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

Page 30 text:

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.

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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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1-1 K l ELEMENTARY CRITIC TEACHERS From the word critic one often implies the meaning of finding fault, hence a critic teacher is pictured as one placed in a position for the sole purpose of picking out defects in teaching pro- cedures employed by students. ls this the conception student teachers have, students who have worked under teachers employed in the elementary field of this college? Far from itl lnstead they look upon her as a guide and consolation when confronted with the trials of a school-room teacher. Around the campus the remark, l-low I wish l could teach as well as does my critic , is often heard. So not only does she serve as a guide and companion, lout also, through her explicit example of teaching, she auto- matically sets up a standard, a goal, toward which students constantly strive. What more can we ask of any instructor? And where can we find any better qualified for the purpose than these?