Bethel University - Spire Yearbook (St Paul, MN)

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Student Teaching: you glimpse the profundity of the situation you so glibbly entered Education

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9o Income payments to land, labor, (a) profits (b) residual payments (q) wages and salaries © contractual payments and capital are considered to bo 10oPart of the personal income called (p implicit rent Co) explicit rent (c) contract rent (d) economic rent of an enterpriser who uses his own land may be lloEconomic rent is best defined as the payment for the use of (a) factory buildings or capital goods land or other natural resources (c) resources whose supply is perfectly elastic (d) resources used in the production of free goods concentration of skyscrapers in New York City reflects mainly the relatively higfr price of land tax policy of the city and state building preference of the people rather low marginal revenue product of capital 13. The (d) proposal for a single tax on rent was developed by Adam Smith Henry George Davie Ricardo Alfred Marshall II4.• The equilibrium rate of interest is .determined by J treasury policy supply and demand of loanable funds liquidity preference bankers and government (c) (d) 15. The interest rate reflects (a) the return on bonds (b) the net marginal productivity of investment (q) • the personal valuations of future income relative to current consumption {2 all throe of the above anwers 16, The demand for loanable funds rises from (a) a productivity of capital (b) public investment demands time preference of persons all three of the above answers a 17 An important motive in holding money is (a) the speculative motive (b) the transactions motive a the precautionary motive all three of the above answers Economic

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Making the transition from being a student to becoming a teacher during student teaching is a change that is not easy either to experience or describe. The most confusing element is that it involves a whole change of orientation. A student teacher must go from one world into another, without remaining a part of either. This often means breaking with the safe, often sterile, world of intellectual ideas to plunge into the harsh, real world where only action will affect or penetrate other action. Since education traditionally trains the mind only to absorb and be critical, the new demands of teaching are often unprepared for. Sometimes teaching means embarking from the freedom of negativism and criticism without responsibility, to attempt a position from which positive and constructive actions are called for. It also may mean taking the perilous jump from the non-commitment of a student to a commitment to something that may not necessarily be totally agreed with. Further, leaving educational philosophizing and the intellectual justification of theories behind, one soon finds himself working in an indefinable, intuitive world of personal interaction and reactions where the theories must give way to people. The differences in the demands on a student and a teacher is one of the main impressions of student teaching. Another impression is the heavy personal demands student teaching makes upon you. You begin to find yourself giving more and more of your interests and concerns to others as you begin to see the extent of the commitments of teaching.Your time often is not your own, a very hard thing to give up unselfishly. This facet often leads to the question of why you are involved in teaching in the first place — a question that is hard to answer but necessary. Maybe it is easier to answer once you have sensed the extent of the love of Jesus for others and his ability to answer the demand of being all things to all men. But what is student teaching like at Bethel? Trod-ding through a series of three credit classes which swing from the absurdly trivial to the practical to the intellectually heavy, you soon realize that more often than not you are only skimming the surface of what must be learned. You find that you are expected to give equal attention to such things as book reports, film projector techniques and the philosophical problems of how to reconcile concern and discipline as a teacher. You also realize that there may well be more effective and humane ways of teaching than those you have been taught by. But it is only as you begin teaching that you glimpse the profundity of the situation you so glibbly entered. You realize that it is not so much your subject that you must teach as that you must teach complex, growing people. And you learn that academic learning is only important as it helps you find meaning in yourself, in others and in life. Relating to students, supervising teachers. Bethel supervisors and other student teachers all at once is not easy, nor is trying to teach as you would wish in a given situation. But taken as a whole, student teaching may well involve both the highest demands as well as the highest returns of any part of a college career. Barbara Louise Johnson FdufAtion