I knew there would be a time in my professional career when
I would mentor a student teacher.
Someone mentored me and I intended to continue the cycle but planned to
wait until I had enough insight, masterful technique, and pertinent information
to share. Would I ever be fully ready? We
received a staff email, “If you would like a student teacher, let me know so I
can forward your interest to administration”.
The opportunity resonated with one of my personal goals. Graciously sewn into the responsibility of
guiding a new teacher was a light of hope for the next generation. That inspiration caused me to reconsider the timing
and thoughtfully organize my priorities.
My life was undeniably busy. With
a fresh math curriculum, graduate courses, two elementary school-aged children
of my own, and a supportive husband working long hours, time was a precious
commodity. Was I prepared to help a
young teacher learn the nuances of our profession? When a follow-up email, “Any takers on a
student teacher?” arrived in my inbox, I was compelled to respond.
My student teacher was a Middle Level Math Education Major from
a local university. She was less than
half my age and her academic experiences varied from mine. She attended an all girls’ private high
school. My academic career was spent in public
school. Despite our differences, we also
shared similarities. We discovered that neither
of us came from a family of teachers. We
both liked banana bread. And, like most,
we knew from a young age that we wanted to become teachers.
Emily started her fifteen week middle school math placement
with only ever observing a class of students.
Thankfully, the policy has changed.
Advocacy pays substantial dividends!
She came in to meet me at the end of December, before her assignment
started. When I first met her in the
hallway, she looked nervous. I
remembered how I felt meeting my mentor teacher for the first time and I acted
the way I wish I had been greeted on that very first day. We talked about her teaching experiences. When I realized she had never taught a
lesson, we needed to start her experience from her comfort zone. I provided her with materials and a general
overview for our start in January.
During the first week, she watched my lessons and took
copious notes. She shadowed my daily professional
activities and recorded weekly routines.
We reflected at the end of each day and wrote her new experiences in a
daily journal. On our first day of sixth
grade lunch duty, we walked into the cafeteria together. After a few steps, I realized that she
stopped. I turned and looked at
her. She looked disoriented. Then, it dawned on me. I walked beside her and asked “Have you ever
been in a school cafeteria during lunch”?
She shook her head, “No”. In her
private school experiences, students ate peacefully in the classroom. Three hundred hungry, noisy sixth grades
must have been overwhelming! She
survived and, together, we reflected on the experience during our lunch period.
Our lunch conversations evolved from education
to other aspects of life. We discovered
that we were both taking Instructional Media classes. We both had younger siblings. I noticed a bright engagement ring and asked
questions. She was planning a wedding!
During our time together, I had the opportunity to
experience teaching through the eyes of a bright, young teacher. She was prepared, energetic, and dedicated to
our profession. Her lessons were well
written. She knew the math standards.
Her dedication matched her passion for teaching. We worked together on intangible things like
breaking into an established group, sharing information in parent/team
conferences, and responding to phone calls and emails. As in life, most things are challenging the
first time around and become easier with practice. Together, we worked to improve her instructional
practice by gradually increasing her activity in the classroom. We co-taught lessons for several weeks. With thoughtful and supportive guidance, our students
recognized both of us as classroom teachers.
We differentiated instruction and used iPads to meet the needs of our
students. Emily learned to fluently use
the SMART board, document camera, and other “hands-on” materials to involve all
learners. Those exercises provided solid
experiences for her to share during professional interviews. She matured from an observer to an active
leader. Eventually, she led classes as
I observed. We still took time for
reflection. An unexpected side effect of
mentoring: thinking about one’s professional actions helps to polish those skills.
Early on, we established a
goal to secure her a permanent teaching position before graduation. It was definitely a process! Emily filled out applications and I completed
recommendations. She emailed recruiters
and I spoke with principals. Emily and I
discussed interview confidence, key talking points and proper attire. We practiced interview questions and
discussed various scenarios along with proper etiquette. We spent about an hour after the school day,
most days, to plan and reflect before I left to pick up my daughters and she
went home to continue her studies. Our
dedication and tenacity produced positive results! She earned both face to face and Skype interviews. A school district flew her to North Carolina
for an interview during our public school spring break. She was offered a permanent position before
the end of her field experience. We kept
working. She was offered two more teaching
positions before she graduated college and decided to sign a contract for one
in North Carolina. Further, she received
an award for excellence in student
teaching.
The last few days of her field experience were
emotional. We had bonded. Two teachers from different life experiences
had come together to accomplish a remarkable goal. Neither of us will ever be the same. We still keep in touch. We emailed before her first week of
school. Academic milestones like
progress report and report card time remind us to send a quick email or
text. I emailed her after being asked to
write this article.
Looking back, the value of meeting someone at his or her own
comfort level is paramount to overall growth.
When people feel secure and appreciated, they are empowered to grow
beyond any given expectation. A gradual
release from comfort into greater responsibility, followed by supportive
reflection builds a network of mutual respect.
In the twenty-first century, cross generational connections benefit both
sides. We can learn volumes from each
other when we take the time to ask questions and listen, really listen, to the
answers.
Suzanne Brindle
Northley Middle School
Aston, PA
