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Expectations for Student Teaching, Essay Example

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In my student teaching I attempt to emphasize knowledge gained by feeling. Feelings stir the intellect, provoke reflection, and inspire authentic inquiry. Through dialogue and independent and collaborative work, I develop my skills of imagination and reflection and put them to the purpose of understanding learning – to unveil what has been tacit and to make explicit my thought processes and the impact of my life experiences to my behaviors in classroom.

I believe each student comes into the classroom experience with different readiness, experiences, motivations, and perceptions and will therefore have somespecialwants from me as a teacher. While a lot of time spent on organizing, reading, and preparing, I do so with less anxiety and nervousness to be ‘perfect’. In reassessing my role as a student teacher, I realized my responsibility to improve my students’ proficiency fulfilled only part part of my responsibility to them. I had an equal responsibility to improve their learning. I needed to reflect on the implications of this new responsibility. I had always seen my role in terms of providing language support for my students until they were capable of assuming that role for themselves. I believeI will work diligently to further my skills.

Clear, measurable, and realistic – that is how I evaluate the efficacy of students process. A change in the quality of being, growth in the quality of consciousness, evolution of spirit: these are the results I am talking about. It is about who I am, not what I know. It is about why I do what I do, not what I say, or what I do. I teach students their roles and my expectations. As a student teacher, I work to identify readiness-to-learn moments. For example, I identifyrequired vocabulary and write them on the chalkboard, or I conclude a quick role-play activity to focus attention on the correct words or phrases to use. I conduct ongoing needs analysis so as to effectively prepare for whole-class and more individualized instruction.

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