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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 44


  44    TRAINING O1 TEACHERS FOR THE COUNTRY SCHOOLS
  sdon of the teaching of elementary subjects. Two recent reports are those
  of Denver and Salt Lake City. Write the City Board of Education of
  Denver land Salt Lake City for reports of their surveys If Interested.
    The annual reports of the proceedings of the Win. State Teachers' asso-
  ciation and of the National Educational association are suggestive.
    f. Practice Teaehing. (1) The supervisor and the children. Super-
  visors of practice should know the particular children in the prac-
  tice classes as Individuals so well that they may supplement the
  practice teacher's narrow knowledge of these children, with ade-
  quate suggestions as to the treatment best adapted to them. To
  acquire this knowledge nothing helps so much as personal teach-
  ing of the class by the supervisor.
    It Is certainly a mistake for any supervisor of practice to think that
  she must do most of the class teaching for observers, but It Is a greater
  mistake for her not to do a little of this class teaching, while the student
  who Is later to take the class observes her at work. If she Is to do this,
  former country school or grade experience is natually presupposed as she
  should do it well enough to win the admiration of the student observers.
  (2) Demonstration lessons. Frequently she should take the class
  for two or three days before the practice teacher takes it; also dur-
  ing the practice term, she may profitably teach the class for a day
  or two occasionally. It must be kept in mind that the supervisor is
  herself almost a stranger to the children and often cannot tell why
  better results are not forthcoming unless she becomes intimately
  acquainted with them in their class work.
  (3) A model department. A number of training schools have estab-
  lished model departments which have become an.important element
  in their success.
  A moidel department teacher may really become In effect an assistant
  supervisor of practice. To give only one concrete instance: Suppose the
  first grade class In reading, composed cf twenty children. Is divided Into
  three sections-A, B and C, and that the practice teacher who Is assigned
  to section A is Miss Jones, to section 8 Is Miss Smith, anti to section
C
  Is Miss Brown. The model department teacher may teach section A on
  Monday while Miss Jones cbserves her. Tuesday she may teach for Miss
  Smith, Wednesday for Miss Brown, Thursday for Miss Jones, etc., or she
may at times take the three sections as one class. Meanwhile the super-
vlsor who gets Into the classes frequently, finds a far higher standard of
work than is possible without this efficient help.
  Again, in a model department, practice teachers may plan daily lessons
which the model department teacher teaches to one section of a class and
the practice teachers to other sections of the same class By means of this
dlevice, If a practice teacher is failing, she may be helped by seeing her
own plans well carried out by a model department teacher who may tem-
porarily take both sections of the same class.
  Another advantage of the model department is that It is generally
easier to arrange for considerable observation and practice of a high
standard.
  (4) Practice Work in Different Grades. The practice teaching should
be distributed through several grades Including the lowest.* It is
especially Important that the students have some practice In the
  *Neither should grammar grade practice work be neglected.


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