For Teachers: Ideas for Integrating IU Students into Your Classroom

For Teachers: Ideas for Integrating IU Students into Your Classroom

Here are some ideas you might try with students visiting your classroom. They are arranged approximately in order from first-ever experiences up to the last visit before student teaching. For clarity, we refer to the IU visitor as the "student", and to your class as "pupils."

At the First Visit

If possible, take a few minutes alone with the student before your class arrives. Discuss your class and your subjects; ask about the student's particular experience and interests. Some students will give you an introductory letter to help you get to know them.
Introduce the student to your class; explain why he/she is there, when to expect him/her, and what he/she will be doing. Invite questions.
Assign a place in your classroom for the student to call "home" while visiting you--preferably not an isolated corner.
Provide a folder of basic information about your classroom: names of students and any groups they belong to, time periods and subjects, classroom procedures and rules, policies on seatwork and homework, a seating chart, locations of equipment and supplies, etc., This folder could be the same set of materials you have ready for substitutes and other visitors to your classroom. (Another format might be better for Early Childhood.)
Ask questions if you are unsure what you could/should be doing with the IU student. Call our office whenever you like (812-856-8502).
When it will not be distracting, invite the student to browse around the room and look at the work your pupils are doing.
Let the student pass out or collect papers as a way of moving about and interacting with your pupils. Any interaction is welcome.
If time permits, give the student a tour of the school.

Early to Mid-Experience

Suggest that the student assist one of your pupils.
Share any tips you have on how to accumulate and organize materials for the classroom.
Demonstrate a variety of effective teaching techniques.
Let the student mark a set of objective papers, such as a spelling test, to get a feel for the level of work your pupils are doing. Progress to more subjective papers.
Acquaint the student with any curriculum guidelines you use in developing your teaching plans.
Let the student help you with some of the non-teaching tasks of the job, such as duplicating or setting up audio-visual equipment or taking lunch counts.
Have the student help your pupils with projects.
Arrange for the student to visit another teacher(s) on a day when your class is involved in something the student cannot participate in.

Later In the Experience

Let the student work with a small group following your directions.
Take time to explain your classroom management strategies and the needs of particular pupils. Our students need practical suggestions.
Give as much advice and guidance as you have time for. Invite questions; talk about your experiences.
During your prep period or other non-instructional time, explain how you are developing a unit of lesson plans. How do you handle a week of planning
Let the student plan and teach a short lesson in an area where he/she is comfortable.
Give the student copious feedback! Provide constructive criticism, and recognize success. Our students want to know how they are doing.
Discuss strategies such as whole language, cooperative learning, etc. with the student.
Let the student write, deliver, and grade a quiz.
Show how you keep your grades.
If parent conferences fall during your IU student's visit, invite observation at your discretion.
Add your own ways of involving the student with your pupils. The more involved they are, the more successful the experience.
Let your class know when the IU student will be leaving your classroom.

Missed Sessions

If your student misses a scheduled classroom session, we would appreciate it if you would work with the student to arrange a makeup time. Of course, if the student is being irresponsible and creating difficulties for you, you are under no obligation to put yourself out to accommodate him or her. If attendance is a major problem, alert the field experience supervisor if one visits your building regularly, or feel free to call the Office of Early Field Experiences at 812-856-8502. If the student has a legitimate reason for missing a session, or if your school closes for a snow day on a scheduled visit, please make whatever arrangements are convenient for you and the student to visit another time. We have instructed our students to call the school and leave a message for the teacher as soon as possible if they find they cannot be in the classroom as scheduled. You might want to give your student your email address or home phone number.