Northwest Missouri State University - Tower Yearbook (Maryville, MO)

Page 20 text:

mr -v «- % ' p ' ' 4 ' -% :V .ll« I In The Kansas City Area text photo9r iphs by Bricin Powell

Page 19 text:

The NWMSU art department is usiiifj a quick and easy water base silk-screen stencil, but the I.A. department is still usins the time-consuming solvent based stencils. Discover the resources NWMSU has to offer. The library is small, but can any .student say that he has ex- hausted its resources? Phe Instruct iimal ' Pelevisicm Department is more than happy to help someone with a video project, using their time and knowledge to help bring about his ideas. Discover the resources of each department. Too much valuable equipment sits on shelves gathering dust. (let to know your instructors and see that they know you. Most teachers have plenty of untapped informaticm that doesn ' t get classroom exposure. Try President Foster ' s open-door policy. It really does exist. If you have a problem and d(m ' t know where to go for an.swers, go to him. If he can ' t help you, he ' ll know who can. Learn to learn. You need the attitude of wanting to learn. If you sit down and really look at your notes, you ' ll see that those complicated formulas aren ' t all that com- plicated. Learn to internalize the information, not merely memorize it. If you totally understand the hows and whys and wheres, there will be no need to memorize. It will just be there when you need it. This idea of imderslanding the concepts is quite impor- tant in advanced classes, where concepts are the main sub- ject. Concepts are hard to memorize! Whatever you are majoring in, dtm ' l waste the four years it takes to get a degree. Chances are that if you make it through four years you ' ll get the degree. But, a degree is nothing more than a piece of paper. It ' s up to you to determine the importance of that piece of paper, because its real value will depend on the educa- tion it stands for. D 1)1

Page 21 text:

P-- . T k .; ■:t-5«?. ' ; -• ' - :n Student teaching is an experience designed to bridge the gap in teacher education between theory and practice. It is a problem -solving process; a time for trying one ' s self in the role of a teacher. The self-knowledge and technical skills which one acquires during the student teaching experience should provide the prologue for a career- long process of professional development. The student teaching program should provide teachers-in-training with an experience which will accomplish the following objectives: 1 . Develop in the student teacher a sensitivi- ty to the school as a functioning social body . . . 2. Provide a context in which to practice and develop a personal repertoire of teaching skills . . . 3. Allow the student teacher to determine whether his personal attributes, professional qualifications, and interest in teaching give prospect of success as a career teacher. 4. Provide the student teacher with a first- hand knowledge of professional educational stan- dards, ethics, customs, and organizations. 5. Develop in the student teacher a familiari- ty with planning procedures, instructional materials, and types of equipment used in the school. — Student Teaching Handbook