Module 3 – Page 3 – MVC Early Field Experience Training

Module 3 Progress

Consider each of the strategies from the list provided that indicate how you might work with the following type of PST:

Shy and timid, afraid to take any leadership role in the classroom

Include in one on one teaching or small group teaching
Include the PST as much as they are willing/ team-teaching. Experience is so essential for them.
Give PST smaller, easier tasks that they can accomplish (pass out paper)
Provide feedback on what PST is doing – scaffold like you do with students

Eager to take over the classroom on day one

Provide opportunities for the PST to assume responsibility for routine tasks.
Allow PST to suggest lessons they might teach next time and give growth feedback after the lesson.
Remind the students that the PST is a teacher just like the mentor CT so the PST gains authority in the classroom
Talk to the PST about what their goals are for the practicum and plot out how to accomplish those

Very vocal and capable when working with PK-12 students, but timid when speaking with you or other colleagues

Share with the PST what the intended outcomes of team meetings are before the meeting
Make sure to introduce the PST to colleagues at all meetings
Bring the PST’s ideas to team meetings and give the PST credit for the idea
Provide feedback to the PST about their good ideas

Very vocal and capable when working with you and your colleagues, but timid when speaking to PK-12 students

Encourage the PST to interact with some of the more out-going students
Arrange for the PST to work 1-on-1 or with small groups at first
Allow the PST to have lunch with small groups of students
Debrief each day providing positive feedback on the PST’s interactions with students

Doesn’t want to be there

Talk with the PST about their career goals and what it means to be a professional
Check in with the PST’s faculty/supervisor about the PST’s demeanor in education classes
Provide constructive feedback on what the PST is doing well
Ask the PST to reflect on their performance in practicum and set realistic goals

In the past, how have you determined your PST’s readiness to participate in your class (confident, shy, tentative, over-eager, etc.)?
Typically, a PST is with you for a relatively short amount of time throughout the week, what strategies have you used to get to know your PST given they are not there every day?
In your opinion, what is the most critical piece of information a PST needs to know so they can be successful?

Up Next: In module 4 you will learn about culturally responsive classroom practice.