Bowling Green State University - Key Yearbook (Bowling Green, OH)

Page 29 text:

TEACHING TRAINING IN THE SECONDARY SCHOOLS Students in the College ol Education from the day ol their matriculation anticipate with both pleasure and trepidation the period ol internship which they will spend in the High Schools in the role ol student teacher. Two large, modern, well equipped buildings, housing approximately one thousand students, constitutesithe setting for the practice teaching activities. Since the secondary Field today includes grades seven to twelve student teachers may receive credit For practice in any ol these grades. Though the junior High School is ollicially the secondary training school ol the college the Senior High School is also freely utilized lor training purposes. The central location ol these buildings malces it possible lor student teachers to carry regular college worlt while engaged in student teaching. These schools operate under the careful supervision ol Mr. A. B. Conlt- lin, superintendent ol the city schools, assisted by Mr. C. R. Bowdle and Mr. E. N. Littleton, principals ol the Senior and junior High Schools respectively. A group ol exceptional men and women, well prepared in their respec- tive Fields, constitute the Faculty of the High Schools. Each has his master's degree in his special subject and FACULTY The personell of the various department, is as follows: English, Helen Waugh, Hazel Mercer, Nellie Randall, Hazel Underbills Elizabeth Gelvin, Mathematics Elmer Boyles, Helen I-lays, Ferris Myrice, Science, Harry Stout, Donald Organ, Ralph Schaller, Eliza- beth Inman, I-listory, Franklin Skibbie, Raymond Rubralce, J. J. Kleinfelter, Eugene Morse, Languages, Margaret Robson, Hazel Mercer, Raymond Rubrake, Agriculture, Walter Alex- ander, Commercial, Lyle Wilhite, Sara McCon- nell, Wilbur Rider, Maurice Mercer, Physical Education, Ralph Rettig, Katherine Ruh, Home Economics, Mary Klepinger, Manual Training, Russell Swigart, Herbert Trayer, Music, Roy Hilty, Donald Armstrong, Art, Ruby LeVier. several years ol successful teaching experience. The superior training ol these instructors assures student teachers that their etlorts are being guided by educational experts. The proximity ol the two buildings makes it possible for instructors to teach classes in both buildings thus securing a close articula- tion ol the worlc ol both schools. l-larriet Hayward Supervisor of Elementary Ed- ucation 28

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FACULTY The Training School is organized and operated to serve a large number of students in the College of Education in a variety of ways. Its primary functions are pretty clearly indicated by its title. Its aim in the first place is to be a good school for the pupils who are enrolled in it. ln common with all other units of the complex public school organization the Training School must directly or indirectly contribute to the better education of children. For students undertakes to render a number of services. In the First place it is a laboratory in which the art of teaching is demonstrated. College classes in a number of professional courses make systematic observations of teaching procedures in the various grades as a requirement of the course. The purpose of the demonstration teaching is not to maintain a specially devised educational show for public exhibition but to operate a working model of a prac- tical public school. The school also offers students o portunities for testing their natural aptitude for working with chlildren. Students often Find themselves better suited to teaching either older or younger children than those whom they thought they preferred before having any direct experience. Some students in fact find them- selves unsuited to the requirements of teaching while many gain from their experience in ractice teaching a professional enthus- iasm which far exceeds their expectations. Another service of the Training School is to provide oppor- tunity to learn under close supervision many skills which by the unguided process of trial and error would be learned only at a very costly price to the professional spirit of the teacher and at an even greater cost to the efficiency of learning on the part of the pupils. There are many definitely learnable skills and abilities in teaching in spite of whatever credence may be placed in the statement that teachers are born, not made. The practice teaching is conducted with a view of promoting the learning of such skills and abilities. ln addition to providing opportunities for practice teaching to students in elementary education, the Training School offers facilities for practical experience to many students who specialize in particular fields such as physical education and music. Students majoring in physical education, both men and women, carry on a daily program of training in their field with the children of the Training School. They also conduct special features of play such as Saturday mornin hikes and after school games and contests. Students speciaTizing in music find in the Training School extensive opportunity for teaching the regular daily program in singing and for special programs in appreciation and in other phases of instruction in music. During the past year a special class in instruments has developed into a beginning band of fifteen pieces. Since all members of the band are now enrolled in the fourth and fifth grades, it is expected that in the course of one or two years the Training School will have a boys' and girls' band whic will be a source of pride not only to the Training School but to the Music Department as well. Finally ma be mentioned the earnest attempt on the part of the Training School staff to maintain a forward-looking position in the selection and organization of materials of instruction and in applying the science of education to procedures in teaching. The Training School then may be thought of as a unit of the College of Education closely integrated with a number of its functions. lt is the hope of the Training School staff that all students who come into direct contact with its operations in any way may gain from that experience a clearer insight into the nature of educational processes, some definite impetus toward maturing a fine skill in teaching, and an enduring enthusiasm for rendering the highest possible type of educational service to the children of Ohio. The teachers of the Training School also hope that experience in their department may have contributed in some measure to the loyalty which graduates feel for their college. DR. HOPPES in elementary education the Training School 27 THE FUNCTIONS OF THE TRAINING SCHOOL l l Dr. W. C. Hoppes Supervisor of Training School

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FACULTY Administration Building .cms L .dm-ky., .W pauses:-vnu,snzu1.x-A1-vr..vmw-gzsf-:, so Y :fs ' . -..,,s4.. . as ..,. - AGRICULTURE DEPT. G. W. Beattie The student teacher serves an intern- ship of fourteen weelcs each semester in the teaching of his major and minor subjects respectively. The first six weeks are devoted to observation and participation. During this period the student teacher becomes acquainted with pupils, subject matter, supple- mentary material, library facilities, methods of instruction, disciplinary measures, routine factors of classroom management and gradually assumes Full responsibility for class roceclure. The pupils and student teacher assume a pupil teacher relationship in which 29 neither is conscious ofa sudden change. The pupils accept the student teacher as an assistant to his regular teacher and feel a responsibility to both. During this period the student teacher prepares a syllabus of the subject matter which will be taught during the semester preparatory to the construc- tion of lesson plans. Simultaneously with the period of participation, classes composed of all the student teachers observe demon- stration lessons taught by the critic teachers. These lessons are later discussed by the class with the critic and supervisor. These demonstrations and conferences afford the student teacher an opportunity to see educa- tional principles applied in various academic fields. ln his special class the student teacher is gradually inducted into the respon- sibility of the class until at the close of the participation period he assumes full charge of his group. Then for the next eight weeks he teaches under the constant supervision of his critic teacher. This training program does not promise to produce perfect teachers at the conclusion of the period of training, but, if over a period of twenty- eight weeks the studentls records show a steady consistent growth in his assumption of teaching responsibilities the critics have reason to rate him as a teacher of promise-one who will continue to grow in service.