> My frustration is that despite this careful nuturing they >seem to regress to the lecture/sponge model when student teaching. > I believe that this is due partly to seeing particing teachers >using a lot of lecture; those who are placed with teachers who use a >variety of methods seem to also do so.
I can suggest another reason, which was a problem when I student taught some 15 years ago. The classroom teacher would not permit me to utilize methods that differed from hers, after all the college placed me with her to learn how she did it, not create methods of my own. At least that was her opinion. I
I sometimes have student teachers in my classroom. However, most are placed with older, more senior teachers. Their methods are frequently static and outdated. Many of the student teachers are frustrated by their placements, however, such placements continue. Why, because the University does not insist on different placements.
I personally believe that if the Universities were willing to pay a portion of the students fees for credits to the classroom teacher, they could insist on choosing only quality placements. Since they are unwilling to pay for the placements they often get classrooms where the teachers are hoping for the two week break while the student teacher takes over, rather than concentrating on what they need to do to facilitate a quality experience for the student teacher.
This is one of the many issues I believe need to be addressed by Teaching Colleges and Universities.
Thanks for letting me get on my soapbox;-)
# # # # # # # # # # # # # # # # # # # # # # # # # # Eileen Abrahamson "All our knowledge has its origins Fourth Grade Teachers in our perceptions." Edw. Neill Elemetary Leonardo da Vinci Burnsville, MN E-Mail:firstname.lastname@example.org