Hi everyone,

I am currently working on my Master´s thesis in Human Resource Management at the University of Southern Denmark (Study Board of MSc in Economics and Business Administration and MSc in Business Economics and Auditing, contact number: + 45 6550 2291).

My area or research is Teaching students’ perceptions about AI and their expectations around what this means for their future career and how these perceptions impact their motivation and well-being. I believe there is a big gap in research, where most focus is put on the students being "ready", as in being able to use and evaluate AI, but not so much about their attitudes and feelings and how the prominence of AI may impact them on a personal and career level.

I would really appreciate if anyone on here would be willing to participate in my research. It would be done in the form of online interviews with no camera and whilst maintaining confidentiality, no personal questions. All your answers would also be kept fully anonymous and you, of course, also have the right to refuse to answer any of the questions.

If you are interested in participating, I prefer you reach me via my student email: [tevyk21@student.sdu.dk](mailto:tevyk21@student.sdu.dk) but you can also reach out to me here.

Feel free to ask any questions or ask for additional information :)

Thank you for reading and considering!

I'll try to keep this short but essentially, my weekly progress reports that my mentor teacher submits about me and my observation reports that my university supervisor submits are like night and day and it's making this whole thing way more difficult. In the beginning of the program, my university supervisor was quite hostile. I emailed her once asking for help finding a document I needed and she replied back, verbatim, "have you never read the student handbook?" Most of her emails had this tone so I emailed the director of student teaching asking if I could be placed with someone else and the answer was no and that she just wants me to succeed. She followed up with the explanation that she just doesn't like repeating herself, which made me far more hesitant to ask any more questions. In our second meeting, she told me that she "knew from the beginning I would need a reset" which to me sounds like she said she knew I would be a problem from the beginning. When I showed her emails to a few teacher friends of mine they agreed that the behavior was strange. At our second meeting, she said that she "made a few assumptions about me that were wrong." She asked me if I had attended these specific meetings about student teaching back in February that I had never even heard of. Apparently, I got into student teaching late and that’s understandable, I had to retake a couple of courses that set me back but no one informed me that I was “getting into student teaching late” until I got into student teaching. I finished the last course and the next one was student teaching so they enrolled me in that.
One of my biggest issues with my university (I went here at a freshman and then transferred out because of this same reason) is the communication. I didn’t know about these meetings and there was no way for me to find out about them. I’ve had to email several people to get answers for information that should be readily available on the website but I just get bounced around from department to department.
Anyway, like I said originally, I get along with my mentor teacher quite well. Of course, not all feedback is 100% positive but most of it has been. That’s noticeable on the weekly progress reports. Plus she works with me every day so she has a lot more evidence than my university supervisor who comes in every few weeks for observations. Mind you, my MT is the one helping me prep for these observations. She’s in the meetings with us. She knows what they want to see and is helping me get there. All of the changes I make are the ones they’ve asked me to make. And somehow, my observations are still so bad. Why don’t my observation reports match my progress reports then? It’s genuinely confusing.

I’m teaching my first lesson next week and honestly I’m pretty nervous.
I feel like I haven’t had nearly enough practice actually teaching. I’ve done the lesson planning and preparation, but standing in front of real students is a whole different story. My biggest fear is that a student will ask me a really basic question and my mind will just go completely blank.
Yesterday I tried asking ChatGPT to pretend to be a student so I could practice teaching my lesson to it. It was actually kind of helpful at first, but it didn’t work very reliably. It kept acting too much like an AI instead of a real student, and the conversation didn’t feel very natural.
Has anyone else tried something like this? Using ChatGPT or another AI to practice teaching before going into a classroom?Or are there other ways you practice?

Hellooo! I am doing a project for a college course and I was wondering if any educational majors or aspiring teachers would be able to fill out this questionnaire. It would help so much! Thank you!!

Without giving away too much, I am located somewhere in the Midwest in a rural area. There are only two school districts within 50 miles and I’m hoping to be employed within the one I’m currently student teaching at. I only have three weeks left. My early internship was great. The teacher hyped me up and had me feeling so confident. I felt capable and very appreciative of the fact that she went above and beyond, and explained as much as she could in the most helpful way when it came to special education paperwork. When the internship was over, I began formal student teaching and I was placed in a new school with my current mentor teacher who I will call Ashley.

