Field Guide to Student Teaching in Music , 2nd Edition - Companion Website
Navigating Philosophical Differences
You have done all the prep work, connected with your student teacher, alerted the office staff, and introduced the student teacher to the adults and the children in the building. Now you are off on a multiple-week journey of helping to guide a new teacher through the exciting world you have become so experienced in. You have developed a plan for your student teacher to gradually assume responsibility, but as the process unfolds there are some additional considerations to navigate.
It has already been mentioned that hosting a student teacher is an opportunity to revisit and perhaps reshape your philosophy of music education. As educators, we are all guided by it throughout every interaction we have with parents, colleagues, students, administrators, and community...but how often do we actively engage with it? There are multiple opportunities to engage with your philosophy, but at this point it is more important to consider those moments when your philosophy differs from that of your student teacher. It is likely to happen, philosophies are as unique as personalities, and you have to have a plan for what happens when those conflicts happen.
Are you open to allowing a philosophy other than your own in your classroom?
This is a very important question to consider. There is no right or wrong answer, but how you answer will alter the relationship with your student teacher. It is imperative that you carefully consider this question and communicate your thoughts clearly with your student teacher. It is also important to realize that it is not an “all or nothing” answer. You have to identify which parts of your philosophy are “non-negotiable.” Hosting a student teacher is definitely a balancing act that requires some flexibility (on the part of you AND your student teacher).
Is there a process for discussing differences in philosophy?
Regardless of whether you and your student teacher are in complete agreement or polar opposites (although in truth, most relationships will be somewhere in the middle), you have to set up conditions for a continuous open dialogue about teaching philosophy. If either of you feels that you cannot openly discuss philosophy then over time it will damage your relationship and eventually may have a negative impact on the students. It is important that no matter what the professional differences between you and your student teacher, the students are NEVER impacted. They deserve the best you each have to give ALWAYS.
Will the ST be free to teach according to their philosophy or do you expect them to adopt yours?
This question is where the “rubber hits the road.” You and your student teacher can discuss and work through your philosophical differences, but at the end of the day you will have to decide how much latitude to grant your student teacher. It is your classroom and you have to determine how much control your student has to be themselves. The continuum is fairly straightforward.
However, while the continuum is pretty simple, the reality behind it is much more complicated. As the cooperating teacher you will need to decide how much freedom they will have to do it their way. You will need to decide where you can flex your philosophy to accommodate theirs and what things are non-negotiable. More importantly, you have to be able to communicate that to your student teacher. You will need to develop an open dialogue where issues of philosophy can be discussed and worked out...but not in front of the students. As an experienced teacher you are likely already aware that students will take any opportunity to play one adult against another when they perceive a difference in expectations. Start the student teacher-cooperating teacher relationship by explaining your non-negotiables and flex points and set up a system for open dialogue to discuss philosophical differences. This will benefit you, your student teacher, and most importantly, your students in the long run.
