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Weekly Elementary Lesson Plan Templates Identifying names of students and professors

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Weekly Elementary Lesson Plan Templates Identifying names of students and professors Powered By Docstoc
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          My university      My university
          supervisor was     supervisor made
          clear about        me feel            My university          My university
          expectations for   comfortable        supervisor helped      supervisor had high
          me as a teacher    asking questions   me feel more           expectations for my
          candidate. (MTS    or seeking help    confident about        level of excellence in
record_id #9, #10)           with a problem.    my ability to teach.   student teaching.




  718897 Strongly Agree      Strongly Agree     Agree                  Strongly Agree




  720025 Strongly Agree      Strongly Agree     Agree                  Strongly Agree




  724375 Strongly Agree      Strongly Agree     Strongly Agree         Strongly Agree
719949 Disagree         Disagree         Disagree         Agree




719964 Strongly Agree   Strongly Agree   Strongly Agree   Strongly Agree




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718872 Disagree         Agree            Strongly Agree   Agree


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732347 Agree            Agree            Disagree         Agree
783972 Strongly Agree   Strongly Agree   Strongly Agree   Strongly Agree
                                                         It was easy to
My university                                            communicate with
supervisor made       My university    My university     my university       My university
helpful suggestions   supervisor was   supervisor        supervisor (by e-   supervisor helped
and gave me           supportive and   expected me to mail, phone, or        me solve
constructive          helpful to my    have lesson plans appointment) if I   problems that I
feedback after each   cooperating      ready and to be needed to reach       encountered in
observation.          teacher.         prepared.         him/her.            student teaching.




Strongly Agree        Strongly Agree   Strongly Agree   Strongly Agree       Strongly Agree




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Agree            Disagree         Agree            Disagree         Disagree




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Agree            Agree            Agree            Agree            Disagree
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Agree            Agree            Strongly Agree   Strongly Agree   Not Applicable
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My university
supervisor
encouraged me to
participate in
school-wide
functions and
after school
activities.




Strongly Agree




Agree




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Not Applicable




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Agree
Strongly Agree




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Agree




Agree

Strongly Agree
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Agree




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Agree

Strongly Agree
Not Applicable
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Agree




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Agree
Agree
Please describe ways in which your university supervisor was especially helpful or outstanding. If you were
writing a thank you note to your university supervisor, what would you say?




Dear x: I am very thankful for all of your support throughout my whole student teaching experience. You have
been very helpful and gave me advice on specific issues that I encountered in the classroom. You are very
understanding and willing to help, but you also expect a great deal as a supervisor. I believe that is important
because you were not too strict, but I knew the expectations; it was less intimidating knowing that you would be
there to support me and give me positive feedback as well as negative. Thank you for everything throughout
these last fourteen weeks! My experience could not have been better!
Sincerely,

x was very thorough in his evaluations and asked about my personal life and sleep habits. I would tell him that I
appreciated his concern, enjoyed his comments, and was mostly left bolstered by the confidence he supplied. I
hope I can continue to stay in contact with him over the years.

x,I have tried to think of words that might express my gratitude for having you in my life, for having you as a
guiding light, for believing in me, and building my confidence as someone who will someday be a great teacher. I
try to think of the words to express how you have entered my heart as much as my mind. I try to think of how I
will pay it forward. When I become a teacher, I will walk in thoughts of you. When I try to give my best every
day, I will walk in thoughts of you. When I help students with broken wings, I will walk in thoughts of you. When
I help students to fly, I will be walking in thoughts of you.
Respectfully, and with great admiration, x
-Professionally dressed.
-Initial meeting held with cooperating teachers and another student teacher (before student teaching began).
(Note: After discussing with cooperative staff, this is the general consensus.)




Dear x,
Thank you for allowing me to believe in myself. I will always remember your positive words of encouragement
and your caring attitude. Take care and God bless.
X
x was very understanding and helpful. He was a great listener as well. Whenever I had a problem or concern, he
would always get right back to me. He was very supportive and although he did not know me all that well, he
seemed to have a lot of confidence in me, which means a lot. He was very easy to get in touch with and prompt
to reply to emails. Also, his feedback on the observations were really helpful as well. Overall, he was a very nice,
approachable person and someone with whom I could confide in.
x provided me with invaluable advice and was willing to point out my areas of strength and provide suggestions
for my areas that could use improvement. She was always available and gave out great teaching resources and
tips. I would say thank you for doing such a great job.




She was very understanding and flexible with me. I appreciated that she did not rush through visits and really
dedicated time to discussing my experiences.


My university supervisor was very laid back and supportive. He made it a comfortable atmosphere and I did not
feel as though I was being judged. I also liked the way he interacted with the children. He also was helpful at
pointing out my strengths and needed improvements.
My university supervisor was very laid back and supportive. He made it a comfortable atmosphere and I did not
feel as though I was being judged. I also liked the way he interacted with the children. He also was helpful at
pointing out my strengths and needed improvements.
Dear x,
Thank you for all the constructive advice and assistance. The book you loaned me helped me in preparing lesson
plans. I appreciate your efforts to guide me into my future of teaching.
                                                                                  Sincerely,
                                                                                   x
x,
Thank you for your supportive attitude during my student teaching. I knew what expected from me and I thank
you for keeping me accountable to those expectations. You always pointed out what you enjoyed about my
lessons and encouraged me to work on areas of improvement ,with a postive attitude. I knew I could call on you
for support. You allowed me to have a postive and successful experience, Thank you!!
Sincerely,
x




x was very helpful to me. She encouraged me when I did not feel as though my lesson went as well as I would
have liked. Also, she gave me great suggestions to improve my lessons.
My supervisor was extremely complimentary and supportive. She really helped me gain confidence in myself as
a teacher.




