Aklan State University-College of Fisheries and Marine Sciences

Background on Student Teaching

`What the pre-service teachers learned from brief exposure during professional
experience?

Following a short period of observation in school settings, the written comments

expressed by the pre-service teachers disclosed a myriad of judgments about what they

experienced. Asked about what they had learned about schools during their brief visit, the

pre-service teachers exposed a wide range of revelations about how schools operate, for

example ‘I hadn’t thought before about the need for policies’. ‘Some schools have two

teachers for one class’, ‘I didn’t think teachers cared about uniforms and stuff’ were

indicative comments. However, the comment recorded most frequently was the

realization about how much work teachers do and how much management, preparation,

etc, goes on outside the classroom. Also, many were surprised to see the amount of work

teachers do together.

Asked to list things they had learned about themselves, they provided responses that

affirmed their stage of readiness. One the positive side, ‘I now know that I will be a good

teacher’ was a popular type of response. Other representative examples included ‘I found

I could communicate well with students’, and ‘I can pass on information well’. On the

‘deficit’ side, many recognized their inability to be sufficiently well organized and

1
Chapter 1: Introduction
 Aklan State University-College of Fisheries and Marine Sciences

expressed the need to improve in this area. Perhaps naı¨ve, but certainly illuminating was

the comment, ‘I think there are still things I need to learn about teaching’.

Reacting to a specific task asking them to reflect upon what they believed characterized

an effective teacher, the responses of the pre-service teachers showed some thought about

the personal attributes of the teacher and the teacher role, based on the classes they had

visited. Attributes such as patience, sense of humour, tolerance, flexibility and being

respected were commonly provided. Comments relating to organization, discipline and

subject knowledge were also frequent.

Many respondents also made confident statements about what was ‘good’ or ‘bad’. ‘She

taught well’, ‘He is a good teacher’, ‘He used good strategies to teach the class’ were

statements indicative of their observations. Most helpful in understanding their judgments

were the qualifying statements that many included. References to how well the class was

controlled by the teacher, and what deep respect the children had for the teacher were

common. These may be naı¨ve interpretations of teachers and teaching, but they provide

a specific springboard for challenging the development of personal philosophy. With the

visit fresh in their minds, class time was used to explicitly discuss how their views had

changed.

Naivety is not necessarily a bad thing in the learning journey. Having made these

statements, the pre-service teachers provided themselves with the opportunity for their

perceptions to be challenged and interrogated. Identifying the thinking that is going on in

2
Chapter 1: Introduction
 Aklan State University-College of Fisheries and Marine Sciences

the pre-service teachers’ minds is powerful for the teacher education partnership. It is

their personal philosophies of teaching which shape their emerging

teaching identities. assist pre-service teachers examine their personal theories and

philosophies to enhance the journey of growth towards being a professional teacher. ‘As

teacher educators, we need to appreciate the tacitness and validity of personal theories …

(and) provide opportunities for discourse and reflection’ (Mayer, 1999, p. 9).

References:

Australian College of Educators (2003) National statement, from the Teaching

profession on teacher standards, quality and professionalism, May.

Brown, M. (2002) Mentors, schools and learning, EQ Australia, 2, 17–19.

Carruthers, J. (1993) The return of the mentor: strategies for workplace learning (London,

Falmer Press).

Feiman-Nemser, S. & Parker, M. B. (1992) Mentoring in context: a comparison of two

US programs for beginning teachers, National centre for research on teacher learning:

special report Spring, 1–20.

Field, B. & Field, T. (1994) Teachers as mentors: a practical guide (London, The Falmer

Press).

Fish, D. (1995) Quality mentoring for student teachers: a principled approach to practice

(London,David Fulton Publishers).

3
Chapter 1: Introduction
 Aklan State University-College of Fisheries and Marine Sciences

Objectives

Make Every New Teacher Observe and Learn Right (MENTOR)

1. Demonstrates deep and principled understanding of the learning processes and the role of

the teacher in facilitating these processes in their students.

