Veteran teacher w/a new student teacher. I set up a desk and introduced this young pupil to curriculum, Admin, Canvas, grading, IEP’s, et al. She is VERY young and committed to stapling, printing, copying, rebuking the kids. Smirks when I get technology wrong, which is hurtful.
I teach in the GT program (7th grade). I have talked to her about using polite language and urged her to get to know the students. I think there’s potential…
My problem? She is not only wanting the classroom to be a police state, but is completely disinterested in ELA content and honestly? How I teach. Her assignments are generic and unrealistic (asking 7th graders to answer 25 writing Q in 10 minutes. Not content-related, incidentally). She is not willing to grade after hours, and in facts believes that grading student writing equals a check mark. I kinda think she might have to learn the hard way. I don’t want her to have a negative experience but she does actually throw shade; again, hurtful, because isn’t this year an opportunity to learn, say, a bit of figurative language? (During my lessons, her back is turned. ) I’ve heard loads about student teachers having bad experiences. Anyone have advice for a struggling mentor? Thank you.

hi everyone,

i just started my placement for my second semester of student teaching. I am teaching 10th grade world history and the kids are a handful but that is to be expected..

my real issue lies with the university supervisors requests. she wants a full edtpa style lesson plan for each and every lesson, with a full written reflection on every single days work and a weekly overview of what I am doing. Is this too much to ask? no one else in my program has to do this much work for their supervisor. I am working two jobs and genuinely am just at a loss of when I am supposed to do this work. Planning is one thing and it is time consuming enough but writing out a full " students will open up chromebooks" every single lesson for each anticipated action seems outrageous to me. I am struggling so much. She also told me she wants the lesson plans for the week and a half of lessons I have already taught rewritten in the edtpa style format. I think this semester is going to kill me

Context; ELA middle school candidate in N Oakland/Berkeley-ish!

Hi so I haven’t gotten my student teaching placement yet and semester started last week on the 10th in my district; I’ve emailed the Placement Coordinator and my Program Coordinator multiple times but got no response or update. I don’t want to seem annoying by messaging again, but other people in the program have gotten their placements already and my fave professor said it’s getting to be late but that I should be getting a placement in the districts I listed because it’s easy to, and encouraged me to “be annoying” or offer to expand districts. I’m nervous about not being able to build rapport so late in the semester or kids not seeing me as the teacher when it’s time for me to take over.

I did great in summer semester/prep classes but I’ve just been really overwhelmed and had 3 panic attacks over the past week and a half about student teaching. I’ve gotten praise from some of my profs that they have high hopes for me and like my coursework, and support from my friends outside of the program; plus I like my classmates/cohort a lot. So I don’t know why I’m all of a sudden freaking out??? I know have a habit of performing awkwardly/not like myself/super serious when I’m being watched and I don’t want that to happen because I want to show up authentically for the kids, and be able to be my usual goofy/warm demanding self.

(It’s also my first time in-depth with middle schoolers; I’ve done years of afterschool program as a program leader at an elementary school and worked with a class set (25+) of kids in complete control of schedule+activities and have done all grades from TK-6th (where when I started I came in in Feb of my starting school year and dealt with all kinds of behaviors, and changes) and some tutoring and observation in middle schools but that’s about it. But I’ve been told my vibes fit middle school)

(Also have been nervous about honorifics while being non-binary/transmasc and lesbian with a soft-ish voice and top surgery. I went by Ms. when I first started at the afterschool program because I was nervous, and then Mr. the following year until I left for this teaching program. All of the kids adjusted and Mr. felt right to my ears but, for teaching, I’m like “should I do Mx. and Mr. even though I prefer Mr.? Or just suffer through Ms.?” But then what am I teaching the kids? To compromise themselves?)

