Teacher Supervision That Works: A Guide for University Supervisors

By Debra J. Anderson; Robert L. Major et al. | Go to book overview

Chapter 7
Observing Student Teachers

This chapter focuses on what university supervisors need to know prior to observing student teachers, what they need to look for while observing, and some specific techniques for making observations meaningful.

Supervisors should remind themselves that each student teacher has a separate personal and academic background, motivational level, personality, intellectual capacity, and level of readiness that differs from his or her peers. The amount of formal clinical, volunteer, and work experiences with youth also varies.

Some student teachers have grown up in low socioeconomic but supportive environments and have a 3.7 grade-point average while others from upper-middle-income families have a 2.5 grade-point average. Some have had a goal of teaching since the first grade while others are in education because their parents want them to have job accessibility upon graduation. Some may be open and have an instant rapport with students and staff while others may be reserved, shy, and take more time to develop relationships. A few, from the beginning, understand what it takes to be a teacher while others need a lot of coaching. Some may prepare brilliant lessons while others struggle. Occasionally, student teachers are ready to teach a class the first

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