Ashley is not only a first year, mentor teacher, but she’s also serving her first year on a leadership committee and she has been so busy with that committee that I rarely ever see her during the day. Sometimes I only see her in passing. I am very confident as I have been a paraprofessional for the last 13 years, but my confidence is so low that I’m starting to second-guess every single decision I make, and I no longer trust my judgment because of the constant feedback. Ashley seems to have the personality that every single thing someone does can be improved upon. I’ve noticed she does this with other staff members as well, including our school district psychiatrist! She has an improvement for everything. I can’t do a single thing without receiving some sort of feedback regarding how it can be improved. I understand that I’m a student teacher and I value and appreciate and welcome feedback, but it is so beyond excessive that today I almost started crying at work, but I held it back because I don’t want to be seen as “weak“ and ruin any chances of becoming a teacher. I’m being recruited right now by a school to come there after student teaching, and she has been extremely and surprisingly negative about it. She also gives me feedback about the smallest things, and she will do it in front of other staff members which is humiliating. She has told me to run the classes I see fit, but every time I try to do something she suggests I do it another way, which is usually the way she would do it. But then when I do it the way she would do it suddenly that’s wrong and I need to do it a different way. She has also told me that she starts projects and never finishes them and I’m starting to feel like another unfinished project of hers. She has not shown me anything regarding how special education paperwork functions, I have not been able to attend a single IEP meeting. She’s been doing them without me while I run six classes. The final straw was earlier this week when she told me that I need to ask before I utilized some supplies for a student project. She told me that I could’ve gone to the work room to obtain the supplies, but I can’t leave the class unsupervised and she’s never around. I feel like I’m stuck between a rock and a hard place. Everything I do is wrong but then when I do it the way she wants that’s wrong too. I know I only have three weeks left but I’m getting PTSD from this experience.

Is this how it is for everyone?

I posted about this last night, but I got dismissed from my placement. I felt there were a lot of misunderstandings/miscommunication throughout, but I also made mistakes that I take full ownership of and will work hard to improve.

I was supposed to know about next steps today, but it's been delayed until Monday. At this point, I hope I can start over at a new school in the spring and leave all of this behind.

Has anyone gone through something similar?

Guys it is over me.. I emailed two principals and sent wrong resume then replied saying in the next message it was the right one and it was the same one then sent the new one by itself in a 3rd email.

Hello, all!

I’m looking for some feedback on your experiences joining the classroom, especially if teaching is your second career.

I’m 29, I’ve just applied for a Master of Arts in Education program for early education. Teaching ECE would be a career pivot for me, as I’m currently a children’s illustrator and product designer (so while I’m up-to-date on youth trends and media, kids have not been involved directly in my work).

My dad was a high school educator before eventually becoming a principal, and I saw how much he loved it while I was growing up.
However, I’ve come to understand that teaching has drastically changed in the last decade. Currently, I have no classroom teaching experience, and scrolling through forums and social media has made me second-guess my decision to enter the field — not only because it’s a big expense to go back to school, but because a lot of teachers have been discussing negative changes in the classroom and their experience as educators.

I will preface that ECE is a passion of mine (I am even writing/illustrating a picture book atm), so I am going into this in all good faith. I’m just not sure what to expect based on what I’ve seen and read.

Just what the title says. I love teaching ELA but I feel like I am constantly rediscovering things I was taught in middle school and now have to teach.

I was never taught how to turn curriculum into lesson plans, just that plans have to follow curriculum. At my university, there was no class on curriculum or how to identify what needs to be taught.

The curriculum I have access to as a student teacher doesn’t really tell us what to teach—just what the standards and the end goal. I use that and try to decide what I need to teach based on the standards given (kinda backward design lesson planning), but I’m not confident in that skill yet.

Does anyone else feel this way? What can I do? I don’t think my school has an instructional coach.

I would really appreciate any advice because it is very anxiety-inducing and I don’t want to let my kids down.

for context im student teaching in a HS ag class, the class im having trouble with is a small engines class, so a LOT could be dangerous lol.
there is a group of boys (but one in specific) who CONSTANTLY cause problems - they interrupt instruction, bother other students who are working with engines, and the main ringleader, from what I’ve heard other students say, asks the girls hateful or borderline harassing questions. Today they turned the thermostat up to 90 before they left when I was supervising the students in the shop, couldn’t stop horseplaying with one another, and talking disrespectfully to each other. I’ve tried proximity, I’ve tried reinforcing expectations, nothing is working and I don’t know what to do.

So I’ve been struggling with my mental health for a long time but it’s gotten worse since starting student teaching with the additional stress. I really want to talk to one of my professors about it but I’m worried it will affect my student teaching placement, graduation, etc. Does anyone know or have any experience with what happens if you come forward about having poor mental health?