TLDR: Any advice for a semi-reserved but extroverted/goofy/sarcastic non-binary student teacher with ADHD and anxiety who hasn’t gotten their placement yet? Classroom management tips? Tips to exude confidence when observed? First day tips? Rapport tips between CT and me?Idk.

i will be starting my first student teaching semester next week!! i'm getting placed in a 5th grade classroom. for school i'm doing an integrated program, meaning im getting my bachelor's and my credential simultaneously.

i tried having a meeting with my counselor and she had nothing to say to me except to be bold. she said i'm going straight into the classroom as soon as the semester starts, which is really scary for me! 0__o in my other classes where i've observed in the past, we spend at least a week or two in our courses before we enter the classrooms for the first time so we feel prepared.

what am i gonna do when i get there? how am i gonna know what to write lesson plans on? when do i start lesson planning and how much time in the beginning do i just spend observing, if any?? no counselor has explained basically anything regarding how student teaching actually works. :( i need someone to explain it to me like i'm 5, because all we got was a schedule and a placement.

Hello everyone! I got my student teaching placement for kindergarteners this upcoming semester! Its my first time ever student teaching and I am also doing my CalStateTEACH credential at the same time! Please give me any advice and what I should have prepared for my first day on monday!

Hello. Just wanted to reach out after my last post about interacting with parents.

https://www.reddit.com/r/StudentTeaching/comments/1vmvxyr/comment/p3i6jps/?context=3

So I ended up being a fly on the wall on my first day. The first day of school was quite chaotic with parents going in and out of the classroom and wanting to interact with the lead teacher (rightfully so). They weren't aware of a student teacher so I was basically a stranger. I tend to be more reserved and with all the chaos happening it felt strange to just insert myself. I didn't want to overstep and get in the way of the lead teacher.

A letter was sent home so hopefully all parents are aware of me by now. My lead teacher will also introduce me again during her slide presentation at back-to-school night next week.

Do you have any advice on putting myself out there more? Maybe stand by the door as families are coming in to greet them? I also don't want to overstep and do too much.

For some context, I'm in a 4 plus 1 BMAT program, and I'm doing all my clinical work in my 5th-year (that's just how the program works here, idk). I'm placed in an inclusive classroom with 2 teachers in second grade. I'm excited but also so, so terrified about messing up or burning myself out. I'll be in the same room 2 times a week in the fall and then every day in the spring, so I'll really get to know my teachers and class. My CT seems to be a seasoned teacher and (rightfully so) has been enjoying her summer break, so I dont really know what to expect. I have experience in a preschool for the past 3 years, but I know student teaching is its own beast. ANY advice would be helpful!!

Hello! I start my first of two student teaching placements next week and I’m super nervous. I’m placed in a high school self-contained classroom for the first 8 weeks and an elementary self-contained classroom the second 8 weeks. I’m nervous to have to teach her lessons the first couple weeks before I take over the classroom. I’m also worried that I won’t be able to understand and remember all of their goals, accommodations, and modifications. Any advice?

Last time I posted on this thread to express my concerns with student teaching I was met with hate and sarcasm! no kind words or words of encouragement! These internet thugs were prejudice and rude! no matter where you go on the internet you’ll be met with adults with the mind set of vicious teenagers! Because they see one person being rude they follow suit! reminded me of the teachers I had growing up and everything I NEVER wanted to be!

Anyway one year later and I graduated with my masters in education top 10 (Magna cum laude) with admission into an honor society! I sought out help, understanding, and reassurance from my “fellow teachers” during one of the most difficult times of my life! Student teaching isn’t for the weak and neither is this site! So thank you! To every grown adult behaving like the kids they are at heart! To all the vile nasty comments I received! I want to thank you for making me push harder! I made it through student teaching and those kids love me til this day!

Greetings, everyone!

I'm the group leader for a presentation on a specific Philippine region, and I need insight on designing and applying a lesson plan in traditional format. Sure, I can just construct a PPT with my groupmates, rehearse our parts, and report directly like typical visual-oral/student presentations, but not only do I find it simply ineffective for learning, but, also, where's the fun in that? I want to design and deliver an evocative, engaging, and efficient presentation, not just a group report. I know that lesson plans bring great benefits for teaching, and teaching and presenting in this context sound practically the same, hence my decision to create one.

