tag:blogger.com,1999:blog-2647467334854988300.post9056118677956433694..comments2023-10-20T09:53:14.899-04:00Comments on Ellis' Island of Learning, Leading, and Teaching: Are Teacher Prep Programs Preparing Students for the Reality of Teaching Today?Katehttp://www.blogger.com/profile/09077084731717782271noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-2647467334854988300.post-12761630744645330992008-12-22T09:52:00.000-05:002008-12-22T09:52:00.000-05:00I am currently in my third year as an English teac...I am currently in my third year as an English teacher at the secondary level. I did my student teaching during the Spring semester 2005. It wasn’t so long ago that I found myself sick with nervousness at the impending doom of a room full of students. <BR/><BR/> My methods program at Buffalo State was taught by Mrs. Nancy Deal. She incorporated a number of the requirements that you listed in your post. We had to videotape a lesson to our peers, create unit plans, self-reflect, observe our future cooperating teachers, and teach lessons to middle and high school students. <BR/><BR/> While all of these requirements were helpful, the lessons that have had the greatest impact on my teaching are the ones that I have taught. I don’t know that there is any substitute for actual experience. This comment may seem extremely useless in an attempt at giving feedback, for this I apologize.<BR/><BR/>Everything that takes place from undergraduate study to the first lesson taught alone can be compared to a pre-season game. While the pre-season can offer insight into raw talent and areas that need improvement, it cannot accurately assess what the player or team will do when the lights are on and the stakes are much greater. A team can go undefeated during the pre-season and not win a game during the regular season. I, perhaps, was helped out a bit in this area considering the fact that my cooperating teacher had a baby four weeks into my eight week placement. <BR/><BR/> I found that the greatest benefit from my methods class was the support that we were able to give one another. I am still in contact with a number of students from my methods course. I even married one! Our professor, like you, was extremely resourceful and caring. She modeled everything that she asked of her students and she struck the difficult balance of approachability and professionalism. <BR/><BR/> I guess what I am saying is that nothing can completely prepare a prospective teacher for the moment that all of the students have taken their seats, the bell has sounded, and the lesson is to begin. Had I not received the boost of confidence that my teacher preparation program gave to me, I would not have been able to handle my first placement and many of the obstacles that I faced during my year of limbo as a substitute/internal suspension room teacher. This confidence got me through my first experiences and by then I had something that I could talk about at an interview.<BR/><BR/> Keep giving them the tools that they will need to succeed. Your comments on reflection are right on! Give them the tools and they will learn when and how to use them. It is impossible to prepare for every possible situation with regard to teaching. All that prospective teachers can hope for is a leader that will tell them that the ball will bounce in a way that was not expected and all that matters is that they react to it.Rob Currinhttps://www.blogger.com/profile/07307280365387909500noreply@blogger.comtag:blogger.com,1999:blog-2647467334854988300.post-75176895702495600242008-12-16T23:08:00.000-05:002008-12-16T23:08:00.000-05:00A colleague and I have been discussing this topic ...A colleague and I have been discussing this topic at length lately. Our most recent observations have been around the idea that a majority of the field placements that pre-service teachers are experiencing are in classrooms that do not model 21st century skills. Pre-service teachers are observing classrooms that look similar to how they personally experienced K-12 education. Hence, a vicious cycle continues...we resort to teaching as we were taught. Then along comes the job interview with questions that pertain to 21st century education and the candidates have no relevant experiences to draw upon.<BR/><BR/>So, how do we fix this? My suggestion to my colleague (she places student teachers) is to hand-pick the placements that are in the field. We have been debating the idea of placing students in to two opposing classrooms during one of the semesters - one classroom that exemplifies 21st century learning and one that is more traditional. Then during seminar, there needs to be facilitated discussion around the comparison of both types of learning that the student teachers witnessed in each of the classrooms. Every aspect of the classrooms needs to be compared - from physical environment to instructional techniques used. An important question that needs to be posed during these types of discussions - how is the LEARNING that is occurring in these classrooms different for the students you observed as opposed to when you were a student? WHY is that learning different?<BR/><BR/>Theresa is right - we must model for pre-service teachers the process of formative assessment and we must teach them how to integrate Web 2.0 tools in to their instruction. We must also remind them of the world that they are preparing students for. We must model for them the importance of being a life-long learner.<BR/><BR/>Keep doing what you're doing, Kate! It's what's best for students (K-12 AND beyond0!Lesliehttps://www.blogger.com/profile/11779578118668550201noreply@blogger.comtag:blogger.com,1999:blog-2647467334854988300.post-49313243809512373862008-12-16T22:23:00.000-05:002008-12-16T22:23:00.000-05:00Awesome perspective on this, Theresa...thank you f...Awesome perspective on this, Theresa...thank you for your thoughtful comments. You have directed me to think of other things and I appreciate that. Much to mull over... will get back to you on this. Thanks again.Katehttps://www.blogger.com/profile/09077084731717782271noreply@blogger.comtag:blogger.com,1999:blog-2647467334854988300.post-43749734815684145012008-12-16T21:16:00.000-05:002008-12-16T21:16:00.000-05:00I co-teach a course at another local college for a...I co-teach a course at another local college for aspiring administrators (I should say taught - I won't be doing it again this semester). Our final is a mock interview with an outside person and one of the instructors, using a portfolio they create on curriculum as a part of their final. We received a tremendous amount of push-back from students on what we believe to be an authentic assessment of their knowledge and skills. If you can't talk the talk, etc. And, as with you, most do not do well on the interview piece although all of the questions come from learning activities and discussion in class.<BR/><BR/>Are we preparing teachers for reality of teaching? I am thinking that depends upon our reality - do we teach them how to create assessments and use data, do they understand the process of formative assessment, can they integrate technology, do they possess 21st century learning skills? Most programs do not.<BR/>Maybe the real question should be - are we preparing teacher prep students for the reality of teaching tomorrow!Anonymoushttps://www.blogger.com/profile/16650751013466948312noreply@blogger.com