Student Teaching: An Inside Perspective
An Honors Thesis (HONRS 499)
by
Lynda R. Taylor
Thesis Advisor
Dr. Virginia White
Ball State University
Muncie, Indiana
(May, 1993)
Expected date of graduation
May 8, 1993
Purpose of Thesis
The purpose of the thesis is to review and expand the
journal I kept while student teaching in kindergarten and
grade one during the Fall Semester, 1992. Toward that end I
have included the necessarily brief original journal
entries, expanded versions of the more noteworthy entries to
include additional details, comments on my feelings and
reactions to the events of the day, and insights I gained
from my experiences with the children.
To illustrate and
elaborate on journal entries I have included samples of the
children's writing, worksheets, and letters to parents.
The
thesis concludes with a section that contrasts my teaching
experiences in kindergarten with my experiences in first
grade. Appended is a list of children's books I read to the
first graders.
ACKNOWLEDGEMENTS
Thanks to the 18 first grade students and 60
kindergarten students without whom I would not have any
memories for this thesis.
They all helped make my student
teaching experience a lot of fun.
Thanks also to Mrs.
Jones, Mrs. Sherer, and Mrs. Fletcher for their wonderful
advice and support while I was doing my student teaching in
their classes, and for giving me the freedom to explore
ideas and teaching styles on my own.
Finally, thanks to Dr.
Virginia White for her advice and suggestions as I was
writing my thesis and for her help in editing my work.
TABLE OF CONTENTS
1.
Introduction
page
II.
Original Journal Entries
page
8
III. Expanded Journal Entries
page
~5
IV.
page
1~5
page
\95
(starred entries have been expanded)
-
Kindergarten: A Different World
(contrast: kindergaren and first grade)
V.
Favorite Books
Introduction
,'-'"
I
- - - - - -"-'_._,---------'
I began my student teaching in first grade and I spent
ten weeks there.
During that time, I got to know the
teacher and each of the eighteen students individually.
There was a wide range of maturity levels in the class.
Probably the most mature student was a girl named Ashley.
She was very neat and capable and completed the majority of
her schoolwork with ease.
Mrs. Jones often joked that she
could teach the class for us.
Ashley was also very
well-behaved and attentive during class.
In contrast to Ashley's maturity was a girl named
Linda.
She was very immature.
Linda's vocabulary appeared
limited, and she often failed to comprehend directions or
the content of stories.
Linda often seemed unaware that she
had not understood an assignment; she showed no motivation
to understand why she had made mistakes.
The rest of the students fell somewhere in between
Ashley and Linda in maturity, and each one of them had
his/her own, unique personality.
The other students in the
class were: Hilary, Mark, Matt, Erin, Brandon, Ryan G., Ryan
N., Joseph, Justin, Adam, Lauren, Laiyan, Diana, Evan,
Julie, and Jeff.
Mark was very shy, had a poor attitude
about school, and was extremely bright.
intelligent, quiet, and well-behaved.
learn and very positive.
Brandon was
Joseph was eager to
Diana was very determined,
talkative, and not very sure of herself.
Evan was high
strung, the tallest student in the class, and precocious.
Erin became very emotionally attached to others, could be
2
Julie
easily upset, and was cheerful and fun-loving too.
was very cheerful, liked to point out my mistakes, and was
overly helpful at times.
Adam was very bright and his
drawings were very advanced for someone his age.
His mind
also wandered frequently during class and he was slow to
begin assignments.
We used to say that the bell to end
school woke Adam up because he became very animated after
class was over for the day.
of attention.
Lauren liked to be the center
Ryan G. was easily intimidated and reluctant
to ask for help.
Jeff was very helpful, conscientious, and
aware of others' emotions and feelings.
Laiyan was a new
student from China, spoke little English, and was extremely
bright, especially in math.
Matt was helpful, sweet, and
tried hard even though some assignments were difficult for
him.
Justin was cheerful and bright.
Ryan N. was very
neat, a perfectionist, and always tried to do his best.
Hilary was talkative, friendly, usually cheerful, and could
be moody at times.
Once I became aware of the students' personalities, I
could predict, to some extent, how the students would react
to situations and activities.
I also knew whether each
student would, on the average, be able to accomplish
assignments with ease or would struggle with them.
Of
course, there were always exceptions to the rule.
Mrs. Jones, and eventually I, had the job of meeting
,-
each individual's needs during the day.
very effective teacher.
Mrs. Jones was a
She was always prepared and very
3
organized.
She kept order in the classroom and rarely, if
ever, raised her voice.
Mrs. Jones also had a sense of
humor about life in general.
She cared about the welfare of
each and everyone of her students and always put the needs
She was never too busy to listen and
of the students first.
always seemed to know how to respond to comments the
students made.
I feel I learned a lot from Mrs. Jones.
She made me
feel right at horne from the very first day I was in her
classroom and she made sure that the students saw me as an
authority figure too.
She never questioned any decisions I
made in front of the students.
without being intrusive.
Mrs. Jones was supportive
She made me feel capable as a
teacher, and I felt at ease being in her classroom.
I
really admired the way that she was always so
well-organized.
Many a late night, I wished I had planned
as far ahead as Mrs. Jones always did.
She also included me
in other teaching-related activities such as teacher
meetings, conferences, curriculum planning meetings, and
going out for lunch with the other first grade teachers.
Our classroom was on the east side of our wing of the
building.
We had the classroom closest to the bathrooms,
and I think it took our students just as long to get to the
bathroom and back as it did all the other students in our
wing.
-
Most of the available space in the classroom was used
to its best advantage (see insert, page
~).
Mrs. Jones did
not like the desks to be in conventional rows, so the desks
4
were usually in a square shape facing the front of the room.
I did try to manipulate the desks into other configurations,
but none seemed to work in the space we had.
The daily schedule pretty much remained the same from
week to week (see insert, page
1).
Specials such as music,
art, and physical education, were taught at set times each
week.
The rest of the daily schedule was then worked out
around specials, lunch, and recesses.
The order of the
subjects was usually consistent, but the allotted times
often varied.
We were rarely "on schedule."
Lessons
sometimes took longer than expected, and we would then have
to decide whether to stop the lesson and save the finish for
later or to continue the lesson and cut something else out
of the day. I think I usually preferred to continue with the
lesson until it was finished.
While I was student teaching in first grade, I was
required to keep a daily journal of my experiences.
included my original entries (see insert, pages
I have
~-~~
in
order to document what material I began with, and also to
provide a more complete picture of my teaching experience in
first grade.
As with any job, there were some days that
stood out more than others for one reason or another,
ranging from good to bad and happy to frustrating.
I took
the journal entries for these particular days and expanded
them.
I added details, my feelings, and insights I gained
along the way.
I also added whenever possible some examples
of writing done by the students in my class.
Expanding on
5
the more noteworthy days in my journal gave me a chance to
reflect on what I had learned during my student teaching
experiencE~, and to "relive" a lot of really special moments
with a really neat bunch of kids.
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