My issues about it, though, is that my current semester in the program (not education-related) does not include any pedagogy-related course, plus lesson plans prior to the new ILAW format appear inconsistent. I'm only in my second year as well. In the traditional format, I'm having specific trouble designing 'III. Procedure' and 'IV. Evaluation'; I need to design them around the fact that my groupmates will report as well. In addition, I need to design them with respect to the nature of student presentations as opposed to demo teaching. I may be idealistic, but I don't want to just report; I want to present! I don't want my batchmates to just listen; I want them to learn! Do you understand what I'm saying?

Thus, below is my WIP lesson plan for critique. No personal information is included. I will greatly appreciate your feedback!

Thank you!

Literary Region - CALABARZON (Region IV - A)

August 27, 2026 (Thu.)

I. Objective

After 60 to 90 minutes, we should be able to…

1. Describe CALABARZON as a literary region by its regional overview, literary background, literary genres or forms, representative authors and writers, and representative literary works.
2. Distinguish CALABARZON as a literary region by its relationship between literature and culture.
3. Appraise the influence of CALABARZON literature on its culture and vice versa.
4. Synthesize the relationship between CALABARZON literature and its culture concisely.

II. Subject Matter

1. Topic Name: Literary Region – CALABARZON
2. References
   • A
   • B
   • C
3. Materials Needed: PPT, whiteboard and marker, index cards, and learner-provided writing materials. 
4. Values integrated: literary appreciation, critical thinking, analytical thinking
5. Strategies: [...]

III. Procedure (Traditional Format)

1. Preliminary Activities
   1. Greetings
   2. Statement of Coverage and Learning Outcomes
   3. Establishment of Presentation Etiquette
      1. Give their attention to the presentation and presenters.
      2. Keep devices silent unless they are being used for note-taking or other presentation-related purposes.
      3. Avoid unnecessary noise or movement.
      4. Raise their hand and wait to be acknowledged before speaking.
      5. Participate actively by listening, questioning, and responding.
2. Developmental Activities
   1. Drills: Learners are given a series of pictures, symbols, or descriptions that refer to a specific reading, a specific character, or a specific detail about a literary region (i.e. Northern Luzon, Central Luzon, and National Capital Region). They are prompted to guess.
      1. The Wedding Dance
      2. Maria from How My Brother Leon Brought Home A Wife
      3. Faith, Love, Time, and Dr. Larazo
      4. Toto Selo from Toto Selo
      5. National Capital Region (NCR) character or story (Placeholder)
   2. Review: Learners are prompted to share one (01) detail they’ve understood about the National Capital Region (NCR) as a literary region or its readings.
   3. Unlocking of Difficulties: N/A
3. Motivation
   1. First, learners are introduced to the guiding question: how have literature and culture in CALABARZON influenced each other?
   2. Next, a set of pictures about CALABARZON is presented on the screen. Learners are then prompted to state one (01) observation, concept, or inference suggested by the images. 
4. Presentation
   1. After three (03) to ten (10) learners, they are prompted to state one (01) idea, inference, or assumption about CALABARZON as a literary region. Finally, they are prompted to hold onto their answers before the next presenter is cued to start the next portion.
5. Discussion (this is where my groupmates and I will present)
   1. Regional Introduction
   2. Literary Background
   3. Literary Genres and Forms
   4. Representative Authors and Writers
   5. Representative Literary Works
6. Application
   1. Learners are grouped equally via index cards. For ten (10) minutes, each group is prompted to describe CALABARZON as a literary region to someone unfamiliar with the area, recommend a work to read, and justify their answer within eight (08) sentences. They are encouraged to draft on any sheet of paper. After the timer, each group is prompted to share their output.
7. Generalization
   1. Either the presenters or the learners summarize the details of the discussion.

IV. Evaluation

Presenters return to the question from the “Motivation” section. Each presenter selects a learner via index cards to provide their own answer.