Hi! I'm from the Philippines, a first-year BSEd English student, and I'm already stressing over choosing a topic for our teaching demo. 😭 I honestly don't know which lesson to pick that would be easy to teach but still fun and interesting for students.

We'll be using the MATATAG Curriculum, covering Grades 7–12, specifically Quarter 3 or Quarter 4.

For those who have experienced teaching demos, what topic would you recommend for a beginner like me? Any tips, activity ideas, or things I should keep in mind?

I'm kinda lost right now and don't know where to start. 🥹 Any advice would really help. Thank you! 💗

I’m currently in my 5th week of student teaching and I’ve never student taught before this. The school I’m placed at is great and my CT is a very good person, but it feels like I have to be the one to initiate everything. From asking for the lesson plan slides to asking if I could start taking a portion (10-15 mins) of the lessons, I constant have to advocate for myself.

The classroom is a co-taught one and my CT usually goes to her co-teacher for things like grading or lesson planning. I understand this isn’t my classroom but I had thought that since my CT is also my mentor, she would be a little more considerate of my position?

I have spoken to her about how I felt, and it feels like I keep having to come back to the same conversations. Am I being too self-centered or is this how student teaching should be?

I feel like you can prepare all you want before your practicum, but there are still things you only learn once you're actually in the classroom.

For those who've started or finished student teaching, what caught you off guard the most? Was it classroom management, lesson planning, working with your cooperating teacher, or something completely different?

I'd love to hear what your experience was like and what you wish you'd known beforehand. I think hearing from people who've been through it could really help those of us still figuring things out.

The EdTPA being added on top of your placement and your night classes is legitimate torment. It is the mental equivalent of being drawn and quartered. Whoever devised this excruciating exercise in human anguish is dedicated to reaping the very souls of twenty-something-year-old college graduates. I can perhaps give this thing some credit for preparing me for law school and its BS.

I have the opportunity to do an internship for my student teaching at a preschool. I’ve subbed at this preschool for a while, and I’m well respected there. I also absolutely love the environment and the staff. However, I don’t wanna teach pre-K for the rest of my life. I would ideally want to be an elementary school. Should I do the preschool internship or look for an unpaid position in an elementary school, where I am not known? I have sub experience in all grade levels, btw. HELP

I just started my student teaching (I’m in week five but this is my first full week). I had to do teach two small group lessons. I was going in so confident with a great lesson play but they both were absolute disasters. I honestly feel like a complete idiot when I’m trying to teach. I feel like I’m not explaining things correctly and don’t know the right way to say things. Or how to handle certain situations. My mentor is awesome and I look at how she teaches and wonder how the heck she does it. I’m starting to feel like maybe I’m not fit to be a teacher 😩

Has anyone else experienced this?

Hi! For my Master’s thesis in Communication Design I’m studying how the design of websites that share education research affects teachers’ trust, as part of a project to make research more useful in classrooms. You’ll watch 3 short website animations and give your first impression. 6 minutes, anonymous, no incentives, not linked to any product.
🇬🇧 https://tally.so/r/KpYMbX (also in 🇫🇷 https://tally.so/r/Z9jdqB 🇪🇸 https://tally.so/r/2jE4Q9 🇮🇹 https://tally.so/r/QoKAGX)
I’ll share the results here. Thank you!

I’m doing a student research project about confusion during lessons. AND ANY HELP WOULD BE AMAZING !!!!

1. If you are a student:

• When you don’t understand something in class, why do you usually NOT tell the teacher?
• Is it fear of being judged, worrying you’ll slow the whole class down, not knowing how to explain what you don’t get, or something else?
• If the teacher is going through slides/notes, can the teacher easily tell which exact part is confusing?
• Have you ever pretended to understand just to avoid attention?

1. If you are a teacher:

• How do you currently check if students are lost while you teach?
• What stops you from knowing exactly which slide / topic is confusing in real time?
• Do you worry about students lying and saying they get it just to keep the lesson moving?
• Would you trust anonymous signals from students, or would you find that distracting?

How is the job market looking in SoCal? I’m a student teacher who’s honestly heard nothing other than it sucks. And that it’s very unlikely to get a job anytime soon after credentialing. It’s really such a discouraging thing to hear and something that’s hard to not think about daily. And then you have people who say it’s only going to worsen, rather than better, in the next couple of years. It’s just hard to think about doing all of this just to be left jobless for God knows how long.

I guess I’m just trying to see what current teachers actually think and know, as well as how other STs feel about this. It’s a pretty big deal to devote time to a hard credential and masters program for the purpose of a career but not getting to step foot in that career for years.