Mentors/Resource persons for Summer/Winter Camps and - Inspire
Winter 2014 Welcome Mentors & Student Teachers!
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Winter 2014 Welcome Mentors & Student Teachers! Brigham Young University Compiled By Andrea A. Nielsen M.Ed. assisted by Cherice Montgomery Ph.D.
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Winter 2014 Welcome Mentors & Student Teachers!. Brigham Young University Compiled By Andrea A. Nielsen M.Ed. assisted by Cherice Montgomery Ph.D. Meeting Agenda. Eat Dinner and ask Orientation questions to your Student Teacher Student Teacher Responsibilities Student Work Permission Form - PowerPoint PPT Presentation
Transcript of Winter 2014 Welcome Mentors & Student Teachers!
Winter 2014Welcome Mentors & Student Teachers!
Brigham Young UniversityCompiled By
Andrea A. Nielsen M.Ed. assisted by Cherice Montgomery Ph.D.
Meeting AgendaO Eat Dinner and ask Orientation questions
to your Student TeacherO Student Teacher Responsibilities
O Student Work Permission FormO Mentor Responsibilities
O Assuming Responsibilities ChartO SNAP Giving FeedbackO Language Teaching & Learning Wiki
O University Supervisor Responsibilities
Orientation QuestionsO One thing about this
placement that I am looking forward to is…
O One thing about this placement that makes me feel nervous or anxious is…
O When it comes to language learning, I think…
O One thing I hope to explore this year is…
O Other people tell me that some of my greatest strengths are…
O I think I will need support from you in the following
ways…O One thing that you should
know about working with me is…
O One of my biggest pet peeves in working with others is…
O When I get angry or frustrated, I need…
O One thing that you should know about my life is…
O I hope that you will be patient with…
O One thing I would like to ask you is…
Student Teacher Responsibilities
O Professionalism: Behavior, dress, language, punctuality, meeting deadlines.
O Substituting & AP: O Emergency: Only for mentor, no pay, no more than 1 dayO Partnership Conferences or Professional Assignments: Joint
approval of Dr. Montgomery, Professor Nielsen & Principal, not to exceed 2 days unless cleared with the Education Field Services.
O No AP classesO Teaching:
O Gradually assume responsibilityO ObservationO Collaborative teaching and planningO Focus class, additional sections, additional prepsO Full loadO FeedbackO Fade out
Permission Form for Sample Student Work, Photos, and Video
O http://languagelinks2006.wikispaces.com/Seminar+in+Student+Teaching
Mentor Teacher Responsibilities
O W-9 Form: So you can be paid your honorariumO Orient Student Teacher: Classroom space, copier,
orientation questions, school cultureO Schedule Student Teacher’s Responsibilities: Tentative
schedule of when the student teacher will assume classes
O Teacher Work Sample: Fitting it into the curriculum, teach at the end of February and into March
O Lesson Plan Expectations: Mentor, Professor NielsenO Regular Meetings:
O Feedback and support (emotional, mental, pedagogical)O Make your thinking visible to the student teacher
O CPAS and Letter of Recommendation: Due online by April 15th
Student Teacher Assuming Responsibilities Chart
O Chart
SNAP Student Teacher FeedbackSpecific Notice Actions Parameters
Identify a specific
component of the more general problem
Model what to notice
Provide two or three
concrete actions to try
Identify conditions that influence when to apply
the actions
General problem:
Students are restless
and inattentive
Specific problem:
Lesson is irrelevant to students’ lives/interests
Lesson is too abstract or teacher-centered
Students have been sitting for too long
Students are ready to move onto the next
concept (i.e., teacher spent too much time on the activity or concept)
Unclear instructions or
not enough scaffolding/structure
Comments (i.e., “This
is BORING!”)
Glazed eyes
Jiggling legs/feet
Slouching posture
Shifting in seats
Talking
Tapping fingers
Yawning (exaggerated or loud)
Have students turn to
a partner and discuss a personal experience related to the lesson
Give students
something kinesthetic to do in response to your prompts (clap v. stomp feet, thumbs up/down, signal cards)
Ask students to stand
& stretch (or do a curriculum-related energizer)
Switch to the next
activity
Add some additional scaffolding or have students turn to a partner and summarize the last segment of the lesson
Student teachers feel less helpless when they have options for action Empower your student teacher by providing general principles or “rules of thumb” that help them make better decisions about when to apply each technique The more the student teacher can act with SUCCESS, the more confident they will feel
Language Teaching & Learning Wiki
O http://languagelinks2006.wikispaces.com/
University Supervisor Responsibilities
O Observation VisitsO 4-5 visits (unless there are problems or special invitations)
O Announced/invited (but may also drop in)O Written lesson plan, worksheets, place to sitO Time for feedback after the observation
O FeedbackO Self-evaluation (oral and rubric)O Discussion: Classroom management, comprehensible input, contextualization,
scaffolding, student-centered practiceO Goal SettingO Questions
O SupportO Facilitate communication and provide ongoing support to student teacherO Assist mentor and student teacher in collaborating to try new things
O OnlineO MaterialsO PhoneO Weekly seminar meetingsO Wiki
Basic InformationO Contact Information
O E-mail:O Cellphone:O Home phone:O Work phone:
O LogisticsO Arrival/Departure timeO Dress codeO ID cardsO ParkingO Space for personal belongings
O MaterialsO Copies of disclosure documentsO Seating chartsO Textbooks
O ExpectationsO Involvement of the student teacher in class
O SchedulesO Assuming responsibilitiesO Observation visits
Informational LinksO Language Links Wiki
O http://languagelinks2006.wikispaces.comO Culture Connection Wiki
O http://curlureconnection.wikispaces.comO FLTEACH
O http://web.cortland.edu/flteachO FLTEACH Daily
O http://paper.li/tag/flteachO Guidelines for Effective Mentoring
O http://education.byu.edu/ess/mentoring.htmlO Policies &Procedures Handbook for Student
Teaching & InternshipsO http://education.byu.edu/ess/documents/policy_hand
book.pdf
BYU Contact Information
O Andrea A. Nielsen M.Ed.Dept. of Spanish & Portuguese3005F Jesse N. Knight BuildingBrigham Young UniversityProvo, Utah 84602801-422-8326 (Office)801-899-9293 (Cell)[email protected]
O Cherice Montgomery, Ph.D.Dept. of Spanish & Portuguese3177 Joseph F. Smith BuildingBrigham Young UniversityProvo, Utah 84602801-422-3465 (Office)[email protected]
Thank you so much for coming!!
We appreciate you!!
