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Page 26 text:
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SUMMER SCHOOL ■; ST: ' : rZTP ' XIBF W School ' s out for the summer, or is it? At the end of each NWMSU academic year, students pack their belongings and head home. However, for some students, summer does not mean the usual job doing odds and ends at one ' s father ' s business, hauling grain, or yelling at bratty kids down at the community swimming pool. Instead, these students spend their summer at NWMSU. If asked why one would want to spend the summer attending classes and studying, typical answers might be: Because I want to finish college a year earlier, or I ' d like to get this pesky course out of the way. Are these the real reasons? Maryville during the summer has an image unseen by those students here only during the regular sessions. Gone are the hotrod racers and flocks of students uptown on Thursday nights. Instead, Maryville becomes what it really is; a small, peaceful Midwestern town. However, Maryville is not without some form of enter- taining atmosphere. Numerous festivals, such as the Graham Picker ' s and Fiddler ' s festival, Barnard ' s and Hopkins ' carnivals, and the Skidmore Pumpkin show, provided summer students with various activities to attend. Two plays, A Salute to Sir Noel Coward and The Fan- tasticks, were performed by the Speech and Theatre department over the summer. Union Board sponsored trips to see a Royals ' game and a Starlight theater production. Also, the usual movies were available to provide entertain- ment. Boredom? Yes, probably several summer school students more than once were faced with this problem. But boredom finds its way at one time or another into almost everyone ' s summer. As a substitute to summer boredom, students found in summer school an opportunity to ac- complish a very real and down-to-earth type of study and research. The quietness of the campus, smaller classes, and lack of the type of friends who always manage to keep one from studying, contributed to a dignified and studious at- mosphere. A new program consisting of two five-week sessions was initiated during the summer of 1973. Certain classes were offered in five weeks while others were spread over the full ten weeks. The new five-week program allowed students a freer rein in planning their summer activities. Another facet of the summer ' s atmosphere was the presence of several hundred Missouri and Iowa high school students who were engaged in various camps occurring throughout the session. In addition, many of the NWMSU summer students were involved in graduate study or were teachers returning to further their education. Summer school? The concept is not as absurd as it may seem. Many students enjoyed the quiet atmosphere, small classes, and generally relaxed mood. Summer school does not have to be just a continued version of the regular scholastic year. It can be a completely unique experience in which real study is there for the taking. D JH 22
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Page 25 text:
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I haven ' t found a kid I didn ' t like. ture. And from the guys I ' ve talk- ed to, the only experience you get is six or seven hours of methods courses. In elementary education every course can apply. I think it would do more good to take stu- dent teaching first; then take these courses because you would know what to look for in the courses. Q: At the secondary level? A.: No, at the primary level, elemen- tary. I can see both sides of the coin, but personally I ' d rather get my general requirements out of the way, maybe take a reading course, some Kiddie Lit courses. Kiddie Music, end then take everything else. You can get an idea after you student teach of how much you will really need, that is, what you think is going to be most applicable in the classroom situation. Q: Did the classes you took pertain to what you ' re finding in the classroom? A: I ' ve had classes where the teacher would say make up a unit plan (for example in social studies) and my experience in the elementary school for the few weeks I ' ve been here is that there is so much to cover in such a little time that you can ' t possibly cover something like the Civil War in an eight week unit. Instead of doing the big, long, lesson plan required in these classes, you should learn to write up something smaller and more practical that you can use. Q: What are some of the comparisons between here and college in the way of educational thought and practice? A: I ' m in a pretty good situation here, because the teacher and I think along the same lines, the ideas that they teach in elemen- tary education at Maryville. But it ' s discouraging sometimes. For example, they keep drumming into us at college that competition is bad, don ' t motivate the kids with competi- tion. Yet the kids in this class (5th level) are far more motivated by competition than other things I ' ve tried. They love to play a game where they are competing, one team against another. Now I don ' t think this is the sole objective, where winning is the only object, but I don ' t see the problem of competition as bad for motiva- tion. Some kids are hot-heads and can ' t accept it, but I don ' t think competition as motivation is destructive to kids. Q: Do other teachers accept you as a stranger in being able to do their job? A: I haven ' t had any problems with the teachers here; some have ask- ed me to observe and even work with them for an hour. I don ' t know whether they did at the very first, but now they accept my ex- perience and trust my judgment. Q: How about discipline and the kids? A: My approach toward discipline is to trust the kids the way you would want to be trusted. If they start abusing that, tell them the way you want to be treated. I real- ly haven ' t had any problems. As far as discipline goes, I haven ' t found anything objectionable. Frankly, it may sound idealistic, but I haven ' t found a kid I didn ' t like. I ' ve taken the attitude that if something is wrong I want to find out what is causing it. If you can talk to the kids and get to know them, everything goes great, you won ' t have any discipline problems. I think you can get to know the students and still main- tain discipline. Some teachers say you can ' t be friends with students, but that ' s not true. Q: Do you feel in any way that you ' ve been forced to play a role for eight weeks? A: I have just been myself. I haven ' t had to play the role of a strict dis- ciplinarian or the like. I ' ve been pretty much left alone to do what I want to do in the classroom. That ' s one reason I ' m enjoying student teaching. Q: Do you feel that after this ex- perience you will be able to go out and, once you are certified, that you will be qualified? A: Oh, yes, I think I ' ll feel qualified. Before student teaching my biggest fear was getting up in front of a class of strangers and wanting the kids to like me, along with everything else. But there was also the fear that after student teaching was over, I ' d find that teaching was not what I wanted to do. That was probably an even bigger fear. But now I feel prepared for it. Q: Any suggestions for those who will be student teaching someday? A: Yes, appreciate school while you are there, because when you ' re teaching your work load is super tremendous. Down here it ' s a grind, especially elementary, for you have seven classes a day, mostly with the same kids, and you need to continually be able to come up with something creative to motivate them. I ' d say pay attention for motivation tips in Kiddie Art and Lit class — they really come in handy. D 31
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