> Once again, should I be having her teach my lessons first, to
> get used to it?
In my experience, I've found that it is much easier, more effective, and
more meaningful to both myself and the students if I teach from myself.
Covering mostly what others would cover (what 'needs' to be covered), but
w/o some things and w/ some of my own things worked in, but almost always in
my own method. Two of the programs I teach ("Alternatives to Violence" and
"Moral Fitness") were developed by other organizations. I don't teach
either of them 'as they were written', and neither organization expects
everyone to teach it the same way.
> With my student teacher, I commented on her lessons before she
> taught them to help her refine them, then after teaching them we would
> discuss what happened, what was good, what could be improved, etc.
This above, I think, is the very best way to mentor a student teacher, or
anyone actually. If you pull all of this off, I think you're giving the
student the very best of your experience.
In re: working them through the grades and then back to K, I think I agree
with that. K is particularly special, for their level of cognitive
development and the lack of stunting in their creative abilities and
In re: starting too quickly, I don't think so. I'm usually all for
immersion; they ought to have the theoretical knowledge by now, and student
teaching is all about getting the experience and practical applications.
This archive was generated by hypermail 2b29 : Fri Jul 07 2000 - 09:45:03 PDT