Carefully study and consider the suggestions and instructions offered in this handbook. Each are based on the observations and experiences of many professionals. The undertaking that you are beginning is without a doubt the most important phase of your preparation as a teacher of agriculture.
First impressions are important. Be genuinely courteous, cooperative, and sincere in your dealings with students, cooperating teachers, administrators, other faculty members, school employees, parents, and residents in the community. The ability to work well with other people and to maintain desirable relationships is one every beginning teacher should cultivate. Appearance and conduct should be acceptable for professionals in the agricultural education profession.
Student teaching is an opportunity for you to learn. Observe carefully not only what is done but also how it is done in the school to which you are assigned. Be discrete at all times about talking to friends and outsiders about what transpires at your student teaching site.
Be aware that hosting student teachers creates disruptions to the regular school program. At the same time, you are added personnel in the school and, as such, you should have additional ideas to present for consideration, which can be of value to the educational program. Endeavor to make some permanent, tangible contributions to the department during student teaching. You will find your cooperating teacher, the school administrator, and other local persons in the school and community cooperative and helpful. It is your responsibility to maintain their respect by contributing to the total program.
Professionalism
Being a teaching student teacher is a full–time job. It includes being responsible for teaching in the classroom and laboratory, plus out–of–class responsibilities. Attendance, preparation, and punctuality should reflect the seriousness of this responsibility. Student teachers are guests in the assigned schools; they are expected to support school policies and personnel. All school rules and regulations are to be followed. The cooperating teacher is your immediate supervisor.
The administration expects student teachers to become members of the teaching staff. Every teacher has certain obligations in the total program and the student teacher must be willing to do his/her share in this respect. At the same time, student teachers are not assigned to the school to do “odd jobs” or be a substitute teacher. If the cooperating teacher is absent for any reason, the student teacher cannot be left alone with students – a substitute must be hired. Student teachers cannot serve as substitute teachers for any class in the school.
Student teachers should dress, talk, and act as professionals. They should exemplify professionalism in dealing with confidential information and demonstrate a professional attitude in all contacts within the school and community. This includes your contacts that occur after school hours and when you are “off the clock.” Student teachers are expected to maintain a friendly but professional relationship with students. Student teachers are not certified teachers, nor are they students’ friends or peers. They should not associate with students outside of school, except in the role of a teacher, or during school or teacher–sponsored functions.
Student teachers should assume responsibility for the quality of their experience, seek out involvement possibilities, and ask for new assignments or responsibilities as soon as they feel able to master them. Do not wait to be told what to do. After general instructions have been given and/or certain activities planned, proceed to get the job done. Use initiative, but be sure to keep your cooperating teacher informed.
Do not hesitate to ask for assistance from the cooperating teachers. If you do not know how to complete a particular job, say so. Do not put yourself in an embarrassing situation by claiming to know it all. If you need additional information, ask for it. No one expects you to know everything about agriculture and your cooperating teacher has information he/she will gladly share if you ask for it.
Never criticize one student to another, nor should you criticize your class, other student teachers, your cooperating teacher, administrator, other school or university personnel or program, or the school itself to others. Review the Code of Ethics presented in this handbook. Conduct unbecoming of a professional educator is considered just cause for removing a student teacher from an assigned student teaching center.
Do not be afraid to suggest new ideas, but strive for tact when doing so. If the idea is not adopted or some idea is being used that may be contrary to your past experiences, you may want to tactfully ask why. Usually there is a very good reason. Approach student teaching with an open mind and learn all you can from all experiences (both positive and negative ones). Get all the experience possible in all phases of the job – program organization and management, classroom teaching, field work, SAEs, and FFA activities. The more you experience, the less you will face for the first time as a full–time teacher. Take criticism with an open mind and be eager to improve. Suggestions will be offered for your professional improvement. Invite suggestions and profit by them. Make positive changes in your teaching as suggested by your cooperating teacher and university supervisor.
Student teachers are sometimes required to provide proof of professional liability insurance coverage prior to beginning their student teaching experience. Student members of the National Association of Agricultural Educators (NAAE) have liability insurance provided for them through their membership dues.
Student teachers are expected to arrive at school on time, when all other contracted teachers are required to arrive. If the student teacher is late, the cooperating teacher is asked to contact the university supervisor. After three late arrivals, student teachers will automatically receive a final grade of no higher than a B. If the student teacher is late five times, they will immediately be removed from student teaching and receive a failing grade.
Classroom and Laboratory
First contacts are important. Learn the names of students and as much about them (SAEs, home conditions, etc.) as soon as possible before starting your teaching.
Prepare your lesson (instructional) plans carefully and have them checked and approved by your cooperating teacher several days in advance so you can make any recommended changes. This also applies to exams, field trips, meetings, audio–visual materials, etc.
Maintain an orderly, business–like classroom atmosphere. You must maintain proper control of your classes. Secure the cooperation of your class, but do not be too “easy” or overly friendly. As you gain experience, you can more easily direct and supervise classroom work which allows greater and more desirable student activity and freedom. Gain student respect for doing a good job without being overly concerned about them “liking you.” Work to improve such things as your handwriting, board work, grammar, spelling, etc. You must set a good example for your students.
Do not talk down to the students nor go above their heads. Take into consideration their age and experience. Check often to see that the whole class is following you. Study the work of the cooperating teacher(s); always try to determine why they do what they do.
Teaching in the laboratory also requires careful planning and organization. Secure and organize your materials and equipment in advance.
On field trips, plan and inform students of what you want the students to observe (or do). Follow this up later in class by means of discussion, a quiz, further explanation, or other appropriate activities.
Be prompt in meeting all your classes and appointments. It is better to arrive ahead of time than to rush into a room just ahead of the bell. Be consistent in your methods and relationships. Develop patience and self–control.