the other teachers around you are dressing. After the first week, you can probably feel free to dress like they’re dressing. But making a good first impression by being a little extra dressy for your first day or two is always a good idea.
3. Be prepared on your first day.
Even though it’s your first day, there are still things you can bring with you to look and be prepared. (If you’re interested, I’ve got a free printable checklist of things you should have on your first day of student teaching and why they matter.) And after you begin taking over more and more of the teacher’s responsibilities, being prepared will mean understanding those responsibilities clearly and preparing for them ahead of time. A good rule, not only for your first day but especially when preparing a lesson or series of lessons: be over prepared!
4. Communicate with your mentor.
I can’t stress enough how important a healthy relationship with your mentor teacher is. The first thing you’re going to want to do is talk with her about how much of the classroom she wants you to take over and how quickly. For example, my first week was observing, my second week I taught bell work, the third week I taught bell work and grammar, and by my fourth week there I taught the entire period. Communicate with your mentor so she knows you respect that this is her class and that you want to be integrated in at a pace that’s comfortable for both of you. And as you begin teaching more and more, don’t be afraid to ask questions, ask for advice, and ask for specific feedback on how you could have done something better. Share with her openly your concerns and ideas.
5. To learn students’ names faster, put name tags on their desks.
When I was a student teacher, I had about 50 students spread throughout 3 class periods. My mentor helped me to learn their names by putting name tags on each desk—three names per desk, color-coded by period. I had everyone’s names learned in under two weeks.
6. Remember that you’re still a student.
While you’ll be taking over a lot of responsibilities typically designated to the classroom teacher, remember that you’ll still have things like homework due dates and University meetings. Also remember this is your one chance to teach with an older, wiser teacher in the room. Don’t be afraid to ask her how she would handle a situation or teach a concept.
7. You’re going to need to use the test to guide instruction.
I know what you’re thinking—you just spent more than three years in college classes that celebrated things like Project Based Learning, creativity, and ingenuity in your classroom and admonished you to avoid “teaching to the test.” And I’m certainly not suggesting that you can’t introduce your own creative flair to the classroom lessons and activities. You might even be able to carve out time for your own ideas to expand on what the curriculum is teaching. But as a new teacher using new material, you’re going to have a hard time teaching like your mentor teacher, especially for the first few weeks. I recommend using the test not necessarily to micromanage instruction, but rather as a personal guide so you know you’ve emphasized skills your students will be graded on. Remember, the level you’re able to incorporate your own ideas will depend on your level of planning and how much time is in the classroom’s schedule. Anticipate some time for your own projects, but prepare to use most of your time teaching curriculum, especially for older elementary students.
8. ALWAYS have a plan for extra time.
By this one I really mean, don’t let there be any free time. Always have individual work for early finishers and new group activities prepared for unanticipated extra time at the end of a lesson, text, or class period. Classroom time is too valuable to waste, and idle hands are the best way for students to start getting themselves in trouble. You’ll lose control fast if you allow students to have unstructured time. I’ve attached a free printable list of every student-teaching free time hack you’ll need.
9. Keep your responsibilities organized.
Some things you’re going to take over, while others will remain the responsibility of your classroom teacher for the duration of your time. Talk with your mentor about whose is whose and outline clearly how you’re going to fulfill those responsibilities. Once you’ve done this, my best advice is to fall into a weekly routine with designated times for grading, lesson planning, and planning how to present the concepts in said lesson plans.
10. Pace your lessons.
Observing how your mentor teacher paces lessons in your first week will be vital to your success here. How much time does she give to each section of her day or period? What does she do if she runs out of time? Expect to adopt similar strategies when you take the helm. When planning, budget about how much time you THINK each scheduled activity is going to take. Make sure you have enough time to get to everything each class period. Try to stick to your plan while teaching. The BEST thing I can recommend for pacing (other than practice) is wearing a watch in the classroom so you can take quick, easy tabs on how much time an activity is taking. Remember that some periods/subjects are going to go smoother than others based on the material and the students. If you miss something, don’t sweat it. Make a note for yourself on your desk or on the whiteboard so you know where to pick up with each group or in each subject.
And there you have it! Because every school, grade, and subject are going to be a little different, there’s no way I could cover everything you’re going to need to know before you begin student teaching. But this list is going to give you a firm foundation, a massive head start, and prove to those around you that you’re committed to doing the best job that you possibly can. Remember to give yourself grace because you’ve never had this much responsibility in the classroom. At the same time, strive to be the best teacher you can be by applying these strategies and others you learn along the way.
Blessings in your student teaching experience! I’m so excited for you!