Another major theme: You don’t have to teach. They just need to learn. You don’t necessarily have to teach ANYTHING in high school, you only have to make sure your children learn it. I didn’t know the answers to a lot of the math or science. You’d think I would because I’m a nurse, but it’s not true! I completely lost it with math about a month into Algebra 2. Everyone loses it in high school math – everyone. But, again, it’s not our job to learn the stuff. We just have to make sure our student learns the stuff.

My kids did chemistry and physics completely on their own. They did Algebra 2, pre-calculus and calculus completely on their own. I only gave them the tests, and had to look up the answers. By the time we got to calculus, I didn’t even know what the symbols meant anymore. I only knew that the answer had to look like the answer in the book. I had one mom tell me her high school wasn’t working because she could no longer teach them writing. She said “they are better writers than me – and I’m a professional.” I just had to point out to her that homeschooling appeared to be working because they WERE succeeding. Once you get into high school, writing is mostly about practice. Edit the papers for spelling and grammar, yes, but it’s mostly important to practice, practice, practice.

I couldn’t keep up with the books either. I have confessed before that I didn’t do “literature analysis” with my kids. I just asked them if they liked the book (to which they usually said “yes” and not much more.) They have grown up and done fabulously with the honors literature courses in college, so I know they weren’t damaged by my weaknesses. I couldn’t keep up with my kids reading either, but you know what? They were reading thousands of books for fun, and I didn’t stress out about reading those books ahead of them. So why did I stress out about reading their school books ahead of them? I don’t know! Consider public school for a moment. Would the teacher pre-read every book? No, just the one or two they used in a year. Would the teacher be able to help with writing more than you? No, likely it would be just grammar and spelling.

What about science? I didn’t help my kids at science at all, but my boys both got straight-As in college science after homeschooling, so I know that it worked. My concern with the comments that “Homeschooling isn’t working” is that people forget the alternative. Homeschooling may be hard (OK, it absolutely IS hard) but it is much more effective than a public or private school. It is the 1 to 1 tutoring, the mastery before moving on, the absolute love for the student that make homeschoolers succeed. None of those things are available at a public or private school. There are lots of resources for homeschoolers. Online courses, tutors, co-ops, video programs, and curricula for every learning style. You may need help, but that doesn’t mean that homeschooling isn’t working OR that putting your child into school is THE one and only answer to problems.

For many years I was a cooperating teacher and master teacher. I also worked for several universities as a field supervisor for student teachers. I witnessed some great and not-so-great students. You want to make your experience as positive as possible. You can achieve your goal of having a successful student teaching experience.

Once you have your assignment, contact the school and co-operating teacher as soon as possible. Set up an appointment. This must be done prior to the first day of school.

When you arrive at the school, introduce yourself to the office staff. They can really be helpful, and they keep things running smoothly. Ask for a school handbook and familiarize yourself with the rules. You will be expected to follow them. Seek out the principal and introduce yourself.

Be sure you get a calendar for the school year. You must know the dates for the semester, which will include holidays, teacher in-service and testing days. There are times when vacations for your college and the school district are different. You will be expected to adhere to the school district’s calendar.

Before you meet your teacher, have a brief biography with your address and phone number(s). Give the teacher the biography and handbook that explains what is expected.

The teacher also needs to know your calendar. You will start on the first day of the semester, but, in most cases, will leave early. University/college semesters end before those of the public schools. This means the teacher will have the class back full time and has to prepare.

Always address the teacher by the last name. If he/she says it’s OK to use their first name, never do so during class time. The teacher is also expected to call you by your last name.

Always be on time. Leave home early and get there before class begins. Traffic tie-ups are not good excuses.

Dress professionally – no jeans. Even if there is a casual dress policy, maintain your professionalism. The way you dress makes an impression. The administration knows you are student teaching. If you maintain a professional appearance, it will be noticed.