2. Manifests a meaningful and comprehensive knowledge of the subject matter they will

teach.

3. Applies a wide range of teaching process skills (including curriculum development,

lesson planning, use of appropriate teachnology, materials development, educational

assessment, and teaching approaches.)

4. Acquires direct experience in the field/classroom (e.g., classroom observations, teaching

assistance, practice teaching.)

5. Practices the professional and ethical requirements of the teaching profession.

6. Facilitates learning of diverse types of learners, in diverse types of learning

environments, using a wide range of teaching knowledge and skills.

4
Chapter 1: Introduction
 Aklan State University-College of Fisheries and Marine Sciences

7. Reflects on the relationships among the teaching process skills, the learning processing in

the students and the nature of the content/subject matter, and the broader social forces

encumbering the school and educational processes in order to constantly improve their

teaching knowledge, skills and practices.

8. Creates and innovates alternative teaching approaches, takes informed risks in trying out

these innovative approaches, and evaluates the effectiveness of such approaches in

improving student learning.

9. Continues to learn in order to teach to learn to better fulfil their mission as teachers.

5
Chapter 1: Introduction
 Aklan State University-College of Fisheries and Marine Sciences

Teacher’s Prayer

Lord, help me to see each of my children as uncut diamonds,

May my teaching help to shape their lives,

To reveal the brilliance You have lovingly placed in their hearts.

Grant me the serenity to appreciate the unique gifts of my students,

Courage to challenge them to do their best,

And wisdom to help them become all that You created tem to be.

Lord, I want to help my students how love this life on Earth

To face the struggles and its strife

And improve their worth

And so I ask Your guidance God,

That I may do my part

For character and confidence

And happiness of heart.

6
Chapter 1: Introduction
 Aklan State University-College of Fisheries and Marine Sciences

My Teaching’s Philosophy of Education

Teaching young minds is a task that cannot be taken lightly. It is full of

challenges, frustrations,and responsibilities. However, it is a task that is also full of

excitement, wonder, and joy. I strongly believe that all children are capable of learning, if

they have the proper motivation and direction from their teachers. As a teacher I need to

be aware of learning, motivation, behavior, and development theories in order to relate to

my students and push them to reach their full potential. It is my duty to see that all my

students are being motivated; this is only fair to the students. They deserve my time and

full attention in regards to their education.

I want to teach students in a way that has some straightforward instruction, but

that also gives students room to grow and expand on their own. At the beginning of the

year, it is understandable for the teacher to lead class discussions, but towards the end of

the year, students will pose their own questions and try to answer them independently. I

feel it is beneficial for students to sometimes work for the answer rather than being told

because it stretches their knowledge and teaches them how to find information in a

variety of ways. I also feel a key to success is for the class to work on projects to help

others. As an educator, it is important not only to help the students that you are teaching,

but also give them direction to help others.

7
Chapter 1: Introduction
 Aklan State University-College of Fisheries and Marine Sciences

I also want to create a classroom that is a safe learning environment for all. If

students do not feel safe in my classroom, whether it is emotionally, physically, or

socially, their defense systems will go up and learning will greatly decrease, if not shut

down all together. It is important to me that my students, as well as their parents, other

teachers, administrators, and people in the community, see me as someone they can

approach, who will be fair and non-discriminatory.

Classroom organization is also a key concept to consider when teaching. If

students are in a classroom that is unorganized or set up in a way which hinders learning,

it is not a good situation for anyone. I need to find creative, new ways to have the room

set up and to help my students learn. I also believe in teaching content that is meaningful,

applicable, and inviting to students. If they do not see the point of the subject matter then

they will not be interested in it. I also believe that high energy levels and a positive

attitude from the teacher are key elements to a successful learning environment.

As a future educator, it is critical to remember to enjoy students and everything

they have to offer. Sometimes it can be a struggle, but if something goes wrong, there is

always a way to fix the problem. No matter what, there is always the power to make

change.

8
Chapter 1: Introduction