So you want to be a teacher? Tufts students can earn certification to teach in a school environment through the Child Development department in a program founded on the reciprocal relationship between students and full-time teachers. The program, most often used by _ but not restricted to _ seniors, supervises a teaching certification program that gives student-teachers the opportunity to apply their knowledge in curriculum-based courses.
Senior Liz Exton is presently teaching first grade at the Hastings School in Lexington, after teaching preschool last fall. Two student teaching semesters, one in kindergarten or pre-K and one in elementary school, must be completed in order to be certified by the Child Development department to teach pre-kindergarten through third grade students. But this year, the program was altered: beginning in the fall of 2002, new participants will only gain certification to teach pre-K through second grade.
"You teach with the teacher who's there," Exton says, "and at the end of the semester there is a 'take-over' week."
Shawna Mahoney, another senior making use of the student-teacher program, says that during a "take-over" week, the college student literally takes over the classroom. "You have to plan all the lessons for all the different subject areas."
The time commitment, both concur, is about 20 hours per week. Exton says she drives herself to the school where she teaches, but points out that those student teachers who do not have their own cars get assigned to schools that can be easily reached by way of public transportation.
Other teaching certification programs exist for those interested in elementary school and high school classes, which are run by the Tufts Education department. Exton says that it is far more common to gain certification, for any level of teaching, through a masters program than as an undergraduate.
"It's a really small program," Exton says. She can only name three undergraduates, other than herself, who are participating this semester and suggests that this may be due to the fact that the program is not extensively promoted. Exton believes that there is a widespread interest in the program, but that she recollects that many have discovered the program too late in their undergraduate careers to take advantage of it as undergraduates.
According to Exton, working directly with children is bound to be a learning experience for all involved.
"There are some things that I really like about the teacher [with whom I am presently employed] and some things that I would do differently." Smiling, she specified that she has some new ideas about group-oriented reading lessons.
When Exton began teaching second graders in January, she was pleased to discover how capable the students were. Mahoney, who spent last fall semester teaching kindergarteners and presently teaches third grade in Sudbury agrees.
"Their level of independence was surprising," she said.
Mahoney reports that now she more fully understands the importance of establishing a good relationship with her students. She plans to get a job after graduation but recognizes that eventually she'll have to attend graduate school.
Exton also plans on teaching for a few years after graduation. She is hoping that her future employer will fund her post-graduate education. Ideally, she says, she will go into administration. Both students hope to remain in the Boston area.
Mahoney and Exton agree that being both a student at Tufts and a teacher in the community can be stressful, particularly during take-over week.
"It's a juggling act," Exton said. Creating lesson plans and taking classes on campus certainly keep these students busy. Nonetheless, both student teachers believe that the program is well worth their effort.
"It's definitely made me feel more confident about having a class of my own," Exton said.
