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By Mohamed Abualy Alibhai

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An effective long-range plan includes a timeline for working on outcomes in each subject area. Curriculum materials, including textbooks and other resources used in achieving positive outcomes, should also be identified. 5 Sharing these strategies with interns will assist them in present and future instructional planning. Once planning decisions have been made, the mentor teacher and intern can identify specific content and outcomes each will be responsible for. Once the student teacher becomes familiar with required content, formulating appropriate plans for instruction and identifying additional resources for teaching can occur.

Ask about high school and college activities and favorite subjects. Ask about hobbies and interests. Ask what subject or subjects he or she would like to teach first. Ask if the student teacher has any questions or concerns and encourage the student teacher to ask questions as they come up. These suggestions are adapted from the videotape Conferencing with Student Teachers: The Beginning Conference by Harvey Foyle, Michael Morehead, and Lawrence Lyman (New York: Insight Media, 1992). Used with permission.

1 As with the university supervisor, the training should focus on the requirements of the program and the skills needed for successful supervision of the student teacher. Ideally, successful completion of the training program would be required before a student teacher would be assigned to a cooperating teacher. Incentives are needed to encourage busy university supervisors and cooperating teachers to participate in training. For the university supervisor, a stipend for travel may be appreciated.

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Abu Ya’Qub Al-Sijistani and Kitab Sullam Al-Najat, A Study in Islamic Neoplatonism by Mohamed Abualy Alibhai


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