She has helped me with my confidence. I came into student teaching with absolutely no confidence. I was very
nervous and self-conscious. She consistently complimented me and pointed out ways in which I was succeeding.
This allowed me to come out of my "shell" more. She has helped me to be the best that I can be.




x was everything I needed as a teacher candidate and nothing more than what I needed. He did not bog me
down with pointless refelections and mindless busy work. He knew what was the most important thing;
teaching. After each observation we would sit down and talk about what I did and he observed. We talked
about everything ranging from classroom management to conducting and interprutation. He was a great
university supervisor to have.




I really appreciate all of the encouragement and motivation my university supervisor gave me. Student teaching
started off very rocky for me and with the help of my cooperating teacher and university supervisor I was able to
overcome my obstacles and grow as an educator. I am really looking forward to teaching in my own classroom
very soon. The feedback and encouragement from my cooperating teacher and supervisor have let me know
that I am ready to take the next step in beginning a career in education.
If writing a thank you I would first say thank you for listening. She did that well and had wonderful supportive
comments. We had several long conversations after several observations regarding some of my frustrations.
She had wonderful solutions that I would have loved to put into action but the cooperating teacher wasn't in
favor of me trying these. I had to be very careful in doing this. I would also thank her so very much for
encouragement. I didn't get this from my cooperating teacher as she had such a negative view on children, the
school district, the tone of the building, etc. With x this would not have been easy! Thank you x!




My US had high expectations for me throughout the entire semester of student teaching. She encouraged me to
be the best that I could be. She showed me the importance of gettting students engaged in lessons.




If I were to write a thank you note to my university supervisor it would express nothing but gratitude toward her.
When I was struggling with a time management issue she was extremely helpful and concerned. She stayed in
contact so that I knew I could count on her. She gave me suggestions on what to do, and they worked. Right
                                                                              and
from the first time I met her she vowed to be our biggest “cheerleader― lived up to it. She was
extremely supportive. She has an excellent relationship with the x school district because of her upbeat and
positive attitude.




x did a wonderful job of being specific of the positive and constructive criticism throughout my lessons. It gave
me the opportunity to fully reflect on my lessons, since she was seeing things that were exceptional, or things
that needed to be improved. Plus, she was fairly good at providing me with ways to correct the negative points
in my lesson, whether it was discipline, or extra work.


I was especially thankful for the "change of state" activities and the accompanying handout.




I would tell her that I really appreciated her honest feedback and constructive cristicism. I would also thank her
for giving me ideas to use in the class, and for listening when i had an issue.
Thank you for giving me encouragement after watching me teach. Thank you especially for advising me about
classroom management issues.


x always made me feel comfortable when asking for advice. He always welcomed my questions and answered
them completely. I really appreciate his positive attitude and outlook, and for all the encouragement he gave
me along the way. I feel he and I developed a positive relationship throughout my student teaching experience
and I could go to him for anything I needed along the way.




Being pregnant throughout my student teaching experience, x was extremely helpful and understanding when I
had a complication arise early on. The discussions that we would have after she observed me were very
enriching and helped me to better understand myself as a teacher. Everything she has done for me has had a
huge impact on me, and I know that I will be a better teacher because of her.




x was very positive while also providing constructive feedback.




 I would tell her that I appreciated her availability even though I knew she was very busy. I would also make a
point to tell her that she was sensitive in how she presented feedback to lessons. She was pretty much
wonderful!




My university supervisor was excellent. He has wonderful professionalism and gave precise critiques. He
demonstrated a clear command of my subject and gave great advice on how to help me improve my teaching.
He is personable and very easy to talk to.

x was encouraging to me throughout my student teaching, especially after one trying lesson that I had with first
graders. I appreciated her encouragement after the observations she had of me.
I appreciate her suggestions for maintaining classroom management. Her techniques proved to be effective.
The feedback/suggestions for improvement were really helpful after each lesson. This allowed me to see my
strengths and weaknesses. I feel like my university supervisor had a solution to whatever problem I had during
student teaching such as parent problems, time management, etc. She was extremely supportive throughout
my whole student teaching experience. Thank you!




He was a great outlet for communication during our meetings. There were things that I felt more comfortable
talking to him about rather than my cooperating teacher.


My university supervisor was fantastic, he was always willing to help me and give me advice. He always made
sure he had a lot of time to give to me when he came to observe me. I never felt like he was running out on me,
or was too busy to talk to me. When he came to my observations, his attention was 100% dedicated to my
questions, and helping me to improve. x provided me great feedback both positive and constructive. He also
gave me tons of great teaching ideas to add to my repertoire. Overall, I will certainly miss his continuous
support, I hope to have a mentor like him when I find a teaching position.
x was especially helpful in finding a new placement for me after my first few weeks of student teaching at x in
Chicago went very poorly. He guided me through the steps of reporting my situation to the proper authorities
and finding a new placement.

x was also very helpful in guiding me through the job searching process - including going over my resume with
me. He was a great help!




She was amazing! She was very encouraging! She also brought us little educational gifts at every visit.
x was always so encouraging. She was an outstanding mentor. I could always call or email with a question about
lesson plans, different situations that arose, or anything in general. Another positive attribute was her flexibility.
When planning lessons, things sometimes change and I would need to reschedule her observation. She was
always understanding and accommodating. x was easy to talk to and make me feel confident in the job I was
doing in the classroom. Overall she is an extremely compassionate person who genuinly cared about her
student teachers. I was thankful for her throughout this whole experience.




x has been a major influence in my teaching career. She has been so supportive and collaborated with great
ideas to contribute to the classroom. Millikin is lucky to have her for a university supervisor.

