University of Wisconsin Digital Collections
Link to University of Wisconsin Digital Collections
Link to University of Wisconsin Digital Collections
The State of Wisconsin Collection

Page View

Reynolds, Annie / The training of teachers for the country schools of Wisconsin
(1917)

The academic and vocational studies,   pp. 15-51 PDF (9.5 MB)


Page 22


22    TRAINING OF TEACHERS FOR THE COUNTRY SCHOOIL
   In this class students should become acquainted with a number or
 magazines; several of theme should be on -the reading table of the
 school. Others may 'be found at the public library. See Lessons
 on the Use of the School L4brary.
   (b) Work in phonics. A careful study of the work in reading in
 the new Manual should result in the students becoming acquainted with
 at least one system of phonies. This ought preferably to be the
 system most commonly used in the county in which they are likely
 to teach. If the system used in the city grades in which practice
 work is carried on is not the one commonly used in the country, at
 least two systems of phonics must be studied* For suggestions in
 regard to the teaching of orthoepy, see Manual XIII. If the direc-
 tions given there are followed, no training school will organize a
 separate class in orthoepy, or use a textbook in this subject.
   (c) Dictionary work. For lessons designed to help students
acquire facility in the use of the dictionary, encyclopedias, and other
reference books, the pamphlet, Lessons on the Use of the School Li-
brary, issued by the state department, will be found invaluable.
  (2) Spelling. A few days should be spent in studying the eight
pages in the Manual devoted to spelling. The references there given
should be consulted. The texts used in spelling are often more woefully
belated than any other texts used in a county, whereas there are
texts in spelling deserving the highest praise. The prefaces of some
of these excellent texts are well worth study. Students should be-
come familiar with the fact that the real test of anyone's spelling is
found in his written work. They will not live up to this test in their
own teaching unless training teachers judge the spelling of students
by the freedom from spelling errors in their written work. Investi-
gators have ascertained that errors in spelling can very largely be
prevented by good teaching and proper assignments. Students should
know that children can be safeguarded against spelling errors by
teachers who anticipate their errors. They should at the same time
become familiar with some of the measuring scales used in spelling.
Some of the recent reports of the investigation of the material of
English spelling should be at hand.
  (3) Language. (a) Why language is taught. Before beginning this
subject as given in the Manual it may be well to ask the students to
give a few cogent reasons for teaching language In any school. Let
them compare the reasons which occur to them with these:
  1. That pupils may form the habit of enunciating so clearly that listeners
cannot help but understand them.
  2. That pupils may get enough practice in talking about everyday oc-
currences so that they may lose their self consciousness.
  3. That pupils may become the possessors of a wide, accurate vocabulary-.
  4. That pupils may know something worth white talking about which
means that they must observe, read, study. think act, and listen as wetl
as talk. "He who talks assists in the making of knowledge".
  ' See Manual, also Suggestiofas on eaching Reading issued by the state
department.
__ --9,


Go up to Top of Page