Plan ahead. Work on lesson plans with your co-operating teacher. Always get them approved. If you want to try something different, get the teacher’s approval. There are those teachers who want you to do things their way and those who will let you spread your wings. When you have finished with the lesson, always get feedback.

Be flexible. You may have the best lesson plan when something interferes. It’s always the unexpected: fire drill, special guest speaker, a lock down. Don’t let these incidents rattle you. There will always be another day.

If you are going to be absent, you must notify the teacher and school ASAP. Do not do it by email. Most teachers do not have time to read emails before school. Call the switchboard and leave a message. Ask that your teacher be notified.

Keep a journal. Note classroom management techniques, start of class and end of class. What does this teacher do that you think is effective? Also put down the things that you think are ineffective. When you teach a lesson note what went right/wrong. Write how you would change it. This begins to give you an idea on how you want to run your own classroom.

Don’t sit around. Let the teacher know that you are willing to jump in. Ask the teacher what you can do. You may start with taking roll or passing out papers. This gives you a chance to get to know the students. It also lets them know you are there in an official capacity. When it comes to the students, be a teacher, not a friend. You can’t be both.

Get to know other teachers on the staff. Visit other classrooms. You can get ideas from observing classes not in your discipline. Teaching is a technique and transcends subjects.

Join teachers for lunch. You will hear about the school and students. Never gossip. Always maintain credibility.

Attend in-service days and staff meetings. Ask if you can sit in on parent/teacher conferences. The more exposure you get to the real world of teaching, the more successful you will be.

The student teaching experience can be an exciting time. It’s important to be organized and follow through. You are embarking on the roll of a professional educator. If you follow these tips for a successful student teaching experience, not only will it be satisfying, but you may end up with a placement.

In 1954 the United States Supreme Court decided Brown v. Board of Education, 347 U.S. 483 (1954) which found that segregated schools were a violation of equal protection rights. It would be another twenty years before this concept was applied to children with handicaps, especially learning disabilities, trying to receive an education. In fact, shortly after Brown was decided the Illinois Supreme Court found that compulsory education did not apply to mentally impaired students, and as late as 1969, it was a crime to try to enroll a handicapped child in a public school if that child had ever been excluded.

Due to court challenges in Pennsylvania and the District of Columbia in the early 1970’s things started to change. In 1975 Congress enacted the Education for All Handicapped Children Act of 1975. This was the first law that mandated that all handicapped students had a right to an education. Not only did it mandate that all handicapped students had a right to an education, it also mandated that local educational agencies could be held accountable for not doing so. Shortly thereafter, the term handicapped was replaced with “child with a disability”. Although revised in 1990 as the Individuals with Disabilities Education Act (IDEA), the most comprehensive changes came in 1997. This law required schools to identify children with disabilities to make sure that all children have available a “free appropriate public education and related services designed to meet their unique needs and prepare them for employment and independent living” 20 U.S.C. § 1401 (d). Unfortunately, the most recent changes in 2004 made the law slightly more difficult to receive the benefits they deserve, which, depending upon the next administration and the make up of Congress may or may not be a trend that will be followed in the future.

Exactly what is a “free appropriate public education”? Under the law, it is defined as “special education and related services that (A) have been provided at public expense, under public supervision and direction, and without charge: (B) meet the standards of the State educational agency; (C) include an appropriate preschool, elementary or secondary school education in the State involved; and (D) are provided in conformity with the individualized education program required under [the law].” In other words, the school must provide services that meet the needs of a child with a disability that may affect their ability to learn. These “related services” can be services that are provided in the classroom, such as giving the child extra time to finish taking tests. They can also encompass services that can be provided outside of the classroom, such as tutoring, or having the child attend either a day or residential program outside of the school, along with transportation.

For the historical data, I relied on Wrightslaw: Special Education Law by Peter W. D. Wright and Pamela Darr Wright and Special Education Law in Massachusetts by Massachusetts Continuing Legal Education.