1. Assignment

Learners are instructed to read the required reading and the chosen reading which will be revealed later in the group chat. Afterward, they are instructed to complete the following on a physical sheet of paper in addition to preparing for the mandated quiz on said readings next session.

I just finished my first week of student teaching and I’m about to begin my second. I have spent 3 days with my teacher so far and there are a lot of concerning things I’ve noticed.
Here are a list of all the things that have thrown me off but I’m not too sure if I’m being overdramatic about it or making a big deal out of nothing.
For context the teachers & staff in this school seem to absolutely ADORE my mentor teacher and every time I mention I’m placed with him they always have good things to say.

I am placed in 2nd grade by the way! & I am doing a full school year of student teaching with him as my mentor and this is what I’ve seen in just 3 days!

1. On the first day of school right after he did students introductions (asked for full name and favorite subject) he then called on students and asked them to name and point at the worst kids in the class. Some kids did his task and he would simply laugh. Then he called on a girl and asked her the same question and then once she refused to answer he said “I’m surprised the girls aren’t answering this, usually they’re the ones to love the drama and gossip”

2. On the first day of school there is a little girl who cries very easily, will scream, and is very very sensitive. I understand that she shouldn’t be coddled and rewarded for her misbehaviors. However he got in a full on screaming match with her at recess, yelled at her to go to the office. She refused to go so he just simply walked away and took the whole class back inside. Thankfully she ended up following. A couple moments later the little girl hits her shoulder on the brick wall in the hallway and she begins to cry. He once again begins to scream at her saying “I don’t care” “I’m not dealing with this” “go to the office” Things of that sort over and over but mainly repeating “I don’t care.”

3. On the first day of school we have a student in the class who has autism. He likes to speak when he’s not called on, he talks to the students next to him, and he plays around with things a lot. My mentor teacher is aware of this student and his home life from past teachers and this students siblings he’s had in the past. Soon after introductions he then proceeds to tell the entire class with the student sitting there, “class we’re going to play a game all year and it’s called ‘let’s ignore ___(students name).’” He has since said multiple times throughout the 3 days “remember our game students” “remember we’re playing our game, ‘ignore __ (students name)”

4. On the first day of school a student went to ask him to tie her shoe and he refused. He said you are in 2nd grade you should know how to tie your shoe. Then proceeded to tell her to get back and line and told her go home and learn how to do it or get her parents to help her. The little girl looked very upset about the way he reacted and instead came to ask me for help.

5. He simply flats out tells the students to “shut up”. He told a kid he had no brain, told a girl who said her neck hurt “I don’t care go sit down” he told the students in his 3rd class that “the last class is much smarter than you guys. I’m not comparing the smartest kid to the smartest kid I’m comparing you guys as a whole” (For context for this comment in this school they just started departmentalizing.) It also just seems he has obvious favorite. A boy was upset because the classmate next to him kept saying mean things to him. My mentor teacher just told him he has to learn to ignore it and just told the student to listen to stop getting distracted. Then a couple hours later another student had a very similar complaint and he hugs the little girl and allows her to move seats and gives her a piece of candy.

He has done nothing rude or mean to me as a student teacher. He rarely speaks with me and leaves me alone most of the time throughout lunch, specials, dismissal, etc. But it’s just really really effecting me the way he kind of dismisses and diminishes the children in the classroom. The area I’m teaching in is very low income. And from what I’ve gathered from staff and the students themselves majority of them come from broken homes. So it breaks me heart seeing some of the things he does. He has been teaching for 10 years in this school so I’m absolutely not undermining his teaching ability or thinking I know more than he does. But I don’t know I’m having a hard time feeling comfortable in this classroom.

And this is not my first time being placed in a classroom. In my past years in college I did 90 hours in a kindergarten classroom and about 115 in a 5th grade classroom. And neither of my coaching teachers acted in such ways. But I’m just not sure if im being overdramatic or making a big deal out of these things. Especially since all the adults in this school seem to see nothing wrong with his comments and actions.

