Take the initiative to do more than is assigned or requested.  Look for opportunities to contribute and interact in the classroom.  Ask about textbooks and materials, so that you can look at them ahead of time in preparation for teaching that subject or group.  Review IEPs and student records to get a better understanding of individual abilities and needs.  Help correct student work, record grades, take attendance, make copies, and perform other routine duties.  Circulate among the students providing individual help while the teacher is busy with another group.  Offer assistance to your cooperating teacher whenever he/she needs help with classroom responsibilities.

Dress and act appropriately while in this placement.  Follow your cooperating teacher's lead in your attire and conduct.  Remember that your dress and demeanor should project a professional image.

Maintain confidentiality as mandated by state and federal laws.  Become familiar with student records, but remember that the information is for professional use only.  The privacy of special education records is protected by FERPA (Family Educational Rights and Privacy Act) and IDEA (Individuals with Disabilities Education Act).

Use appropriate language and correct grammar at all times.  A student teacher's language should serve as a model for the students with whom he/she works.  A student teacher's oral and written communication should be exemplary.  His/her vocabulary should be appropriate for classroom use.  In addition, items written on the chalkboard, in worksheets, etc. should be free of spelling errors. 

Your handwriting should reflect student expectations.  In the primary grades, when students are first learning to recognize and write letters, it is extremely important to use proper letter formation and alignment.  Your handwriting should always be legible and easy for the students to read.

Submit lesson plans at least two days in advance of teaching a lesson, so the cooperating teacher can initial the plan and make suggestions.  This provides time to incorporate feedback into your plans and keeps your cooperating teacher informed of your instructional strategies.  His/her initials indicate that he/she has reviewed your lesson plan prior to presentation.  It is your job to give it to your cooperating teacher - don't wait to be asked for it.

Be prepared for unplanned absences.  It is your professional responsibility to have plans and materials in place when you are absent (even an unplanned absence).  If you do not have all plans and materials readily available to your cooperating teacher, be prepared to get them to him/her the day of your absence.

Be positive and consistent in interactions with students and reinforcement of established classroom standards.  Praise students for correct responses and appropriate behavior, using a variety of phrases.  Think of other ways to say, "Good job!" and try to identify the behavior in your expression.  Observe established classroom standards and try to reinforce the same things as your cooperating teacher.

Use nonverbal cues whenever possible to direct and reinforce student behavior instead of putting everything into words.   Gestures, facial expressions, posture and proximity can often be used to recognize and guide student behavior.  These can often be used without interrupting instruction to tell a student what to do.

Pace lessons to use the entire period.  Be aware of the time, so that you can slow down or speed up instruction to maximize the use of instructional time.  Allow enough time to draw a definite conclusion to the lesson.  Plan "more than enough" for the period, identifying "breaking points" where you could stop the lesson to resume at a later time.  Also be ready with extra "review activities" in case you discover that there is "extra time" after you completed instruction.  Remember that you are responsible for the entire period, even if you finish your lesson early.

Monitor the entire room when you're working with a group or an individual student.  Always be aware of what is happening throughout the classroom.  Use your peripheral vision and hearing to "keep an eye on" all the students.  Reinforce appropriate behavior and redirect inappropriate behavior.

Write a letter of introduction to the parents of the students with whom you will be working.  Write a letter telling the parents about your role in the classroom.  Include your background, experience, and goals for the students.  Let them know that you are excited about this placement and emphasize your availability to the parents.  Ask your cooperating teacher to review your letter before you send it home with the students.

Turn off your cell phone in the classroom.  A teacher must provide a learning environment with as few interruptions to the educational process as possible.  If you are expecting an important phone call, ask your cooperating teacher for the procedures you should follow.