Case Study 37:“Unprepared”

Pg. 160-161

Jodie SchravenLouisiana State University

Ashley WatlingtonMcNeese University

Problem (p. 160)

-ST was not prepared for lesson despite her intentions

-Gave no explanation to the CT

-Substituted with routine lesson

-ST told CT she was unprepared due to a newly found relationship

What Do You Do (options)?• Review ST’s obligations again with her developing a strategy that will enable to

successively demonstrate to to CT that she is capable.

• Agree on a predetermined date and time for when LPs are due explaining that CT will teach if she is unprepared.

• Discuss a personal schedule so that she can balance her ST duties with her personal life.

• Ignore it. (Discuss online w/consequences this holds).

• Discuss collegial responsibilities while still in the classroom with her.

• Ask her if she could tell (or tell her) how her lesson affected students.

*Worksheets 4 and 8 from the textbook can help as well for ongoing feedback regarding planning.

(Henry & Weber, 2010)

Review the following with ST:

• LPs support school mission goal. (have mission goal available demonstrating LP connections)

• LPs should guide individual lessons.

• Demonstrate alternative method for planning & give specific feedback.

• Plan for enough in advance to allow time for gathering resources & time for reflection.

• Develop a long range plan (CT can show the ST her LRP and describe how using a LRP helps write the daily & weekly LPs).

• Devise a system of planning that can be used in the future. (calendar, text reminders, etc.)

(Henry & Weber, 2010)

Points for ST to Consider in Determining the Nature & Extent of Advance Preparation

• Necessity of advance planning for a particular class or unit• Progress of the ST• Amount of preparation that would be involved• Ability of ST to think in long-range terms• Time available for preparation• Availability of resources for planning.

*If ST considers these during her planning, she will more likely know what is a feasible lesson activity or not, how much time will be required to successfully implement the lesson, etc.

(Henry & Weber, 2010)

ST Responsibilities when Writing LPs:

-Who will be taught (nature of student group)-describe the students of the classroom; have her include accommodations on LP.

-What is being taught (content)-can she identify the content and objectives, make real-life connections for students, etc?

-When is it to be taught (timing)-date, class period, how many periods

-How will it be taught (methods & techniques)-are her copies made for students, did she put in technology request, arrange speakers, etc.?

-How will it be evaluated (determining progress)-are her student assessments ready to be administered; how will know if she students have mastered the lesson objectives?

-When is it due to my CT? When do I need to submit technology or resources requests?

-Long range plan gives continuity to daily plans from day to day. CT should make sure the the LRP and the daily LPs relate to each other.

(Henry & Weber, 2010)

Personal Schedule

Both sit down with a calendar & designate days for staying at school to collaboratively plan. This way the ST has the CT’s assistance with a significant amount of materials at their fingertips. They could draft a LP template & ST can complete it online and email for CT feedback at least 10 days in advance so CT can send it back a week before the lesson. CT should remain empathetic and mention ST’s strengths while still stressing importance of time-management. Maybe suggest to ST to chat with her new significant other about her time-consuming student teaching semester and that they may even need to consider a schedule for their dating.

Lesson Effectiveness

• Have the ST reflect by journaling her perspective on the effectiveness of her lesson.

• Discuss journal response together while gathering some pros and cons of the lesson.

• Really stress the impact on the children; suggest that she ask the students to complete a plus/delta on the lesson to give further feedback.

References

Henry, M. A., & Weber, A. (2010). Supervising student teachers: The professional way (7thed.). Lanham, MD: Rowman & Littlefield Education.