Reynolds, Annie / The training of teachers for the country schools of Wisconsin
Extension work, pp. 60-65 PDF (1.5 MB)
60 TRAINING OF TEACHERS FOR THE COUNTRY SCHOOLS 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' in- 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 conditions.
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