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Page 32 text:
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The Training School as Seen by the Senior LULU M. JEFFERSON T THE OPENING of each quarter of the Senior year, one hundred thirty or forty Seniors prepare to take the formal step by which they enter the class of Student-Teachers in the Training School. Some do not know whether they would better ask for the grade in which they have had some experience, or the grade for which they have fitted themselvesg or whether to choose their critic and take the grade that goes with her. Even then, when the assignments are announced, if they are assigned to the grades they have chosen, they are among the few fortunate ones. Each student now repairs to her own grade room for the first critic meeting. The critic presents the bright side of the work, and makes her students feel her warm sympathy and her readiness to aid them.. Then she gives just a glimpse into the mysteries of the Lesson Plan, the student little realizing how small a glimpse it is until she attempts' to write her Hrst plan, which is her next duty. For the first few days the student-teacher merely observes the work of the critic, and prepares herself for the coming ordeal, when she shall have her own class to teach. Some are very anxious to begin teaching, realizing that the longer the evil day is put off, the more they will dread it, while others are deluded into thinking that, after a little, they will know better how to begin, and delay the awful day as long as possible. At last the student stands before her class for the first time. The pupils look at her with all-seeing eyes, and listen with all-hearing ears, they are curious to know if she is scart,', and they try her on all sides to see how she will meet them. If she is tactful, nrm, and full of the spirit of the lesson, she soon interests them, and her success is assured. If not, she has many a dreary, dreadful day before her. To add interest to the situation, she is conscious of the student-teachers sitting behind the class, taking notesg she feels the 36
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Page 33 text:
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pedagogical eye of the critic watching for points to bring up in critic meeting, and, at the same time, she must keep the interest of the class. The quarter comes to a close before the student feels more than begun in her new Work. She is now so interested, and the pupils are so bright and such good thinkers, that she is sorry to leave them, for, probably, in no other school will she ind children who have had such excellent training from the kinder- garten up through all the grades. Now the quarter is finished, and the student hastens to the office to get her mark. If it proves to be MQ' she is glad to get through, even with that, if a G, she is quite satished, and if an E, her joy is unbounded. Such is the Training School in the eyes of the Senior. She has worked hard at subject plans, lesson plans, papers on Attention and Interest, Perception and Apperceptionf' but she feels that the real thing which counts is the personal acquaintance with Superintendent, critic, and pupils, who all in their own way have helped her forward upon the pedagogical pathway she is eudeavoring to follow. 37
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