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Page 23 text:
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The Supefvisors Back Row — Phifer, Hutchinson. Scott. Retan. Steele. Hopkins, Morris. Keeney. Front Row— Schipbanker. Habeeer. Ashenfelter. Marsh. Kvacky. Bowers. Stalford. Grigsby. The Supervisors in our laboratory schools have a two- fold function to perform. First they have their grade or subject to supervise over. Secondly they must act as guides, critics and as examples to the student teachers. They are well known to all student teachers, many still give helpful information to the former students out in the field. They are always on hand to give helpful advice to problems that confront the student teacher, along the line of discipline, techniques of teaching, and subject matter presentations. Their job is difficult for many activities enter into performing it skillfully. They have to deal with many different personalities, seeking from each the best possible. It should be emphasized and remembered by all, that the Supervisors are the true friend of the student teachers while in school or out of school. Every one is willing to give whatever aid possible to improve the stu- dent and practice teaching difficulties.
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Page 22 text:
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The Elementary Laboratofy School Today we are greatly concerned with the problem of developing good citizenship. Since our book is dedi- cated to Democracy we should fol- low this theme through and note where our Elementary Laboratory School fits in. The Laboratory School is constantly increasing the emphasis on social qualities and social group- ings. An activity is suggested by the children, discussed under the direc- tion of the teachers, after which the final plans are worked out by the group. Through the use of this meth- od the children do everything con- cerned with the activity that it is possible for them to do. One pro- gressive practice of the school is that of chronological promotion. The report cards place emphasis on social qualities and social group- ings which have almost entirely replaced ability groups. Primary emphasis is laid upon the inculcation of right ideas of group conduct, indi- vidual self-control, and individual re- sponsibility. These and many more are the objectives of good citizenship which are taught in our Laboratory School. The new Elementary Laboratory School affords a wider range of op- portunity for both the student teach- ers and for the pupils, giving the in- struction through the activity pro- gram, which tends to promote citi- zenship, cooperation, and industry. The fundamental tools of learning such as Reading, Writing and Arith- metic are also stressed at this point in child education.
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Page 24 text:
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The Elementary Laboratory school gives the student teacher his first real contact with those experiences he will later meet in his work in the field. Here he learns to accustom himself to conditions hitherto unfa- miliar. He now has an opportunity to correlate the theory learned in the college classroom with the curricu- lum devised for the children. Where changes in theory are necessary to fit the present needs, he has at his com- mand the knowledge of supervisors well versed in the dynamic problems of elementary teaching. As the student teacher learns to devise his plans for classroom recita- tion, he gradually establishes a back- ground for future reference. He learns of the need for variety pro- grams and of the benefits derived from visual aids. As the student teacher develops in this new channel of endeavor, so the children begin to realize that there is a tieup between the study of the R ' s , recreation
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