1. CH. 8 Common Problems of Student teachers
Dr. Gallegos
CD 23

2. Kind of problems Stress and Anxiety
Stress can be too much work to do in little time, lack of recognition of efforts, noise and activity level in classrooms, children’s challenging behaviors, tension between staff members or other classroom adults, or other factors
Symptoms of stress include but not limited to tense muscles, difficulty concentrating, upset stomach, headaches, fatigue, sleep difficulty, low morale, and irritability.
Three sequential stages in teacher training are commonplace:
Focus on self or self-protection
Focus on children
Focus on outcomes of teaching

3. Kind of problems
Anxiety- a general sense of uneasiness that cannot be traced to a specific cause.
When the student teacher can feel uncomfortable until there is a clear feeling of exactly what is expected, and may react in a number of ways. These can include becoming defensive, avoiding necessary guidance, missing class, becoming critical of the placement classroom, looking for faults in others, withdrawing into busy work such as classroom maintenance, or other behaviors.

4. Activity
Write down some positive courses of actions to take in orfer to address the anxiety that you see in yourself?
How would you address it to a colleague?
Now what are some stress reduction techniques that you think are helpful?

5. Kind of problems Feelings Time Management
Worry-have faith in your ability
Seeking Help
The half-a-teacher feeling
Guidance

6. Kind of problems Attachments Philosophic Differences
Talk, talk, talk-listen carefully includes listening for intent, for children’s thinking, giving up control of the conversation, and honoring children’s ideas.
Personality Conflict
Being Held back

7. Kind of problems Site politics
Developing supportive staff relationships
Just as you role model behaviors for children you will consciously or unconsciously model behaviors for colleagues
These behaviors may include: empathy, friendliness, kindness, concern, and collaboration.

8. The Role of Communication and Conflict Resolution
Communication is a broad term that we define as giving and/or receiving information, signals, or messages. Most interactions accounting for 60 to 80 of most human encounters.
Conflict resolution usually refers to strategies that enable individuals to handle conflicts cooperatively, possibly attaining win-win situations Mediation by a neutral third party can be part of the process.

9. The Role of Communication and Conflict Resolution
Communication: Reacting to Bias
Caring and Sharing: A first step in Communicating
Authenticity
Stating Common goals and “I” Messages

10. Listening: The ability to receive
Purpose to listen:
Communication: building relationships
Cathartic
Informational
Persuasive

11. Listening: The ability to receive
Listening distortion
Attitude cutoff blocks the reception of information at the spoken source because expectations acts on selection.
Motive attributing-is illustrated by he person who says of a speaker “He is just saying that for public relations.” Teacher just like to talk.
Organizational mix-up happens as one is trying to put someone else’s message together.
Self-preoccupation causes distort because the listener is busy formulating his reply and never hears the message.

12. A Problem-Solving Process
Step 1-The recognition of facts, tenistons, emotions, or an expression of a problem occurs
Step 2: analysis takes place
Step 3: “I” message or state the facts and consequences (as they relate to joint goals) message is sent
Step 4: Discussion takes places. (This involves probing for more data. Who owns the problem?)

13. Step 5: Both sides of the problem are clearly stated
Step 6: Possible solutions are proposed.
Step 7: An agreement is secured to try one of these solutions, and if the solution does not work an agreement is made to meet again.
Step 8: Individual respect for willingness, time, and effort to solve the problem is expressed, in an attempt to reinforce positive behaviors.