If I were writing a thank you note to my university supervisor, I would tell her thank you for all of the positive
feedback that was given about each lesson taught. I would also thank her for the encouragement given to help
through times when I didn't think I was doing so well. My university supervisor was outstanding!
x was my rock when I was about to throw the towel in due to difficulties I was encountering with my cooperating
teacher. She was wonderful in reassuring me that I would be a great teacher and had alot of possitive qualities
needed to be a teacher. x helped me put things in perspective by reassuring me that if the class I was teaching
was my own class I would probably to things much differently. She reminded me that I was a visitor in another
teachers class. She comforted me in helping me to reexamine the fact that I was not teaching in my own
classroom and that it was a difficult and delicate situation to be a visitor as well as a host. She encouraged me to
do the best that I could do, knowing that I was a visitor. x enlightened me to the fact that I would not be graded
(or fail was my fear) due to my cooperating teacher not being very cooperative.




x was an extraordinary supervising teacher. She was constantly there to praise my hardwork and dedicaiton, but
also there to support me and provide suggestions and feedback at times when they were needed. I have learned
so much through this student teaching experience, and credit must go to x in addition to my cooperating teacher
for making this experience the best it could ever be!
She gave both positive thoughts and things to work on for each observation she did-gave ideas integrate
student/individual learning-quickly got feedback to me about observations.




Thank you for being supportive and reliable. I am grateful that she was always willing to answer my many, many
questions even about the silliest things. She was very quick to reply to answer emails and understanding. She
gave constructive criticism when needed which helped me out then and will help me in the future. My
experience ran that much smoother because of my university supervisor.




x was always very positive and gave insightful suggestions on how to improve lessons.
I really like the written feedback that was given. Not only was the feedback provided in written form but in oral
form as well. She always went over what she had ridden. I also felt good when she was talking to me. Even
when giving constructive feedback it was still in a very positive manner. She is always positive and pushed for
excellence.

The feedback I received after an observation was very specific and told me exactly what was good or bad and
what I needed to improve on.
My university supervisor helped me to remember why I wanted to be a teacher in the first place. He helped me
sort out the important aspects of teaching from the requirements of teaching. When I became focused on
“managing”    student behaviors, he reminded me to use teachable moments to help students’ to problem-
solve when issues aroused. I believe that this helped me to focus more on my students’ needs and not just
the mechanics of teaching such as lesson plans.




Thank you for the honest feedback from your observations. You always started with the positives and
emphasized the areas that needed improvment.




x was always very encouraging and helpful during our discussions. After each lesson we reviewed what went
well and what did not, and she helped me reflect as needed. She provided useful, applicable ideas for each
situation and I found her experience in the classroom very helpful insofar as describing different approaches to
common problems.




She was very positive and willing to help with anything. She was confident with my teaching abilities.




x was always available and easy to get in touch with. She expected my lesson plans ahead of time and made
those expectations clear.
Thank you for being so supportive and understanding. I appreciated how quickly you responded to my questions
by email.
x was highly encouraging and always easy to contact if an issue arose. There were times when she went above
and beyond what I expected for a Supervisor. Her comments were always extremely encouraging, and her
suggestions were communicated in a professional and nice way. I feel like I have come a long way in improving
myself as a teacher as a direct result of x and all she has done for me.

x was always very professional and helpful during visits and after school meetings. He helped me improve my
resume and cover letter for applications and spent hours of his time meeting with me after school. I am glad he
was willing to not only improve my teaching, but to help me with my professional development and job
application/interview skills as well.




x's expectations were extremely clear and organized. It was always easy to get in contact with him regarding any
questions and/or concerns. He made it a point to make sure all scheduled obversations were clearly marked on
the calendar and kept a constant stream of contact through this entire experience.




I really appreciated her support and feeback to help me grow and develop as a teacher.




He pointed out that I needed to work with two children that were developmentally delayed and made
suggestion. Also, he recgonized my past experience as a teacher.




He listened to me when I was particularly upset about a problem I encountered. I have had a really rough
semester, and I appreciated all he did for me to help me become a better person/educator.

x was very thorough with his observations, giving detailed copies of his thoughts on the lesson in written form,
as well as summarizing orally after lessons. He was also always willing to provide additional suggestions and give
insights into what his approach might have been were he teaching the course.
Thank-you so much for your ideas and things that you would like to see in lessons. I enjoyed having my students
do reciprocal teaching and loved your suggestions to give them some time to do group work. (My class loved
group work!) I really feel like we both have the same ideas and beliefs when it comes to our philosophy of
teaching. I loved talking to you and learning from you! I hope that someday I will be getting my doctorate just
like you. You were really a good role model for me.

Thanks,
x
x was extremely confident in my ability and gave outstanding feedback after every lesson. Her experience and
knowledge in teaching was very apparent and she offered realistic advice that was truly helpful in the classroom.
She was personable and friendly, and I felt very comfortable sharing my experiences with her. I was very
comfortable while she was in the classroom observing, and the students responded well to her also. She also
spoke openly with my cooperating teacher and was very willing to collaborate. She was flexible and willing to
work with our difficult schedules. I know that I will have her support in my future endeavors.




She was very easy to talk to. She had a lot of great advice and tips that I could try. She was very honest with me,
and I really appreciate that.

I would like to thank her for recognizing the culture of my classroom, and realizing that a loud class is not always
a bad class. I also appreciated the words of encouragement during my student teaching and in my letter of
reference. She made me see things in myself, that I didn't even know existed.
My university supervisor was always setting high goals for me to attain. He expected a lot out of me, but that
helped me that much more for the next observation.


Thank you for showing me the good things going on while i was teaching.
How could your university supervisor have been more helpful to you?




Being as though x was the instructor for my senior seminar course, i was able to hear advice from her on all
angles even though some of the issues were not personal to me. She was very helpful to everyone in the
classroom.




He would have needed more specific resources and dates from the university to be more helpful. He did not
know deadlines or specifics on ending procedures, but that was not information given him by the Millikin.
-To be more supportive and communicated with my cooperating teacher.
-Discuss deficit(s) with my cooperating teacher and myself which may have a negative impact of overall grade
and a chance to correct it. To date, I have never received my last two obs




He could not have been more helpful than he was.
I have no suggestions, she was very helpful and I learned a lot from her.




