Reynolds, Annie / The training of teachers for the country schools of Wisconsin
The academic and vocational studies, pp. 15-51 PDF (9.5 MB)
TRAINING OF TEACHERS FOR THE COUNTRY SCHOOLIO 46 teaching of little children, in order to get a proper conception of the difficulties Involved in teaching a class of beginners. This teaching of the youngest children wull never -help to establish ight Ideas In Wisconsin until we have given up our sub-primarles.' (5) Minimum Amount of Practice. The consensus of opinion seems to be in favor of an equivalent of at least twenty minutes a day, or one hundred minutes a week, for twenty weeks as the minimum length of time to be devoted to practice work. (6) Limitations to the Number of Classes. If the training teacher is to find time to look after the practice work as closely as it needs looking after, no more than three practice classes are desirable at the same period, and these should be in the same building, so that the training teacher can easily supervise the three closely. In a school with a model department teacher assisting, as cited above, It is pos- sible to look after four classes. (7) Small Sections at First. Many city grade buildings in use for practice were built long before their possibilities along practice lines needed consideration. There are no vacant rooms in which small sections of pupils can be taken. 'The halls are cold. The path of least resistance is chosen and the student of sixteen or seventeen is placed in charge of a room full of children-one section of which studies at their seats and the other group forms her class. This is a grave mis- take. Whatever the obstacles, the custom of young girls starting prac- tice work with twenty or more children in a class should no longer be tolerated. In some way provision should be made for taking small sections of classes either into comfortable halls or Into rooms temporarily vacated. During the-first ten weeks at least, the question of disciplining a room at the same time a practice teacher handles a class. should not enter. In a few towns the difficulty has been avoided by using large homeemade screens and so placing them as to make possible the holding of two or more sections in the same room. occasionally It may be possible to have lecess at different times in different grades or the kjndergarten or the do- mestic science rooms may be used at certain hours. (8) Lesson Plans. The kind of lesson plans required by the super- visor is a measure of the estimate she places upon the educational value of plans. The students. in their work in pedagogy should study in detail the essentials of a good plan. (See books by Earhart and Me- Murry above.) The practice of having the plans read and corrected by city grade teach- c ra has occasionally obtained a foothold. A duplicate of the plan may profitably be given by the practice teacher to the grade teacher of the room where she is at work, but the responsibility of reading, correcting. and revising plans, rests with the training teacher. She In paid for It and she Is presumably capable of doing It welL (9) Helpful Conatructive Criticism. Helpful constructive criticisms by the supervisor are indispensable if practice teaching is to show im- *See Suggestive Studiey or School Conditicas, pp. 63-66: 8uggestio or. the Teaching of Reading, pp. 6. 7. S, both Issued by the State Departmept oft Education.
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