Working with Student Teachers: Getting and Giving the Best

(Paperback, Second Edition)

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Supervising student teachers effectively assures that vital professional experience will be of maximum benefit to the pre-service teacher. Mentor teachers and university faculty who work with student teachers need specific training to make the experience rewarding, while the student teacher requires specific information for professional success. The primary focus of this text is based on conferences, strategies, and specific techniques that mentors can use while working with pre-service interns. Several appendices provide resources for mentors to use with the student teachers they work with and bibliographic resources are included with each chapter for additional reference. Written for mentor teachers, principals, university faculty, and anyone working with student teachers.

Reviews

Morehead, Lyman, and Foyle have been leading authorities on successful practices for working with student teachers for well over two decades! Each of these authors has devoted his career to education and to educating individuals who wish to enter the teaching profession. They understand the complex role of teacher preparation through their professional experiences as P-12 school teachers and administrators, and as faculty members and administrators in university teacher preparation. 'Working with StudentTeachers' is a definitive guide for cooperating teachers and university faculty who help mold preservice teachers into well-prepared P-12 classroom teachers. The authors provide specific strategies for effective and supportive supervision; working with challenging student teachers; insuring success in classrooms with a diverse student population; and ongoing communication between the cooperating teacher or university supervisor and the preservice teacher. Literally hundreds of individuals throughout the United States and internationally have participated in workshops focusing on Working with Student Teachers. These participants praise the clarity and relevance of the topics addressed in this book. I know you will find the topics addressed to be a po -- Tes Mehring, provost/vice president for academic affairs at Emporia State University in Kansas
Working with Student Teachers: Getting and Giving the Best provides both a conceptual framework of the student teacher-mentor relationship and a step-by-step guide for the mentor on how to deal with student teachers. This guide is made up of strategies mentors can use for dealing with issues and questions that are common in student teaching: relationship building, sequencing the clinical experience, helping the student teacher with diverse populations, dealing with both incompetent and excellent student teachers, and many other situations that can, and often do, occur. I found these techniques and suggestions to be both effective and practical. This second edition adds two timely chapters. The first deals with building and maintaining partnershipscapable of improving the clinical experience. The second deals specifically with program assessments, an important addition in this time of accountability. I intend to keep this book close at hand when supervising my next student teachers.. -- Donald D. Luck, professor of education at Austin Peay State University in Tennessee
Working with Student Teachers: Getting and Giving the Best provides both a conceptual framework of the student teacher-mentor relationship and a step-by-step guide for the mentor on how to deal with student teachers. This guide is made up of strategies mentors can use for dealing with issues and questions that are common in student teaching: relationship building, sequencing the clinical experience, helping the student teacher with diverse populations, dealing with both incompetent and excellent student teachers, and many other situations that can, and often do, occur. I found these techniques and suggestions to be both effective and practical. This second edition adds two timely chapters. The first deals with building and maintaining partnerships capable of improving the clinical experience. The second deals specifically with program assessments, an important addition in this time of accountability. I intend to keep this book close at hand when supervising my next student teachers. -- Donald D. Luck, professor of education at Austin Peay State University in Tennessee
Morehead, Lyman, and Foyle have been leading authorities on successful practices for working with student teachers for well over two decades! Each of these authors has devoted his career to education and to educating individuals who wish to enter the teaching profession. They understand the complex role of teacher preparation through their professional experiences as P-12 school teachers and administrators, and as faculty members and administrators in university teacher preparation. 'Working with Student Teachers' is a definitive guide for cooperating teachers and university faculty who help mold preservice teachers into well-prepared P-12 classroom teachers. The authors provide specific strategies for effective and supportive supervision; working with challenging student teachers; insuring success in classrooms with a diverse student population; and ongoing communication between the cooperating teacher or university supervisor and the preservice teacher. Literally hundreds of individuals throughout the United States and internationally have participated in workshops focusing on Working with Student Teachers. These participants praise the clarity and relevance of the topics addressed in this book. I know you will find the topics addressed to be a positive resource if you are working with student teachers! -- Tes Mehring, provost/vice president for academic affairs at Emporia State University in Kansas

Author Bio

Michael A. Morehead is a professor and associate dean of the College of Education at New Mexico State University. He is a former secondary school teacher and administrator. Dr. Morehead coordinated student teaching programs for more than fourteen years at Northern Arizona University and Emporia State University. During this time, he coordinated the assignment of more than 4,000 student teachers.

Lawrence Lyman is a professor and the chair of the department of early childhood/elementary teacher education at Emporia State University. He is a former elementary school teacher and principal. In 1998, he returned to the elementary classroom as a third/fourth grade teacher in Emporia public schools, where he served as a mentor to three student teachers.

Harvey C. Foyle is a professor in the department of design and technology at Emporia State University. He is a former high school social studies teacher and departmental chairperson. His university experience includes curriculum planning and instruction, social studies education, computers and technology, and student teacher supervision.