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  • 1. SAY “It better prepared my classmates more when they were put on the spot to teach the class and write the lesson plans.” “I didn't know the area so I didn't know where to student teach.” “Student teaching wasn't lifelike, you were in the classroom but you weren't 'on the spot.' ” “Student teaching was more about observing rather than teaching the class.” “It would've been nice to have something on top of student teaching.” “Interviewing was nerve racking. You have everyone you would be working with and all the different personalities with questions you can't prepare for.” “Getting a teaching job period is very difficult unless you have a connection with student teaching.” “They didn't teach us mental and life skills. We were never mentally ready to prepare for the classroom. They couldn't prepare you for the time spent on things such as lesson plans or grading or moral and social issues with students.” “Practicum always wasn't a part of class. Classroom management was taught But it didn't teach me how to break up fist fights or teach a 6th grader who doesn't want to learn.”
  • 2. FEEL I feel like most learning takes place by doing rather than being lectured. I feel that not only doing helps grow your knowledge in the subject, but also the social skills and interacting with different personalities. I feel like doing also helps people be mentally prepared. When you are in a situation that you've been in before it's a lot easy to feel in control. When it comes to teaching, being in control can completely change a classroom's atmosphere. I feel like the education system is getting lost in an era when it was industrial. Today industries move much faster while the education system seems to stagnate. I feel like life is much better for people who know how to network and for some people that can be very challenging. Especially for out of state college students who are looking for employment.
  • 3. THINK I think if we could get more students involved with more real world situations it will help them develop faster for the work force. I think having some type of life skill or mental skill education could help many people be able to balance their lives better when transitioning from college life to the real world. I think having some type of life skill or mental skill education could help many people be able to balance their lives better when transitioning from college life to the real world. I don't think college education really taught her how to deal with certain situations correctly because you can't learn it from a textbook.
  • 4. Colleen is... A compassionate, positive-thinking individual who is honest and hard working and puts others before herself. Colleen needs a way to be able to respond appropriately to difficult real world  scenarios such as job interviewing and student interaction because those behavioral situations weren't taught in school.
  • 5. 1. Teacher internships. 2. More student teaching than what's being offered. 3. Being put "On the spot" teaching. 4. Career Fairs. 5. Teacher Mentoring programs. 6. Career Coaching. 7. Books on the subject. 8. Support websites/blogs. 9. Teaching workshops. 10. Applying for job interviews so you can get experience. 11. Have students act out scenarios they would assume they could run into during their time teaching. 12. Have college students interview each other and give each other critique on their answers. 13. Extended student teaching. 14. Setup individual mentors for new teachers with experienced ones. 15. Setup teacher support groups to help new ones out. 16. Develop a behavioral class with hands on experience with teachers where problem kids come to the classes so new teachers can help learn in difficult scenarios. 17. Setup a program or website to guide teachers with how they can help cope in difficult situations. 18. Every college would have a course available specially on how to conduct interviews and be a professional in the workplace. 19. Divide the college work proportionately between lecture work and hands on experience with students and faculty so you get both the theoretical side and the action side. 20. Have problem children from universities come in or students come in to classes to observe their behavior and figure out solutions so that they make be ready to solve situations that these kids might encounter when they begin teaching. 21. Have teachers go to multiple schools in the school districts to get a sense of how all of them are run differently and to meet the staff and create relationships with them. 22. Universities wouldn't have classrooms, but the classrooms would be part of the actual schools wether it's high school or grade schools so the college students are constantly immersed in interacting with the kids. 23. Have school administrators and staff be interviewed by college students in classes before they are interviewed by them in the future.
