Problems in Supervising Student Teachers

The writer has supervised student teachers (ST) for approximately thirty years in the public schools. During these school years, there were numerous issues encountered pertaining to teaching-learning situations. The role of the ST as well as the regular teacher may be perceived differently by the supervisor as compared to either teacher. There can be considerable congruity between perceptions in methodology of teaching between the ST and the regular teacher. Grave differences may also be in evidence. Curricular Perceptions A sixth grade middle school teacher believed strongly in a rather traditional English curriculum. She followed rather thoroughly the adopted textbook from he school system. At one point, much emphasis was placed upon pupils diagraming sentences. The teacher here had pupils pay very careful attention to pupils diagraming complex sentences containing adjective, adverb, and noun dependent clauses. Pupils seemingly paid very careful attention to the details of diagraming. Time on task was quite evident. The teacher was known for having a quiet classroom. The ST liked creative writing experiences for learners and seemed to frown upon a more traditional procedure in teaching pupils. She had pupils actively involved in writing haiku, tankas, limericks, and quatrains. Learners enjoyed the ST's learning opportunities in which background information was presented t pupils prior to each creative writing endeavor. A variety of methods were used to assist pupils to acquire the necessary prerequisites for poetry writing. The regular teacher wanted the ST to provide sequential activities pertaining to th diagraming of sentences. A lack of congruence between the ST's and the regular classroom teacher were certainly in evidence. How should the goals of both teachers be harmonized? Should each pursue his/her own objectives of instructio during the time the ST is doing her student teaching? These are questions that arise pertaining to the curriculum in teaching-learning situations. Discipline and the Learner There certainly are many procedures to use in disciplining pupils. A regular classroom teacher used assertive discipline methods. Here, the teacher had clearly stated goals for pupil behavior in ongoing activities. These goals were listed on a chart for all pupils to see. The teacher reminded learners periodically of the necessity to abide by these standards in order to have a mannerly classroom. She enforced each rule of conduct carefully after any one pupil had broken a rule. Learners tended to abide by these rules of conduct. A ST doing her student teaching in this classroom believed that the goals for pupil behavior were too rigid and arbitrary. She believed that learners should have a voice in cooperatively deciding which rules of conduct to abide by in th classroom. Learners with teacher guidance should then decide how to enforce eac rule that was broken. The ST emphasized that standards of conduct be flexible and guide learners to attain optimally rather than hinder learning. Heavy involvement by pupils in deciding which standards of conduct to follow emphasized a democracy and democratic living, according to the ST. Several problems need resolving here. Should the regular teacher set the standards of conduct for all learners during the time the ST is student teaching? Should a cooperative philosophy of discipline be stressed between the ST and the regular teacher? If the problem cannot be resolved, should the ST be placed in a different classroom with a teacher who believes more like the ST in the discipline arena7 Classroom Climate A ST believes strongly in pupils enjoying what they are learning and doing. Thu pupils individually should have ample opportunities to choose what is to be learned and attained. The learners then need to find motivation through enjoyable activities and experiences. Pupils should have a minimal number of assigned lessons to be provided by the teacher. …