-----




Nothing... she was great




N/A
She was wonderful. I have no criticism at all.




By coming to class everyday of the week. Not something that is possible I am sure.




In the beginning my university supervisor was not understanding at all in the challenges I faced. I really felt as if
my supervisor did not care about my well being on a personal level. What I feel could have have been different
was gaining a more personal relationship with my supervisor.
After conversations and her hearing my limitations with regards to classroom discipline I wish that some of those
comments would have been stated in the evaluations. On occassion her suggestions were wonderful and yet, I
felt the way they were written, to the outsider made me sound inadequate in this area. Many times my hands
were tied. Also, we had several severe behavior problems in the room that I would have collaborated with social
work or behavioral expertise on but that was not allowed. Removal from the classroom wasn't allowed and
there were several instances of students kicking or knocking desks over that I would have removed them. These
comments weren't recorded on evaluations and I would have just felt better having it recorded that there were
options I would have loved to try but my hands were tied.




I believe that the US needs to be more involved in the program in general (especially if he/she is to be the one
giving the grade in the end). The US met with me five times throughout the internship, and I got a lot out of
each meeting, but, each visit was less than an hour. Another issue I had was that for a few of the observations,
the US was late. I felt that for the first few observations my US would show up late and leave early. Also, there
were times when it was difficult to reach my US, or I would have trouble getting a reply to emails.
I am not sure how she could have been more helpful. She is always available when I need her. She is great, and
was sure to tell us that she is available to us anytime, even at home.




With co-teaching it was difficult to know if we were on the right track. I know it's only a pilot program right now,
but for future co-teachers having an outline of what is expected during co-teaching. For example, there is a set
way traditional student teaching is done. With co-teaching, my co-teacher and I felt we were unsure of how to
do it. Was I still getting enough alone time? Were we doing enough of the co-teaching strategies?


She did not send me templates that I needed for lesson plans. They were on a CD and she kept telling me that,
but would not send them. I finally got the templates from a member of my cohort.
I could have used more practical advice instead of vague advice.




I feel x did as much and he could for me. I cannot think of any area where he could have been more helpful.




She was more helpful than I could have imagined.




I have no suggestions for this question. x was very helpful and always answered my questions.




 I can't think of any ways that she could have been more helpful. She was there when I needed her: by phone, in
person, or email.




My university supervisor was excellent and the only instance that he could have been more helpful is if he could
attend my concert. Attending my concert was not feasible for him due to reason beyond his control.


I can think of nothing at the moment.
I can't think of anything. My supervisor was very helpful.




I cannot think of anything that he could improve on. He was really great.




I am not sure that he could have, he was more than willing to give me his time, feedback, and ideas inside and
outside the classroom. He always responded in a timely manner to e-mails, and made sure I have the
information I was looking for. Millikin university is lucky to have found him.




N/A




Really she was great. No improvements needed.
she did an excellent job!




I can't think of how she could have been more helpful...She was great!


x was excellent!


x was so helpful to me not only when I felt there was not enough cooperation between me and my cooperating
teacher but with each observation. x provided me wonderful feedback for each observation as well as some
websites to use for closing activites. I just can't think of any ways x could have been more helpful as I think I
could not have asked for a better supervisor. She was responsive to emails and provided me her cell phone
number so she was available when I needed her. My student teaching experience was a success because of the
help that x provided.




The co-teaching pilot was a bit confusing; however, I felt that we were all confused together.
-provide more ways to integrate technology
-provide more classroom managment ideas after having seen my classroom setup




I could not have asked for more from my university supervisor. She was a shoulder to cry on and supportive
throughout.




My university supervisor has been extremely helpful in all aspects of student teaching.




I don't think that there is anything that she could have done to be more helpful.
I wished he could have spent more time in the classroom during the my unit to observe the process of learning
that my students and I implemented.




She was very helpful, clear and concise with her comments. She always made sure I understood her feedback
before closing our meetings.




I can't really think of any particular issue where I needed help and x was not able to meet my needs. We both
were somewhat unclear on whether the cooperating teacher was supposed to be in the room during my
observation lessons. As a result, we did some lessons with her in the room and some when she was out.




I do not feel that I was able to develop much of a relationship with her. She came to school for my five
observations and that was the only time that I saw her. Fortunately, I did not have any problems with my
cooperating teacher, but if I had I am not sure I would have been comfortable going to my supervisor for help. I
do not feel that supportive relationship was there.
More guidance on the teacher work sample.

She was great! Nada.




I wish he would have started the school visits/observations earlier.




N/A




NA




More knowledge about the TWS and more constructive critisim.




 He was plenty supportive, but he could have pushed more for us to have our initial three-way conference
sooner. It is okay that it worked out how it did, and I shoulder some of that burden. Overall, had we
conferenced sooner, I believe I would have had a better chance to show improvement.
Due to the amount of other work he was responsible for, my supervisor could be a little difficult to contact and
would occasionally be short on time to discuss lessons after observations. In general, the opportunity for more
face-to-face feedback would have been nice.
I don't know, she was fine! She was great.




I couldn't have asked for a better university supervisor. I would have loved to have her in the classroom on a
daily basis.




No suggestions.


I do not think there was anyway that she could have been more helpful. She was always available and easy to
get ahold of. She gave me critisicm, and praise.

It would have been more helpful if my supervisor had given more compliments. After observations I didn't
always feel like I had the same amount of confidence I had before he came to observe.


More specific feedback.
Comment on your preparation for student teaching. What experiences helped to prepare you
effectively? Where did we let you down? What improvements could be made in our program?




I believe that the TWS was very rushed the semester before we started student teaching to be
implemented in a classroom that we did not know much about. It was difficult for many of us
to adjust the TWS to the classroom this semester because so many things had to be changed.
Overall, the experience student teaching was amazing! There were a lot of expectations out
of student teaching that I feel sometimes were overwhelming, but we got through it....I would
not have many any great changes towards the overall process.


