During student teaching, I have intentionally asked my CT for feedback that helps me grow in both classroom management and instructional planning.
One area I have focused on is management strategies that can help create a calm and productive learning environment. Specifically, I’ve asked for ideas to keep students engaged during carpet time when they are sitting for longer stretches. One of my favorite strategies my CT shared is using a short song about sitting “criss-cross” that helps students refocus their attention and calm their bodies.
I’ve also worked on improving transitions between activities and locations. My CT encouraged me to have students repeat a transition if it isn’t done correctly the first time, which has helped set clear expectations and build consistency. Another helpful suggestion has been incorporating quiet signals so students can communicate needs, such as using the restroom or getting a tissue, without interrupting instruction.
Another major area where I’ve sought feedback is on moderating and adjusting lessons to meet the diverse needs of our students. For example, we have students still developing fine motor skills, like holding a pencil, and my CT has shown me several helpful manipulatives to support their success. For students still working on phoneme awareness, my CT suggested strategies like using color coding to make curriculum worksheets more accessible and engaging. In math, my CT has also shared different ways that students can quickly see numbers and repeat them back by using different manipulatives such as magnetic ten-frames.
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