Reflection on Student Teaching at RHS

Jayne Peterson Leusink

I had the opportunity to student teach at Roosevelt High School within the Sioux Falls School District.  My corresponding teacher was Cathy Regas, who is a Business Education teacher and the Chair of the Business Computer Department. During my time at Roosevelt with Mrs. Regas, we had 3 sections of Personal Finance, 1 section of Web Design, and 1 section of Introduction to Computers.   

The main subject that I taught during my student teaching was the three sections of Personal Finance. I taught the Introduction to Computer class for about one month, and I mainly just observed and helped out in the Web Design class. The planning periods were short, but extremely helpful during my student teaching experience.

I am really glad that I took over Personal Finance when I did. I started at the one of the hardest units, and it really showed me how much time and effort it truly takes to plan and prepare for each lesson everyday. Of the three sections, every class was so different from one another, and it was interesting to see how each group responded to lessons and activities in Personal Finance. Although it was easy to compare classes and progress, each class was diverse and had unique qualities with great students.

The barriers in my student teaching were sometimes unavoidable. When technology wouldn’t follow through or the server would become disconnected, students would sometimes shut down. I had to adapt to many situations and be ready for a back up plan if technology was not working as planned. With technology being the center of attention in our classroom, students became very accustomed to activities and procedures set forth. It was also very easy for students to become distracted in class, especially when each student had their own computer. Very often I noticed that students would not listen to directions or lack focus when it came to the class lecture or activity. I have came to the conclusion that nothing is more frustrating than repeating information over and over, just because some students chose not to listen. There was one day in November (before Thanksgiving break) that I actually had to take a few minutes to explain to the class that from then on, I would only explain things to the whole class – not again and again to each individual. The redundant questions became more sporadic, and students then started to ask more meaningful questions that I liked to answer.

Much of classroom time was spent tracking students and their progress. If a student was absent, it was hard to constantly track them down. When you see almost 150 students a day, it was impossible to know exactly what they missed and what their grade is. The funny part is that students expect you to know immediately, and would get impatient if you do not. I have learned that it is important to remind students to constantly check their grades, and encourage them to stay ahead on their work if they miss class.

I learned that I cannot always pass everyone – students need to show that they are capable of earning a passing grade themselves. As baffling as it is when students were continually absent, I learned not to take it personally – and just continue to encourage them to catch up and attend class. I also need to remember to always explain to the class why we do the activities and assignments that we do. It is important to tie everything together, and reason with students by giving them a purpose for an assignment or activity. Students will show much more passion, and understand things at a deeper level if it is connected to them.

Most importantly, I also learned that every student learns differently. It was extremely challenging teaching to the class as a whole, but I always did my best to vary my instructional style to relate to as many students as possible. Skill levels varied across the board, from students in ELL classes and on IEPS – to students who are in Advanced Placement classes and excel in school. The motivation level of students was extremely diverse, and was noticeable when I gave chances to improve scores or receive full credit for missing work. It was encouraging to see student’s work ethic shine when given the chance to redeem themselves.

My perspective on teaching has dramatically changed after student teaching at Roosevelt for one semester. I have faced so many challenges but yet so many rewarding opportunities and experiences while teaching, and some of them will always remain indescribable. The teaching profession is definitely a journey I am willing to take. Teachers make a difference, but students have an impact on teachers that is truly powerful and hard to express. They remind you each day why you are there, and why you wanted to pursue a teaching career. I have learned to be patient, to continue to encourage each student to try their best, and to have a “short” memory when it comes to student’s behaviors or attitudes about certain things. Not every student is going to be as passionate about the subject as I am, and I have learned to not take it personally. I will remember the positive things that students do, like contributing to class discussions, or doing a great job on a project or activity. Each student has his or her own strengths and unique personalities. It has been an absolute pleasure student teaching at Roosevelt High School this fall, and my experience has most definitely made me a more prepared and confident teacher today.