Before the reading the Chapter 1 on Habits of Mind, I have the notion of sharing responsibility and management with student teacher is the appropriate course of learning inside the classroom. In doing so, the teacher can concentrate on other aspect of learning while the student teacher can complement the teacher in administrating the students. This methodology would allow both teacher and student teacher in maximizing their potential in specific area rather than dividing their attention into different aspects. Prior to reading the chapter, I also have the mentality of focusing on giving equal attention to students, which means not giving extra attention towards anyone. The reason behind this strategy exhibits the ability of teacher to detach themselves from any particular student and focus on the fostering a learning environment for the whole class. It prevents the formation of distrust from other students who can identify any signs of extra attention towards anyone.
However, upon reviewing the case of Jose, the shared responsibility of the teacher and the student teacher must rest heavily on the responsibility of the teacher. The teacher must be able to control the class, which includes the student teacher. Teachers must take command of the class by delineating the goal and the strategy to the student teacher. As such, the relationship between the two can entail professionalism while maintaining collaborative efforts (Dottin and Weiner). In regards to the providing extra attention to any students, teachers must recognize the ability of enforcing praise to the students in order to motivate them in studying even more. This strategy could lessen the time required in assisting any students who are in need. However, providing extra time and attention to an ESL student can help them in assimilating with the classroom education and their life. The allocated time must be controlled and must not compromised the over-all classroom learning.
References
Dottin, Erskine S., and Mickey Weiner. 'Enhancing Pre-Service Teacher Candidates’ Problem-Solving Ability Through Case-Analysis: A Campus And Field Collaborative'. Florida Association of Teacher Educators Journal 1.11 (2011): pg. 76-80. Print.
