Photo by clare jensen
STUDENT TO STUDENT TEACHING. University of Washington Tacoma student teacher, Jessica Petree (right) reads off what she and other teachers-to-be learned from McIlvaigh Middle School students Feb. 28, as seventh-grader Daniel Burlaka (left) holds the list.
Student teachers at University of Washington Tacoma (UWT) got a how-to lesson on teaching struggling students to meet standards, and they heard it from the students themselves.
Tacoma public school students know what it is that works in the classroom and what doesn’t work.
Especially in the Washington Assessment of Student Learning (WASL) era, where it is imperative as ever for students to “get it.” Not meeting standards can be detrimental to a student’s career, which is the scary truth for many teachers-to-be.
Feb. 27 and 28, 12 students from one of McIlvaigh Middle School’s math classes came down to UWT to tell it like it is.
“These are students who did not, or just barely, passed the WASL,” said McIlvaigh math teacher Andy Coons. Students who fell into the not, or barely passing category, were required to take one semester of an additional math class to their regularly scheduled class. The students at UWT Feb. 28, who were once struggling to make the grade in math, chose to take the extra math class for a second semester, because they felt what they were learning in Coon’s math class was working for them.
“[We were able to see] a completely different way to do things creatively but still address the standards,” said UWT student teacher Erin McCarthy. “Especially to hear from kids who have been failing…we can hear what works, and what doesn’t work.”
The students were able to share their math portfolios, which contain examples of work and improvement for each student, and talk about activities and lessons they felt were particularly beneficial.
“To see a real teacher with a real student – I think, OK this can be done. It’s not impossible,” said UWT student teacher Erin Greer.
The middle school students also formed a panel to tell the future teachers exactly what separates a good teacher from a bad teacher. They revealed an intricate balance of behavior for good teachers, like not being too lenient, or too fun, but still being understanding and supportive.
“You have to understand that we have a life outside of school,” said seventh grader Tiffany Souriyachack, who has hefty responsibilities at home once school is out.
Seventh-grader Daniel Burlaka said that flexibility and open-mindedness was key.
“They (the students) can articulate what they know,” said Julia Aguirre, assistant professor for math education at UWT. “I can say a lot of things, but they can hear it straight from the students. I’ve taught a lot, I know how powerful their voices can be.”
Greer said she appreciated the experience because it “takes out the middle man.”
“This is different from what (UWT) teaches us,” she said.
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