Calling All Cooperating Teachers!

Chapter One

 Be Welcoming

            Imagine…you walk into a school building not knowing a soul. Not a student. Not a teacher. And to top it off, you don’t have much experience either. This is what a pre-service teacher feels when they walk into a school in which they’ve never been in order to gain more experience through observations, pre-student teaching, and even student teaching. You, the cooperating teacher, can make all the difference and ease some of the anxiety that a teacher-candidate experiences. Welcome your new intern and show them the ropes. Some CTs underestimate what a difference it makes just showing their interns where the restrooms are, where to go to make copies, and most importantly…introducing them to the students. All of these gestures create a welcoming atmosphere and give the teacher-candidate one less thing to worry about.

Chapter Two

 We are There to Learn, Not to Evaluate

            One of the most important things that a CT needs to understand is that pre-service teachers are not there to evaluate them and his/her teaching, but to learn and to gain experience. Please, don’t be afraid to be silly and make mistakes. It teaches us that these things are okay and sometimes necessary. We understand that every teacher has his or her own style, and that there will be things we both like and dislike about each unique approach.

Chapter Three

 Remember the 3 to 1 Ratio?

            You’ve heard a thousand times how important it is to give more positive comments to students than negative feedback. This also applies to student teachers. Sure, we don’t need to be coddled and told how great we are all the time so that our self-esteem can build, but keep track of the kind of feedback you are giving your pre-service teacher. We can get down in the dumps, too, just like any other person. Sometimes a “great job on that lesson!” can go a very long way. Don’t get me wrong; constructive criticism is imperative to a student teacher’s learning and overall experience. It would be terrible if you didn’t let a student teacher know that they were teaching material incorrectly just because you were afraid to tell them they were doing it wrong. We know we make mistakes that need to be corrected. We crave your advice; just be careful. It’s just as important for pre-service teachers to know what they are doing right as it is for them to know what they are doing incorrectly.

Chapter Four

Get Your Intern Involved

            If you’ve had WSU students who were completing observations in the past, you have probably noticed that they spend the majority of their time sitting in the back of the room, timidly taking notes while watching their surroundings. Most pre-service teachers in the beginning of their core classes have very little experience working with students and may not be quite sure how to get started. Help them get involved by inviting them to assist you in activities such as small group work and team teaching. Although observations are reserved for, well….observations, pre-service teachers can make the most of their time by gaining experience with students and the curriculum. I know the main reason why I wasn’t sure how to interact with students in the beginning core classes was because I hadn’t yet formed relationships with those students. If you help your intern form those relationships and get to know the students, you will see him/her flourish in the classroom setting.

Chapter Five

Reduce, Reuse, Recycle

            One of the most helpful things a CT can do is flood his or her intern with materials that they can use in the future. Books. Lessons. Graphic organizers. Articles. And more lessons. If you’re comfortable with it, invite your teaching intern to bring a flash drive so that you can copy files onto it.  It may be true that your teaching candidate may not be able to make use of those materials at that given time. But as you well know, there will be a time when they will need creative ideas for Dante’s Inferno, and the like. Student teachers can then use these materials and adapt them to fit the activity/unit at hand. This will also help create a welcoming environment and will send the message: “here, I want to help you”.