The Student Teaching Experience: Cases from the Classroom (2nd Edition)

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9780130261007: The Student Teaching Experience: Cases from the Classroom (2nd Edition)

This efficient casebook enables 3-way communication between the student teacher, the cooperating teacher, and the university supervisor—and discusses the reality of functioning within a team of comrades who bring goals and perspectives that are sometimes identical, and at others times different, to a common student teaching experience. 163 cases about real-life, everyday classroom activities make this book immediately applicable and useful in the field. Coverage starts from day one in the assigned classroom, through the adjustments of beginning to teach there, and on to the certification and job application processes. Emphasis on classroom management and classroom organization presents a focused, unified approach to running the classroom. Readers will think about how teachers' skills impact the classroom as a cohesive unit and the success to which a classroom functions as an interdependent body. Each chapter offers guidelines for the student teacher, guidelines for the cooperating teacher, case studies, references, and recommended readings. The book also contains a variety of instructional technologies, including Internet experiences and websites to assist the student teacher. Student teachers will benefit now from reading about many and diverse situations they may experience in the future.

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From the Inside Flap:

Preface

This book addresses the practical, day-to-day induction into the classroom of the beginning student teacher. It guides the student teacher from day one in the assigned classroom through the adjustments of beginning to teach in the classroom and on to the certification and job application processes. Portions of the text are presented for the benefit of the classroom cooperating teacher. It is anticipated that the university supervisor also would make use of this text to assist in the professional induction and successful assignment of the student teacher.

Special recommendations are listed as guidelines; they are meant as suggestions that may stimulate the process of induction and give more confidence to both the student teacher and the cooperating teacher. In this book, the term cooperating teacher is used to indicate the classroom teacher who will host the student teacher in his or her classroom for the student teaching assignment. The term university supervisor is used to designate the individual from the university who is assigned to visit, support, and evaluate the student teacher throughout the school term.

The case studies presented in each chapter introduce real-life school experiences for the student teacher. These cases should stimulate discussion and afford opportunities for small and large group discussions and role playing. Although some of these cases appear to be extreme, most have actually occurred.

Topics within chapters have been clustered chronologically, from beginning to completion, according to the stage and subject topic of student teaching. The limited time of both supervisors and student teachers demands a practical how-to book on moving through the experience successfully. The writing is compact and to the point and has been proven practical. Although the cooperating teacher, the university supervisor, and the student teacher cannot possibly accomplish all of the suggestions that are given, these suggestions can be used as springboards for discussion.

The current annotated bibliography found at the end of each chapter offers references for the student teachers and the coordinators seeking additional ideas and sources of research, additional suggestions, and student teacher-related information.

This book attempts to bring together the necessary ingredients for a meaningful student teaching experience. I recommend this book for undergraduate and graduate classes dealing with general methods, the preparation for student teaching, and the supervision of student teaching. This material has been used successfully for the training of supervising teachers, and it would benefit in-service and staff development programs in public and private school districts as well. ACKNOWLEDGMENTS

I wish to thank the many students, student teachers, cooperating teachers, and university supervisors who have given us feedback on these cases and on the first edition of this text. Of special note are the following reviewers: Elaine Chakonas, Dominican University; Manina Urgolo Dunn, Seton Hall University; Susan Hahn, St. Mary's College of California; Michael Perl, Kansas State University; and Marilyn Ward, Carthage College.

I want to especially thank Dr. James Yarling, my co-author in the first edition of this book, for the investment of his time, energy, expertise, and professional dedication. Dr. Yarling is legendary among his student teachers for his knowledge, tact, diplomacy, and professionalism.

Most of all, I want to thank my husband, Dr. Charles H. Wentz, for his patience and encouragement. Charles fed the cats, walked the dogs, took time from his own exciting professional endeavors, and did all those things I would be doing if I had not been revising this text. I am grateful for his personal and professional support.

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