Prior to the observation, Greg and I were nervous. We are both venturing into this 'team teaching' thing together for the first time, so had no idea what kind of feedback or feedforward we would receive. We made the decision not to do anything 'special' for the lesson - but to just carry on with the usual routine and see where to from there.
It turned out that we weren't so bad after all. Anne gave us such positive feedback. Greg left the room with an new air of confidence that every PRT gains when being told that what they're doing is great. I left the room feeling affirmed and overwhelmed because, as mentioned, Greg and I really are kind of making this whole thing up as we go along! Neither of us had experienced this type of teaching before.
The conversation was lead by Anne's questions. I am trying to remember everything we shared, which I will bullet point.
What is the one most important thing you need to establish at the beginning of the MDTA programme?
- Building relationships with the students
- Establishing the MDTA teacher as a teacher who is in equal partnership with the mentor teacher and not in a secondary teacher/student teacher/teacher aide type role.
- Mentor teacher letting go of control and trusting the MDTA teacher with classroom responsibilities and listening to their ideas.
- The first thing any effective teacher has to do, is simple - LIKE THE STUDENTS YOU TEACH. Kids know when you don't like them. And like, any other human being - you act differently towards people that like you, compared to people you know don't like you.
- (Greg) to become more familiar with assessment analysis protocols at TPS.
- (Greg) improve on behaviour management strategies to promote better cognitive engagement.
- (Kyla) continue to help Greg strengthen his teacher practice.
- (Kyla) take risks that wouldn't usually be taken with only one teacher in the room e.g. messy science lessons!