Lab and practicum experiences were the most helpful. The candidate assessment program
had very little to do with the application of education. Lack of contact with the university
would be my greatest area of improvement for future student teachers, particularly for
students who appreciate more than office emails.
Experiences to prepare me effectively:
-Support and communication from my cooperating teacher.
-Although time consuming,TWS phase II was effective because it allows you to work closely
with your cooperating teacher while developing your lesson plans (putting your theories to
practice).

 Let down-
-Phase I - cooperative staff was frustrated with the Phase I, handbook. Appeared
unprofessional with the many grammar errors, misspellings etc... Overwhelming for
cooperative teacher(s) to follow through.
-Phase I - Needs to be a 3 credit hour class with more class time or it needs to be shorten. It
does not appear to match with the Phase II process. In fact, I rearranged all of phase I after I
began student teaching. It is possible that most student teachers would rearrange after
meeting their students and cooperating teacher; however, I feel a great deal of time is wasted
by doing an entire lesson plan. Maybe a basic lesson plan to ensure goals are in place. Both
Phase I should be more coordinated with Phase II.

more coordinated with Phase II.

-Language Arts - Need to have more of discussion of RTI, components of reading (big picture)
phonemic awareness, phonics, comprehension, fluency, and vocabulary and the three
components of fluency needs to be addressed.

- Overall, University Supervisors need to be consistent and on the same page as to general
observation and handbook rules and regulations. (It should not be subjective).
My student teaching experience gave me the confidence to fulfill my lifetime dream.




The only thing I was really not prepared for was the TWS. It really helped me, but at the same
time a lot of things about it were confusing, especially more so in the second semester than in
the first. I feel that all of the education classes I took were really beneficial in preparing me for
the student teaching experience. I really think more than anything, the internship the
semester before helped me more than anything to be ready for the classes I would be
teaching.
Internships in the classroom were a huge help in being effectively prepared to student teach. I
also felt that long range planning and unit planning assignments helped prepare me to
effectively plan and implement lessons within a classroom setting. One area of improvement
that I would suggest is to incorporate internships at higher grade levels. As an early childhood
education major I felt that time spent in a second or third grade classroom would have been
beneficial. All internships were conducted beneath the first grade level and this is limiting
when looking for a job placement that is above first grade. I also feel that, while the T.W.S.
provides a valuable opportunity to plan and implement a unit there are parts of the
assignment that become repetitive and are not useful. For instance, in a regular classroom
setting there are not enough students to gain accurate data showing the difference between
subgroups. I feel that the assignment would be more effective if the unit were planned and
implemented, but only the whole class and focus student scores were required for the
finished product. Not only would this allow more accurate data but student teachers, who are
already very busy, would be able to focus on the large portions of data that is most useful
I was at x Montessori, and it would have been very helpful, in my circumstances, to be able to
observe other classrooms BEFORE I student taught instead of after. To be able to see the
variety of styles would have really given me a lot more ideas on how to organize and plan for
individual work plans and small group instruction.




I spent more than 20 hours in the classroom before I started teaching. The semester before
student teaching, I visited the classroom every Thursday morning. That allowed me to get to
know that students and my cooperating teacher. Working on a Teacher Work Sample was
crazy! It was difficult to have every demand of the classroom and a TWS to work on. I feel
that overall I had a postive experince with the teaching program at Millikin. Sometimes there
was busy work that was assigned in differnt classes that was a fun, but a waste of time.
Possibly having math and sciece as differnt method courses would have been more affective.




The sophomore and junior block internships help prepare me for student teaching. In the
program, we need to discuss resumes and what future employers would like to see in
employees more often than the one time that the career center comes in to speak to the
class.
I did not feel entirely prepared to teach at a third grade level. I feel that most of our
coursework focused on infants/toddlers and preschoolers/kindergartners and I think that
focus should also be placed on grade school, especially if we are going to be expected to
student teach in grade school. I feel that a lot of what I now know about teaching in the
grade school was learned not in any of my courses, but primarily through trial and error
during my student teaching, and while I feel that type of learning will be beneficial to me, I
would have preferred to have a stronger background in early elementary prior to student
teaching. I also feel that more emphasis should be placed on how to level reading materials
and the use of the Dibels as I felt unprepared in these areas, and have heard similar
complaints from others in my cohort. I do feel that the Millikin program's focus on authentic
assessments and learning was wonderful and helped me to be the sort of teacher that I want
to be.

I was very prepared during student teaching. I am a very conscientious person. I have always
been organized and prepared in my life. It is part of my personality. I arrive early in the
morning to prepare myself for the day. I also worked on things at home at night. The
instructional design, preparing phase I of my TWS, was very difficult. I feel like Saturday
mornings are not a good time for this. My brain was not awake and it was very difficulty to
understand the process in only two class periods.

The music department really needs to beef up their piano program. I can not play the piano
up to the standards I need even after going trough their class piano class.

As far as the school of education goes, I believe that you all let music majors down alot. We
feel like we are not part of the School of Education. We hear things last minute, we get the
wrong information, we don't know you and you don't know us. We have to do alot of our
projects on our own with no help from people in the ed. office because we don't take block
like the rest of the education majors. Because of this, we feel like we are just blindly going
through the education process. Even now, I am worried that my livetext portfolio is up to
standards. I don't even know who I would talk to about it. Professor Yokel is the only
education teacher who I ever had the seemed to really care about myself as a music student
succeeding. The gap between the school of music and the School of Education needs to be
Millikin did an excellent job in preparing me for student teaching. Working in a classroom
since sophomore year really helped me become comfortable with students and the
environment. The only thing that I was disappointed in was the alotted time left for "in class"
assignments during student teaching. I feel Millikin tends to cram things together at the end
which is very stressful for students.
I would have liked to have more information on teaching reading and spelling. I felt that I had
alot of information for the PreK and under child but really lacked knowledge regarding
students in the early elementary grades. Introduction to DIBELS prior to teaching would have
helped as well.

