Effectiveness Of Pre-Autumn Experience As A Prerequisite For Student Teaching - Brief Article

College Student Journal, Sept, 2000 by Henry S. Williams

This study examined the effectiveness of Pre-Autumn Experience as a pre-requisite for student teaching. The course deals with the opening of school; undergraduate students helping teachers to set up the classroom before the arrival of their students. The undergraduate students have the opportunity to interact with the pupils, staff and other school district personnel. To achieve the purpose of the study, I observed the pre-autumn experience undergraduate students, conference with the group, and kept a dairy of their reports. Teachers and principals were also asked for feedback about the program. After reviewing the information collected during my observation, I will conclude that the Pre-Autumn Experience is a worthy assignment for teacher education students.

People learn best what they experience. Much learning takes place through listening and reading, but learning is likely to be more meaningful and lasting if it is supplemented with experiences. Sometimes these experiences can be as direct as reviewing with the master teacher the special services used throughout the school year, observing instruction at different grade levels or a list of aspects of the school's curricular and extra-curricular programs that are in direct cooperation with the community. Pre-Autumn Experience fits this mode of learning.

Pre-autumn Experience is one of the professional courses required by Central Washington University teacher preparation program. The course deals with the opening of school, professional relationships, school/community relationships, school district organization and instructional support and resource services. The number of weeks required of students to spend in the classroom varies from three to tour weeks depending on the opening date of the schools. Generally, the entry-level students preparing to become teachers are assigned to teachers selected by the principals in the various schools.

This past summer, I had the opportunity to observe thirty-eight students from K-12 in action at the various schools for three to four weeks and I was amazed at the out- burst of energy from the students. For the past years, some segments of the school community have expressed serious doubts about the effectiveness of the learner's outcome of pre-autumn experience. Some think it is just a money making machine for the institution due to the short duration of time spent in the classroom by the students. To be able to discuss the effectiveness and experience the students are receiving, I spent a lot of time visiting the schools where the students are assigned; conferencing with the students, and keeping record of my daily encounters with them. Furthermore, principals were consulted during my visits and I took notes of my casual conversation with them. Teachers were also asked for feedback about having pre-autumn experience students in their classrooms. In the process of my observations, the students were asked to help me with a summation of their experience at the end of the three to four weeks. Eighty percent of the students responded favorably to the request.

In talking to the teachers and principals, I learned that they are very enthusiastic about having the pre-autumn students in their schools. One of the principals stated that, having the pre-autumn experience students at the beginning of the academic year addresses the critical shortage of assistants to the teachers. The students help set up the classrooms, create bulletin boards, and run general errands for the master teacher. The general comment from teachers was that the pre-autumn experience students show compassion and patience as well as demonstrating a great deal of skill in academic and social skills.

In spite of the many doubts expressed by students at one of the seminars to orient them about their responsibilities, I discovered that the majority of the students were engaged in the classroom and helping the teachers. However, a few of the students were unhappy due to the fact they were required to be full time in the classroom. They complained about not having the chance to work and earn some money. It is important to note that during my conferencing with individual students, two of the secondary pre-autumn students decided not to become teachers. They stated that "too much work involved. The kids are always grumbling about classroom work. I am not ready to baby-sit any high school student." A few students complained about the lack of discipline in the classroom and the teacher's inability to control the classroom.

On the other hand, one a student stated that "the experience is awesome. The faculty in the Special Education Department is great." Another student said, "I cannot believe how busy is my Kindergarten teacher. She has a lot of preparation to do." Another student mentioned that the experience provided her the opportunity to witness and participate in different aspects of teaching that you never experience as a student. "I also feel it provides a nice foundation for student teaching." Another student mentioned that the experience she got in regards to classroom management was excellent. "I got to see how teachers with experience dealt with students with behavior problems versus those with less experience. The new teacher tended to give room for unacceptable behavior. It seemed like she is concerned about staying on the child's good side. The more experienced teachers were very clear on what was acceptable; they tended to enforce it much more. I can hardly wait to become a teacher."