Eastern Michigan University - Aurora Yearbook (Ypsilanti, MI)

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ROOSEVELT TRAINING SCHOOL Not content with the mere job of teaching, the faculty headed by Mr. Leonard Menzl, as principal, at Roosevelt Training School on campus has assumed the added responsibility of training future teachers to put theory into practice. Faculty members criticize, but only in the most constructive sense, because sym- pathetic guidance ' is a more appropriate term than criticism for the life-lines they throw out to the inexperienced students teaching under them. More than one senior has been saved from an embarrassing situation by the advice, judgment, and sympathy of the experi- enced teachers. They con instruct in such problems as how to plan work, what methods are opt to be most successful in dealing with the class and with the individual students, and hew to deal with the most difficult disciplinary problems, which are undoubtedly the hardest tasks the new teacher has to undertake. Another Important phase of practice teaching Is the critic meeting which each critic teacher has with the particular students prac- ticing under him. During the meetings, students receive helpful advice regarding their in- dividual teaching and their relationship A lth the pupils and administration. Group critic meetings are held through each semester in the Roosevelt School Auditorium. After a semester or two of practice teaching and attending critic meetings , the senior students con look back and sincerely thank faculty members who have successfully helped them through their first attempts at teaching. Third row; Wilcox Ryan Boyington McAndless Ashby Gotts Broad Second row; Menzi Todd Phelps Myers Robinson hHetmansperger Goloczynski McCrickett De Boer Front row; North Walker Monroe Chamberlain Meston Lappmen Stinson Cosper Hunt

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RURAL EDUCATION If anyone wishes to hove his hands full, let him stand before a group of rural school children v aiting to be guided in geography, history, reading, spelling, and arithmetic,- and then also let him take care of the stove and supervise play periods and noon hours. These are the problems students on the rural education cur- riculum deal with under the direction of Pro- fessor Troy L. Stearns and his co-workers. hieaded by Professor Francis E. Lord, the hlorace hi. Rackham School of Special Education is an outgrowth of the original cepartment of special education which was organized to offer training programs for teachers of handi- capped children. The work is divided into three fields: (1) training for special class teachers, (2) training for occupational therapy tech- nicians, and (3) speech reading courses for adult deafened persons. A graduate program of instruction is offered by the school in co- operation with the University of Michigan. SPECIAL EDUCATION I Quigley Smith Stearns Slovens Back row: Wood Wade Hetmansperger Bunger Lord Bentley Olds Grotton Gildenstien Front row: Morrison Gates Swartwood Miller Quinn Ringman Roser Taylor

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Front row; Mink Martin Vanden Belt Van Ameyde McManus Beal Second row: Studt Laing Feuerstein Kirschbaum Tow Ruggles Carpenter Barsack Turner Turnbull Third row: Shigley Brink Roscoe Brown O ' Connor Miller Rice Bruce Fourth row; Binns Porter Quigley Kusterer Kiddoo Becker Brirrhall Pfeiffer A ride on the college bus from in front of Pierce Hall out of town to tfie Lincoln Con- solidated School, and the senior finds himself transformed into a teacher. This transformation, as it might seem, does not, hovv ' ever, take place over night. The student observes the critic teacher ' s work for several days before at- tempting to take over the actual duties of the teacher. Then, with fear and trembling, the student goes through the period of trial and error as he, himself, first begins to take over the class. Such disturbing incidents as Johnnie shooting paper-wads at the boy across the room, or Mary insisting upon talking to the girl next to her, hove to be put under control by the student teacher. Thanks to the inspiration and guidance of Principal Ben Vanden Belt and the staff from the kindergarten through the twelfth grade, the trials soon become chal- lenges; and errors, stepping-stones to achieve- ment. Novices feel prepared to cope with the multitudinous problems and duties of a teacher, from preparing lesson plans to coping with un- usual problems. Lincoln is a laboratory school where the practice of modern methods may be observed. What were once text-book terms take on living, flesh-and-blood meaning when the neophyte educator faces a classroom of lively, bright-eyed youngsters. Active elementary and high school student councils may also be observed. Besides the ordinary academic subjects, there are classes in home economics, agriculture, art, music, physical education, manual training, and commercial training. Pupils attending the Lincoln Consolidated School ore mainly from rural homes located over an area of sixty-three square miles. They are transported doily to and from the school by seventeen buses. LINCOLN TRAINING SCHOOL