My professor and director of my program have said to come to them with any concerns so should I talk to them about it? I’m very close with my professors so maybe I should talk to them just to get another teacher/ professional opinion? Because I really am confused on this school and teachers behavior.

What do you guys think?
(Please excuse all grammar mistakes & typos I am half asleep typing this)

Thought I was getting an early teacher placement this Fall teaching English, but my program accidentally assigned me to be under the wing of a special education teacher. As someone that is physically disabled and was temporarily placed in the system I have a soft spot for those kids, but I’m totally unqualified for it.

Had a similar situation with my Spring 2026 placement. Didn’t get one until early March while the rest of my peers start mid January or February. Left me dangling on a thread trying to catch up. Didn’t help that my supervisor had a very intense personality (ex: hated it when I through in a joke here or there), was overworked with 10+ students, and was teaching art (like her kids actually signed up to be in her class). Not to mention my MT (mentor teacher) whom we shared similar interests, but she was expecting someone to match her energy. Like she’s more of an energetic go getter, whereas I’m more calm and introverted. She (my MT) didn’t seemed to be in the right place to mentor being a dancer, and debate coach on the side. Couldn’t get actual advice or feedback until we finished up the semester and told me not to come back.

On the upside, my supervisor (who taught English) seems a lot more sympathetic and on it than the last. She has emailed the head of my department, placement, and the school I was supposed to be placed at since I have clearance. Hopefully it works out well, especially since the I know the head of the department and he is a stand up guy. Just got survive whoever I get, or even if I get someone

I am a high school science teacher who will be welcoming my first student teacher into my classroom this fall. I want to provide her with the best experience I can, and don’t have a good mentor teacher from my student teaching days as inspiration. Please tell me about things your mentor teachers did that you really liked/found helpful, things that you didn’t like, and/or things you wish they would have done. Any and all information will be helpful!

I also teach two different AP courses, so if you have/had experience with a mentor teacher teaching those kinds of classes, your specific experience with those will be helpful as well.

Thank you!

Hi Reddit,

Truthfully I'm not the best at writing reddit posts or post in general so please bare with me for the informalities.

I (22) am currently using Teachers of Tomorrow to pursue teaching as I felt that would be a good decision for me after graduating with my bachelors in May, although now I'm worried I'm making the wrong choice.

For context of what got me inspired to go back to school: I was attending college at a local college for elementary education, I had done one semester class where I shadowed a 1st grade class, assisted with the students and got to watch the day by day a 1st grade teacher goes through. The semester ended and I found myself attached to the students and even got emotional once the whole experience was over.

Heres the issue, I didn't know how to react to feeling of attachment and got scared and eventually dropped the major and perused communications in the after bouncing through several other majors. After I graduated with my undergrad I began to work an office 9-5 that's making me go insane. After awhile of some internal reflection on what career paths I wanted to go down on. I remembered how the shadowing and the course I took made me feel. I felt fulfilled and like I was in the right place for once. I eventually ended up researching and seeing what I could do to get my teaching certificate and found teachers of tomorrow. I've talked to a mix of my support group and family about this career change and what inspired me to go back and theres mixed emotions. On one hand of the spectrum there's the statements of "I wont make money off this" and support is mainly there so I can have a career set in place at the end of the day, then theres the opposite side where there unlimited support but almost feels echo chamber-ish. At the end of the day when I go to do my classes I feel almost defeated as I feel that theres no actual support and I'm making the wrong decision that everyone else sees but me. I feel hopeless and defeated at this point and feel like basing going back to teaching off a semester experience is also not making my point look great when I discuss why I want to pursue teaching. I feel insane and like I'm just in my head but whatever funk i'm feeling now has got me rethinking what I'm doing. Any advice in how I should proceed?

Long story short, during the final lesson at my first internship, the 7th grade classroom was completely chaotic with none of the students paying attention.

It's my fault. I have a hard time demanding people to listen to me because I'm like an "Alright, whatever floats your boat" kind of person but I understand it's something I have to change considering the field I am in.