  • 6. 24. Have student teachers break up into small groups and spend time lecturing small groups of children in schools during college so they feel comfortable when they begin their career. 25. Setup individual mentors for new teachers with experienced ones. 26. Setup teacher support groups to help new ones out. 27. College students would have time to work with individual young students (or groups) to learn about their behavior before working with an entire class. 28. Every college would take a course specially on how to conduct interviews. 29. Colleges work directly with the school district to talk about situations that arise in the class 30. Universities work with the school district to allow student teachers to work twice a week in a class in a different school each week for maximum exposure to the entire district. 31. College teaching students work with school teachers to create and share lesson plans in order to network and build confidence in how to teach difficult students. 32. Have a list of the most common difficult issues teachers need to face and how to properly solve them. Have the student teachers use critical thinking to help solve them and doing so by demonstration (acting out the scenario). 33. The same with listed above, but they would the be most difficult interview questions that prospective teachers have to answer and how to properly answer them. 34. Each student teacher must shadow every teacher and administration employee of a school district to understand and see all the perspectives and possible scenarios they might encounter. 35. Inject the correct morals/experience to their memory so she would be able to correctly handle the problem. 36. Inject kids with the correct moral behaviors. 37. The ability to stop time to think of how to resolve a problem when they're currently in it (kids fightings, interview questions) 38. Knowledge of all teachers before you to correctly resolve the situation your in. 39. The ability to foresee what situations will arise in the future so you could prepare for it ahead of time. 40. The ability to see as student teacher what her students wants and needs are from their perspective so she you absolve all issues before they happen.
  • 7. 41. Along with student teachers taking exams, each 42. Have a way for student teachers to be able to know the questions they will asked before the interview so they can spend time figuring out the best answer to them. 43. Be able to switch bodies and minds with the interviewer so you know what answer he or she is looking for. 44. Have interviews be a weekly part of student teaching with the same kind of questions be asked routinely in order for the student to better answer it after gaining more experience every week. 45. Have student teachers work with a segmented group of gifted or quieter students at the beginning of student teaching and gradually change to working with difficult students at the end of it in order to gain experience to know how to solve the difficult scenarios after having gained experience. 46. Have student teachers talk collectively to share scenarios they went through and how they went about solving the issue while others give feedback. 47. Have student teachers interview other teachers who just recently got into the field to learn about their time interacting in difficult situations. 48. Have student teachers be able to morph into children or high school students in order to solve the situation at their age level. 49. Increase the number of teachers from 1 to 2 in every class in order for them to solve each issue with the knowledge and ability of two individuals. 50. Have school faculty administrators interview teachers in chunks during their student teaching and college education in order to see what type of skills they have as well as help mentor and further their development. Ideas that were prototyped: - Setup a program or website to guide teachers with how they can help cope in difficult situations. - Setup teacher support groups to help new ones out. - Have college students interview each other and give each other critique on their answers.
  • 8. What worked? The concept and it's features (A support website) The video chat What could be improved? How to improve the know a school district feature. I was going for the angle that the "get to know a school district" would've been about finding out who the faculty and staff is for an interview, yet my stakeholder thought it was more of a job search feature. I was wrong in my assumption, but it was good to get that feedback nonetheless. If I changed that over again I would have had a job search functionality in the main menu and possibly a place to create an online resume. Questions? No questions. The testing was pretty straight forward and I have video if I ever need to check it again. Ideas? I think this could be a solid idea to try out again. She had some things that were perceived differently but for the most part the test was how I thought it would go. a. What you learned by testing your prototypes. I learned two very important things that coincide with each other. The first is that it's not bad to test even if your idea is very very rough. I tried to test myself by coming up with ideas on the fly when she asked questions. The second thing I learned was that even if your idea is very rough, you can still learn a lot from your stakeholder by asking them what they expect to happen next. I had assumptions going in to what I thought certain sections of the site would be, but they weren't perceived the same way by my stakeholder, which is what the whole point of testing is. I will be doing more rough sketch prototypes in the future after discovering that you can get amazing feedback even if you're product isn't fully developed. b. What you would do next if you were to continue working on the project. My next step would be taking her feedback and continue developing a more solid version of the site, but still using paper with a little more functionality figured out. I went into it pretty rough because I wanted to challenge myself with getting great feedback with the most lean and minimum viable solution that I could create. I would also try and test it on a few other teachers to get their thoughts as well.

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