Winter 2014 Welcome Mentors & Student Teachers! Brigham Young University Compiled By Andrea A. Nielsen M.Ed. assisted by Cherice Montgomery Ph.D.

Meeting Agenda O Eat Dinner and ask Orientation questions to your Student Teacher O Student Teacher Responsibilities O Student Work Permission Form O Mentor Responsibilities O Assuming Responsibilities Chart O SNAP Giving Feedback O Language Teaching & Learning Wiki O University Supervisor Responsibilities

Orientation Questions O One thing about this placement that I am looking forward to is… O One thing about this placement that makes me feel nervous or anxious is… O When it comes to language learning, I think… O One thing I hope to explore this year is… O Other people tell me that some of my greatest strengths are… O I think I will need support from you in the following ways… O One thing that you should know about working with me is… O One of my biggest pet peeves in working with others is… O When I get angry or frustrated, I need… O One thing that you should know about my life is… O I hope that you will be patient with… O One thing I would like to ask you is…

Student Teacher Responsibilities O Professionalism: Behavior, dress, language, punctuality, meeting deadlines. O Substituting & AP: O Emergency: Only for mentor, no pay, no more than 1 day O Partnership Conferences or Professional Assignments: Joint approval of Dr. Montgomery, Professor Nielsen & Principal, not to exceed 2 days unless cleared with the Education Field Services. O No AP classes O Teaching: O Gradually assume responsibility O Observation O Collaborative teaching and planning O Focus class, additional sections, additional preps O Full load O Feedback O Fade out

Permission Form for Sample Student Work, Photos, and Video O Seminar+in+Student+Teaching Seminar+in+Student+Teaching

Mentor Teacher Responsibilities O W-9 Form: So you can be paid your honorarium O Orient Student Teacher: Classroom space, copier, orientation questions, school culture O Schedule Student Teacher’s Responsibilities: Tentative schedule of when the student teacher will assume classes O Teacher Work Sample: Fitting it into the curriculum, teach at the end of February and into March O Lesson Plan Expectations: Mentor, Professor Nielsen O Regular Meetings: O Feedback and support (emotional, mental, pedagogical) O Make your thinking visible to the student teacher O CPAS and Letter of Recommendation: Due online by April 15 th

Student Teacher Assuming Responsibilities Chart O Chart Chart

SNAP Student Teacher Feedback SpecificNoticeActionsParameters Identify a specific component of the more general problem Model what to notice Provide two or three concrete actions to try Identify conditions that influence when to apply the actions General problem: Students are restless and inattentive Specific problem: Lesson is irrelevant to students’ lives/interests Lesson is too abstract or teacher-centered Students have been sitting for too long Students are ready to move onto the next concept (i.e., teacher spent too much time on the activity or concept) Unclear instructions or not enough scaffolding/structure  Comments (i.e., “This is BORING!”)  Glazed eyes  Jiggling legs/feet  Slouching posture  Shifting in seats  Talking  Tapping fingers  Yawning (exaggerated or loud)  Have students turn to a partner and discuss a personal experience related to the lesson  Give students something kinesthetic to do in response to your prompts (clap v. stomp feet, thumbs up/down, signal cards)  Ask students to stand & stretch (or do a curriculum-related energizer)  Switch to the next activity  Add some additional scaffolding or have students turn to a partner and summarize the last segment of the lesson Student teachers feel less helpless when they have options for action Empower your student teacher by providing general principles or “rules of thumb” that help them make better decisions about when to apply each technique The more the student teacher can act with SUCCESS, the more confident they will feel

Language Teaching & Learning Wiki O

University Supervisor Responsibilities O Observation Visits O 4-5 visits (unless there are problems or special invitations) O Announced/invited (but may also drop in) O Written lesson plan, worksheets, place to sit O Time for feedback after the observation O Feedback O Self-evaluation (oral and rubric) O Discussion: Classroom management, comprehensible input, contextualization, scaffolding, student-centered practice O Goal Setting O Questions O Support O Facilitate communication and provide ongoing support to student teacher O Assist mentor and student teacher in collaborating to try new things O Online O Materials O Phone O Weekly seminar meetings O Wiki

Basic Information O Contact Information O O Cellphone: O Home phone: O Work phone: O Logistics O Arrival/Departure time O Dress code O ID cards O Parking O Space for personal belongings O Materials O Copies of disclosure documents O Seating charts O Textbooks O Expectations O Involvement of the student teacher in class O Schedules O Assuming responsibilities O Observation visits

Informational Links O Language Links Wiki O O Culture Connection Wiki O O FLTEACH O O FLTEACH Daily O O Guidelines for Effective Mentoring O O Policies &Procedures Handbook for Student Teaching & Internships O k.pdf k.pdf

BYU Contact Information O Andrea A. Nielsen M.Ed. Dept. of Spanish & Portuguese 3005F Jesse N. Knight Building Brigham Young University Provo, Utah (Office) (Cell) O Cherice Montgomery, Ph.D. Dept. of Spanish & Portuguese 3177 Joseph F. Smith Building Brigham Young University Provo, Utah (Office)

Thank you so much for coming!! We appreciate you!!