Student Teaching at Southeastern

One school. Three experiences.

Ryan Whittemore: Teaching Across Subjects

My name is Ryan Whittemore, and I am currently a Long Term Science Substitute at Southeastern Regional Vocational Technical High School. After completing Bridgewater’s Accelerated Post Baccalaureate Program in the Fall of 2013, I was granted my initial teacher’s license for High School and Middle School History. Shortly following the Student Teaching portion of my program, I was offered a position at Southeastern. However, I was not asked to teach history but asked to teach science. Regardless of the unfamiliar subject, I was confident that I could effectively manage my classroom while planning and delivering engaging state standardized lessons; so I took the job. I now teach 3 courses of High School Chemistry, two of which are inclusion classes, and 3 courses of Science, Technology, and Engineering. My classes consist of 15-20 students whose grade levels range from sophomores to seniors. By working with my supervising practitioner and the using the resources provided by Bridgewater State University, I can continually improve my ability to manage my classroom, plan units based on state standards and deliver lessons using various technologies necessary to create a positive learning environment. Thanks to my Student Teaching at SERSD, I now have the ability foster academic and social success within my student population regardless of subject matter. I can now apply my skills to guide students of varying skill level and subject matter towards academic literacy.

Kay Place: Differentiation for Diverse Learners

My name is Kay Place and I am completing my student teaching as a long-term substitute at Southeastern Regional High School. I teach six biology inclusion classes, mostly sophomores and freshman, and though I have been met with many challenges I am happy to say I have enjoyed every moment here at Southeastern. I teach a variety of learners and from my first day working here I knew the flow of my classroom would have to move quickly and smoothly. We are constantly transitioning from notes to activities so as to keep my students active and awake! I am huge on word association games, and supply plenty of visuals to go along with my notes. Notes are quick and to the point. I limit my definitions to 4 to 5 words MAX. There have been a few times where I have looked out at my audience of students and changed the lesson on the fly as I could see I was losing their interest. I have learned how to think on my feet and how to attack key terms and content in a variety of ways. The best advice I have received so far is any tools and guides you give to your IEP or 504 students you should give to everyone. I am definitely seeing the positive results.

Maria Cahill: Incorporating Technology in the Honors English Classroom

My name is Maria Cahill and I am a senior at Bridgewater State University studying English Education (grades 8-12). I am a traditional student teacher at SERSD assigned to an honors English classroom this Spring semester. I teach both freshman and sophomore honors English alongside my cooperating teacher, Traci Wheeler. I have had a wonderful experience thus far at SERSD. Because it is a technical high school, I have had the opportunity to use technology in the classroom every day with the abundance of resources SERSD offers. Each of my students has a Google Chromebook which they use daily for research, in and out-of-class projects, and journal writing. Below you will find some of my lesson plans and assignments I have used during my student teaching experience. You will clearly see how technology is incorporated into our everyday schedule.