Another BIG suggestion is that the CA10 presentation and final paper not be due until after
student teaching. Most of us finish with a month until graduation and that would take a huge
burden off of the student teacher. It was hard to prepare as well as I would have liked to due
to the time needed to complete the project in the manner required. It didn't allow me to give
100% to my student teaching experience.

I thought that phase I of the TWS prepared me for student teaching, but I feel that I could
have benefitted more by having the same professor for both phases of the TWS. Having two
different instructors for this entire project (phase I & II) caused us to have two sets of
expectations at times. I believe that having the same instructor could have added some
consistency to the project.
. I feel like I was as ready as I could be as far as I know teaching because I already have a lot of
previous experience. The student teaching semester was where I learned the most. I do feel
like the candidate assessments were helpful, especially the CA 10. I do however feel let
down in the language arts department. We did not have strong professors to teach those
classes and at a time when reading is so important. I also feel like there was a scheduling
conflict for the Ed math course, so I was taking it with 2 other PACE classes-we all were. That
was my lowest semester as far as gpa is concerned.

Improvements that could be made would be to get the departments and be sure everyone is
sending out the same information. Like what classes CA’s are in, parking passes-at one
time when you open the Millikin website, it said for PACE students to get a parking pass. That
never happened for PACE students.




Once again, co-teaching, being a pilot program was difficult to know where the expectations
were. I think more experience in Sophomore and Junior block, for those who think they may
be interested in co-teaching would prepare them better for student teaching. These
experiences could be with a classmate, instead of a cooperating teacher. Just so that they
have an understanding of what it is, how to prepare, and what is expected.

The lesson plan templates from x's GEM class and from x's TWS class were extremely helpful.
The TWS class should be spread out over spring and fall before student teaching and not
crammed into meetings of only two Saturdays. Millikin Senior Seminar #488 should not
require so many class periods, nor such formal lesson plans to be submitted weekly--they
took FOREVER to do each week during full take over!
I felt very prepared to teach content-wise. I felt unprepared to deal with classroom
management. Setting up a discipline program and knowing how to talk and deal with problem
children would have been more effective than half of the education classes that I took.

After finishing my student teaching experience at x High School, I feel I am prepared to
become a physical educator. I had a very positive student teaching experience and a great
support staff behind me. My cooperating teaching and supervisor were behind me every step
of the way, giving constructive criticism and allowing me to ask for advice.

An improvement that I would have liked to see was not in my actual student teaching
experience, but the experiences I wish I would have had before beginning teaching. I feel the
classes I took before beginning did not prepare me for my experience. I feel most classes
were extremely redundant, and geared toward classroom teachers and not for those of us
who will be physical educators. I would have liked more observations in the physical
education setting.

I think that Millikin's program effectively prepared me for student teaching. However, some
schedule changes could be made, especially in regards to the order in which courses are
taken. ED 203 should not be the first course taken in the program. It is very overwhelming,
and I feel it would have been more benificial for me to have been eased into the program by
completing candidate assessments 1 & 2 before candidate assessment 7. Not that those
assessments were easy, but they seem like a better introduction as to how PACE courses are
setup and CA's.

Writing lesson plans during my course work at Millikin helped me become skilled in that area
however, my cooperating teacher told me that they were too detailed. She also said that
realistically they would change before or during instruction. Millikin taught me how to teach
in the ideal classroom. Many of these suggestions do not translate well to real life in a public
school.
 I believe that most of my classes helped prepare me for student teaching. For example,
completing CA7 and CA9 helped with time management and planning out units. I think that
Millikin prepared me well for student teaching. Student teaching is a huge learning
experience that helped me to learn so much more than I could ever imagine. There were
some things that I did not learn until student teaching, but I feel that the early childhood
education program taught us everything they could.

I felt quite prepared to teach and I think I could have had my information about the due dates
of my CA's earlier. I would have liked a little more contact from the university about dates for
graduation things etc. I felt really disconnected from the university.

Nothing!
I enjoyed the semester prior to student teaching, but I wish I had more time to spend in the
classroom(more than 20 hours). As far as coteaching, it needs to be taught to student
teachers the semester prior to student teaching so that they are ready to implement
coteaching strategies on the first day. In general, I feel that the people who are a part of the
program need to be more knowledgeable about requirements/expectations. Sometimes I
couldn't get a straight answer from a teacher/advisor/faculty of the SOE.

I feel that the internships that we have the opportunity to take part in really prepared me for
student teaching. I feel that students should have more hours of actual teaching during the
internships. This would better prepare us for what student teaching is all about.

I think pracitcum needs to happen more continous throughout the week. I was not prepared
for just how different every school day is. I feel like when we complete praciticum the
students behave similarly when it is a weekly visit, but attending a few days a week will help
better prepare teachers to be flexible and adjust to the changes from day to day.


The most valuable preparation for student teaching is practical experience. I am grateful that
I had multiple opportunities (beginning sophomore year) to teach on my own in Decatur-area
schools. I also feel that the most valuable course in the School of Education is Creating
Communities of Learners with Professor x. That class was an incredible learning experience
for me, and I really feel that I was able to reflect on and improve my classroom management
during student teaching because of what I learned in that course.

There are a few things that I wish I had known or been able to discuss with Millikin faculty
prior to student teaching. I wish I had received some more specific guidance as to what my
cooperating teacher's responsibilities were (for example, in terms of how much guidance I
should be receiving for coming up with lesson plans--should the cooperating teacher share
some of his/her ideas with me, or should I have to come up with all lesson materials on my
own?). I believe that, had I known more specifically what to expect of my cooperating
teacher and how to hold him/her accountable for his/her responsibilities, I would have gotten
out of the verbally abusive placement I had in Chicago much faster than I did.