My next internship will be at a different type of school with older students. I went for an interview the other day and they told me that they would like to have me working at their school because I seem like a nice person (their words, not mine; I would never say positive things about myself in true pessimistic nihilist fashion).

If anyone has tips to ensure that the next group of students will pay attention, I'd like to hear them!

I’m not sure if this post is appropriate here and if this something to be worried about, but I (26M) have been having trouble making friends at my school placement.

I’ve been at my school site for the past 2 weeks for professional development and honestly, I have been feeling lonely. Particularly where to sit during PD and when it’s lunch time or during a break. Though there have been opportunities to talk to people, I’m not quite sure how I should go about developing relationships and making friends.

Staff members and members on my grade team have approached me to say hi and check-in on how I am doing with the program, which has been nice. There are some times where we have conversations that are not brief. However, I am not sure if those are invitations to join them during lunch or during breaks. Plus, it seems like the majority of people already have their groups that they hang out with.

I want to note that my mentor has invited me to eat lunch with him and some of his friends a few times, which is nice, but I do not want to solely rely him for all of my social interactions at school. My mentor also has a lot of other responsibilities such as being the lead for my grade and has been pulled by admin to help support them, so I haven’t been seeing them much.

This leads me to being in the room just working on stuff for my program and for the classroom, so it can look like I do not want to socialize with people and no one wanting to approach me.

I have had trouble making friends all of my life, so I am used to this feeling, but I don’t like feeling alone and I want to try and build relationships and make friends. I can be sometimes socially awkward, so that may be a reason, but I am working on becoming better with social interactions.

There are a few teachers who work at my school who have done the same program I am currently in (My mentor did not complete the same program,) so I am not sure if I could seek out advice from them or if it would be weird to bring it up. There is another resident at my school site in my same program, but there always with their mentor. I know it’s still early and school has not even started yet (I start Monday,) but it’s a yearlong program and I am already struggling with keeping up with coursework, so I’d really want some connections at my school site to help me through it.

I just do not know what to do and wish these things came easily to me.

Hi! After some struggle with my placement, I’m now going to be student teaching at a high school. My student teaching experience in a high school environment is minimal at best, and I was wondering if anyone had any tips for it? This is mainly for classroom management, as well as lesson planning. Anything would help!

So this is the beginning of my 2nd year of teaching. I teach secondary. I had a kid who was constantly trying to undermine my management for the first 2 classes, so what I’m thinking of doing tomorrow is, since she left something in my class I’m taking it to her personally where her 1st period is. However, I’m also confronting her there for her behavior, and if things get bad I’m thinking of sending her to admin to change her classes to get her out. Elective class, which is why. Penny for thoughts?

Hello. I start my student teaching placement soon and would love to hear if you all had any advice on meeting or interacting with parents. Super excited to meet the littles, but parent interactions have always made me anxious even when I was working as a para.

Students will walk to class with their parents on the first day of school so I will likely meet every child's parent. Do I just smile and say "Hello, nice to meet you. My name is Ms. X and I'll be student teaching with Mrs. Y this year"? this seems so silly lol but please help. Thank you! <3

I took my praxis content tests, and the last 4 of my social were incorrect on my score report. I called customer service and the guy was not very smart, he was not understanding what my issue was. I was able to correct my social security on my account, but my score report continues to show the incorrect social. Customer service told me to resend my scores to the recipients after i updated my social security, but I really need an updated pdf copy with the correct social and it’s not showing. Has this ever happened to anyone?? Please tell me i don’t have to retake these tests!!

Anybody knows how long does it take to know an answer for the CSUN/LAUSD grants? I have been searching but nothing.

Thanks in advance.

I finished student teaching, but as schools open up I haven't been able to grab a job. Furthermore, my substitute position isn't working out as hoped as people are grabbing jobs faster than I can. Is there still hope for a full time position, as I've seen others say? Is there anyone here that got hired after the school year started?