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Reynolds, Annie / The training of teachers for the country schools of Wisconsin

Extension work,   pp. 60-65 PDF (1.5 MB)

Page 60

                    X. EXTENSION WORK.
            1. That Done From a Profess'onal Motive
  a. Forms it may take.     (1) Work in connection with eiastng
associations. Every teacher in this state engaged in training future
country teachers should be willing to contribute heartily to the
educational progress of the community outside of her school room,
at least once a month.
  Some of the possible directions in which she may find this outlet fot
field work is In connectionwith farmers' institutes and clubs, teachers'
stltt.tes, school board conventions, mothers' clubs, parent-teacher associa-
tions. and health campaigns. Some teachers have office hours every Satur-
d ly or on stated Saturdays during each month for helping alumni or coun-
try teachers who may calL  This is a commendable plan.
  (2) Good judgment in assigning graduates to country schools is
necessary. In some counties no beginning teachers are placed until
after training teachers and the county superintendent have con-
sulted. This is a plan which ought to be extended to all counties.
The alumni of whose success training teachers are the most doubtful
should, if possible, be assigned schools which can be easily reached
by the training teacher.
  (3) Work done by training teachers for their graduates. No one
else can help the country teacher who has had a year of professional
training during her first year of teaching in nearly so short a time
as the teacher who helped to give her her training.
  It should be possible to arrange the work in such a way, preferably dur-
ing the fall term, that the training teacher may have definite time for this
flelu work. A good plan is for every training-school teacher to visit as
least one graduate a week for eight weeks, taking with her on these visits
one or more seniors, until every senior student has had an opportunity to
visit a country school with the training teacher. During this necessary ab-
senice of the training teacher a student selected by her may conduct her
recitations. If this student plans the work carefully with the training
t('alher and discusses it with her later, the student teacher will receiv
vatui:}ble training.
  b. Cooperation of county superintendent and alumni. (1) Con-
ferences. Nothing can be substituted for informal conferences among
training teachers, superintendents, supervising teachers, and countr-
teachers. Unless the relations among all of these people are cordial
and easy, the country schools must suffer.
  (2) Letters from country teachers. If each graduate is advised to
write the training class teacher in detail regarding her work anG
environment, and it the training class teacher will use pertinent
parts of these letters in discussing problems in pedagogy and school
management, the students who are preparing for country school
work will get considerable first hand knowledge of country school

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