All in class experiences helped prepare me the most. I was let down throughout the process
of the TWS. It is really a hassle and should not be expected during student teaching. This
experience should be about learning how to be the best teacher instead of wasting our time
doing an assingment that we will never have to do again. Experiences like this really
discourage a person from wanting to be a teacher, if that was what teaching was like nobody
would enjoy it. The truth is that teaching is the exact opposite of what I experienced with my
TWS. I really enjoyed my student teaching experience, that was the only draw back
I believe getting the secondary education students into the classroom, interacting with
students and planning lessons as early as possible is beneficial to us. I know junior block for
secondary education students was recently added to the program and I believe this
adequately prepared me for student teaching.

I would like to see more of healthy relationship formed between the education department
and the other academic departments that the secondary education students are advised by.
It seems that the education department is mainly concerned with the early childhood and
elementary education students. When it comes to secondary education, we are more or less
left in the dust.

Another concern is that some professors teaching classes to the secondary education
students need to realize that what works in an elementary classroom may not be appropriate
in a high school setting. These professors have only had experience at the elementary level
and I do not believe that qualifies them to tell a secondary education major how to teach to
their teenage students.
Millikin stands behind their students. I could'nt say Millikin let me down in any aspect. The
professors at Millikin mold us as teachers and that prepared me for the challenges of my
student teaching....
Although the CA's were helpful, they added lots more stress during the student teaching time.
If there is anyway to incoporate this sometime before the student teaching process, that
would really relieve some stress to PACE students.
I feel the very first class that I took with Professor x was the best format at preparing me to
student teach. That class included the first Candidate Assessments in which we created a
years curriculum, a unit curriculum, then a ten day lesson plan for the unit. It was intense and
challanging but was very effective in preparing me to teach a unit and align the lessons to
state standard goals. All of the classes to follow also requried me to create lesson plans
aligned with state goals with is to me was extremely important to be prepared to student
teach.

Reflections. Although sometimes it seemed repetitive, the PACE programs persistance with
self reflections is an effective tool that I whole heartedly beilieve is needed to continue to
learn and grow as a teacher. I feel the consistent reflection assignments in each course
helped prepare me effectively for not only my student teaching but for my future ongoing
professional development.

The main disappointment was the pairing up with a cooperating teacher. However, I am very
aware of the situation of locating will schools and teachers in this area as the UofI is a
competitor for student teaching placements. My placement was not what I wanted but I did
still learn from it. I learned through my experience of what I do not want to do in my
classroom. Also reflecting on my daily lesson plans, the day's experiences, as well as including
I feel I was quite ready for the students teaching experience; however, there are a few things
that I feel that could benefit all before student teaching: more curriculum planning - using
series and manuals, not just looking at them. The TWS is a great tool; however, I should have
been focusing on great lessons and ways to improve myself rather than typing a fifty page
paper on analyzing students.
Since the first day of my first education class I have been exposed to working in the
classroom. Millikin has provided me with many interships in a variety of grqade levels. As an
elementary education teacher you never know what level you may be teaching. These
experiences have truly helped prepare me. I was let down by reading methods class I took at
Millikin. I was hoping to learn more strategies about how to integrate reading especially in
the primary grades. I think that there needs to be a class added to teach the laws that
teachers must abide by. We got this in pieces, but many things about education law were
never addressed directly. Overall, I feel that Millikin has done a great job preparing me for my
career.

The experiences that helped me out tremendously was getting in the classroom before my
student teaching experience. Although I could not spend as much time with the students as I
would have liked, having that little time was better than nothing. I think it would be much
more beneficial to have a year long internship or student teaching experience. It would be
great to see the change with the same students from the beginning of the year until the end.
It would be great if there was some way to not have to take tests to see if we could handle
becoming a teacher, but I know that is beyond the university's control. I just think that
support and communication are very important for a program of such to run!

I feel that I was well prepared for student teaching.
The most efffective experience that I have for student teaching is the sub expereince that I
have prior to student teaching. Without this experience I feel that I would have not been fully
aware of how a classroom functions. Even though putting in 100 hours is beneficial it does
not provide for the level of understanding that is necessary to teach.

Experiences that helped prepare me for student teaching was all the internship opportunities
throughout my freshman through junior years. Junior block was the first time I taught actual
lessons, and that made me more confident for student teaching. The best part was being in
the classroom and teaching a couple of lessons the semester before student teaching with the
classes and cooperating teacher that I was going to be with the following semester. That
transition into student teaching was great.

I feel that the cooperating teacher's grade should have a stronger impact on the student
teacher than the supervisor because it is the cooperating teacher who is with the student
teacher everyday, while the supervisor only sees us teach five times. I also think that the
cooperating teacher should have to grade us once a week, sit down and talk to us about that
grade, and each of those should be sent back to Millikin. That way the student teacher can
have a clue on exactly how well/what needs to be worked on on a daily basis and the end
result with our grade won't be a big surprise.
The Millikin teaching staff helped me to develop my knowledge of teaching to a level that
allowed me to step in the classroom with the abilities needs to teach effectively.

I believe that the biggest improvement that the teaching program could implement is to have
more communication between Millikin Faculty and the cooperating teacher prior to the
development of the CA 10. This would help everyone know what the expectations are during
student teaching and what the requirements are such as the time that it is to be completed. I
also believe that it was difficult for both my cooperating teacher and me to negotiate the
roles required during student teaching, because of the need for me to also maintain my
responsibilities as a teacher’s assistant in the classroom.


My university supervisor and cooperating teacher were excellent! The CA"s were helpful ,in
retrospect. During the process, it seemed like too much, but I learned a lot about planning
and methods from completing them. I learned many things from my science, math and social
studies classes. x, Prof x, Dr. x, Dr. x, x, and x were great instructors. I enjoyed the many
hours I spent learning from them. I thought it was helpful to watch the TWS presentations in
Senior Seminar. It gave me some great ideas on different techniques and ways to present
information. The Language Arts courses were very weak. I feel like I wasted many dollars and
hours in these classes. Guided Reading strategies should be a priority of an elementary
education program! I am learning about teaching reading from my co-op, observations, and
research on my own. Please focus on improving this element of the program for future
students.

