wrong and how to improve it. Cooperating teachers are part of your support system, too. Be tactful in all situations and have patience. Don’t try to change what your cooperating teacher is doing, rather observe and learn. Most likely they have reasons for what they do that may not be apparent to you. Work hard to become a good colleague by forming a re- spectful relationship with your cooperating teacher. Develop a positive and supportive network of colleagues outside of your student teaching setting and remember your student teacher cohort is your support group as well. Communicate with everyone who is involved in your student teaching experiences. This includes your cooperating teach- er, your university supervisor, students in your cohort and your principal. Everyone wants you to succeed! You would not have gotten this far if your supervising teacher had res- ervations about your ability to become a teacher. Don’t be afraid to make mistakes. No one expects you to have all the answers. Everyone has some ups and downs. In many cases the cooperating teacher is not getting paid to take you on as a student teacher. They are guardians of the profession and want to help you develop into great colleagues.
3. Cross-Train
Cross-training is highly recommended in preparing for a marathon as it allows you to use different exercises to work different muscle groups. Similarly, it is important for you to take advantage of experiences outside your comfort zone. In Michigan your certification is for all levels (PK-12) and all music settings. Plan to give your future students a great mu- sical experience at any level because your first job responsi- bilities may be different than your student teaching. For ex- ample, if you identify yourself as an instrumental person, go visit the choir room and learn what that master teacher does. Ask if you can spend a few minutes on the podium working with the students. If you see yourself as a high school level music educator, don’t spend all of your time on this level, go work with the beginning ensembles and general music set- tings for a few days.
Teaching goes beyond what you do in the classroom. Take advantage of all opportunities your cooperating teacher gives you, from making copies to going on the annual trip. Ask your cooperating teacher about their organizational strate- gies. Find out how they plan all aspects of their year (e.g. setting expectations, organizing the room or equipment, or- dering music, etc.). Collect everything! Whenever you find something you might want to use in your classroom - be it a worksheet, activity, parent letter etc., make a copy of it for yourself and put it into a folder. Go with your cooperating teacher to conferences, faculty and professional develop- ment meetings, booster meetings, etc. Here you will learn skills used to collaborate with administration, teachers and parents. However, before you attend these meetings ask if it
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is appropriate for you to be there.
Get to know your students inside and outside the music classroom: go to sporting events, plays, dances, and see them in other classes. Music students are talented in so many areas. They want you to know and value all of what they are capable of doing. Relating to every student takes research (know your students’ names, something about them). Stu- dents may not always remember your course content, but they will always remember how you made them feel. These relationships start with being genuine with students.
Going to these events also helps you connect with the fac- ulty. Getting to know them and their work is important. This helps you understand the demands of their jobs, which in turn helps you integrate your program with the school cul- ture. Becoming a good colleague also helps when you need to take students out of their classes or the school day or when you need help with the concert or a special activity. Also, form relationships with the janitor, school administrative as- sistants, and school nurse. Treat all school staff with dignity and respect. A simple ‘please’ and ‘thank you’ can go a long way.
Get acquainted with teachers in disciplines other than music. Ask your cooperating teacher which teachers they admire in the building and go observe them. Through this activity you will gain different perspectives and begin to understand the opportunities and challenges of other disciplines and lev- els. If you want to watch great classroom management, a lesson broken down into manageable pieces and the ability to smoothly transition between learning episodes go see a Kindergarten teacher! By observing them, you will gain new tools and strategies to apply in your student teaching.
4. Get the Right Gear
Your appearance is just as essential to your teaching as prop- er footwear is to a runner. Dress professionally. Even if it is a dress down day, always stay a level above the students. We always model for our students what we want our students to do musically. Why not take that approach to model what we want them to become as a professional in their future fields? How you dress, how you carry yourself, and your ethical behavior can be influential. Student teaching is the longest job interview you will ever have. You never know who will see you and suggest you for a future music job.
Clean up your online presence and make sure there is noth- ing that could be misconstrued. Know the expectations re- garding social media and appropriate ways to interact with students online. Find out what the school policy is regard- ing sharing information with parents and other stakeholders. Do not “friend” your students or their parents, or your co-
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