I felt very well prepared for student teaching. As I mentioned above, some of the guidelines
about observation were unclear, but we agreed on how to resolve those questions among
ourselves.
Since I had the time, I spent two days a week in this classroom for the entire first semester.
Then, when it was time to go full time, everyone was used to my presence and the transition
was very easy. I would suggest that anyone who is able to follow this kind of schedule be
strongly encouraged to do so. I think it made a tremendous difference in almost every aspect
of my experience.
There needs to be more communication within the ED department as a whole. I feel that
better communication will help future classes. Whenever I had a question I seemed to have
to ask three different people to get the right answer. Professors need to understand that we
are still learning and when four professors are telling us what is "right" we get confused. They
also need to realize that just because they do something one way does not mean it is the best
way for us. Things all need to be done the same way instead of us being told four different
ways.

I felt very prepared for student teaching and made the transition from intern to student
teacher very easily. I think that my management skills learned in Community of Learners were
very helpful. I feel that I do not know enough about teaching reading as well as different
reading assessment. My course in this area ,during my junior block ,was with Professor x and I
think that his lack of teaching led to me having to learn all of these skills in the field.
Effective experiences: Internships and practicum. Improvements: more examples/ instruction
on candidate assessments.
No format for lesson plans was ever provided. Providing all student teachers with a general
template would be helpful, and if each department felt the need to modify the template for
their program, they could do that. Also, I feel setting up a night for all cooperating,
supervising, and student teachers to meet would have been helpful to help us feel more
comfortable with each other.
Student teaching was overall a very good experience for me. I feel much more comfortable in
front of a classroom and I have learned effecient ways of classroom management and lesson
planning. I feel that my cooperating teaching was much more helpful than my university
supervisor. I am thankful to have had a really great teacher, one that was willing to answer all
my questions and give me constructive feedback on my teaching. I feel that it is so important
that the student teaching and cooperating teacher get along and can form a professional and
trusting relationship with each other. I am also thankful for all of the internships that Millikin
provided BEFORE student teaching began. I feel that those prepared me for student teaching
and are great to put on my resume!

I felt prepared as far as curriculum and planning are concerned. I think my weakness coming
into this experience was my ability to discipline students in a classroom setting and, for lack of
a better word, take "control" over a class of students. I could keep students in line, but my
comfort level with issuing detentions/referrals was not tested. This would be my weakest
aspect in my teaching arsenal.

The only problem I had with student teaching is the amount of work required on top of
student teaching for our senior seminar class. While it is doable if you work on it a little bit at
a time, most college students are not that way and had trouble getting everything done in
time.
I was able to student teach where I worked. I believe the experience would have been better
if I had student taught at a different school.

I did not like the TWS and I beieve that people student teaching for an Early Childhood degree
should teach a project. It would have been more developmentally appropriate.

There are too many people in the senior seminar class and not enough time for the instructor
to answer all of the questions the students have

I learned content knowledge from the school. The English department is excellent. I did not,
however, learn enough about classroom management and other particulars that go along
with teaching.
While I did feel I got a lot of preparation through my music ed-based internships, I felt that my
internships for other education courses, particularly ED310, were not nearly as helpful.
Moreover, I found that not having an actual internship the semester prior to student teaching
was somewhat detrimental, as I feel I lost some of the daily rhythm of consistent teaching
time, something that the pre-internship hours logged for student teaching didn't give me.
My preperation for student teaching was helpful. I really learned that one must always be
prepared and have a back-up plan. Some experiences that helped me to prepare effectively
was collaboration with my coopearating teacher, my university teacher, as well as other staff
members. You didn't let me down. I can't think of any improvements.




I feel that the positive relationship between myself and my cooperating teacher is responsible
for most of my success in student teaching. Our teaching styles blended together perfectly
and she was open and willing to involve me in every aspect of the classroom (from
preparation, to instruction, to conferences and faculty meetings, lunch outings, and beyond).
She whole-heatedly supported me and I feel truly blessed to have been paired up with her.
Co-teaching was also very positive experience. I received immediate feedback and more
opportunities for modeling than I would have with the traditional student teaching model. I
was able to feel "in charge" without feeling alone. I feel the students benefited from this
experience as well, and the principal and other faculty members have also expressed positive
comments about the program.
I was paired with my cooperating teacher in Junior Block and was able to continue being in
her classroom for my Senior Internship and Student Teaching. She "looped" with her
students, and thus I was able to be with the same students for a year and a half. I was able to
form close relationships with the students and really get firsthand knowledge of adaptations
and differentiating instruction. I was involved in parent teacher conferences, phone calls, and
correspondence home. I feel this was the most realistic experience possible to actually being
given a classroom for the first time.'
Throughout my experience at Millikin, I felt that the classroom work being given was
"common sense" or "busy work" and was not truly preparing me for my first year of teaching.
For much of my coursework I did not feel challenged. I enjoyed being given open-ended
assignments which allowed me to show off my abilities and go above and beyond the
requirements presented, but was frustrated when peers did only the minimum requirements
and 20 hours the same grade. However, upon entering the classroom, Igave me aI chance for
The received of internship before student teaching was very helpful. It feel that am very
me to get to know my co-op and my students and vise versa. I knew what I was going into
when student teaching began. I felt very comfortable.
I think that the Canidate Assessments and the internships prepared me for my student
teaching. I think a way that could benefit future student teachers would be more time to
write and implement the TWS.
I think all the internship opportunities I had prepared me the most for student teaching. The
only improvement I would suggest is that music education majors also get a class to take
along with student teaching where they can discuss student teaching, finding jobs, interviews,
etc.
CA 10 was not clear. More time spent on discipline

				
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