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

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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?

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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.

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SENIGR CLASS It educated the intellect to reason well in all matters, to reach out toward the truth, and to grasp it. -John Henry, Cardinal Newman. That life is transient and fleeting permits of no argument. Poets and authors recognize it in verse, in prose, the common man feels it but remains inarticulate, but even though this recog- nition forms part of every philosophy, it necessarily admits of no defeat. The crux of the situation lies in stand- ards, in individual standards of indi- vidual attainment, forming in their accumulative result a group attitude. A Iife bound and controlled by a narrow, concentrated driving force, constantly propelling all efforts and energy toward the worldly hope men set their hearts upon will find its end. Like snow upon the desert's face Lighting a little hour or two-is gone. Thus, the economic situation in which youth finds itself today is a situation which by its very nature and present condition arrests the attention of all and focuses all serious thought upon the gaining of economic security. For is not economic security the basis of political, social, religious and intel- Iectual liberty? It is so easy, however, to lose sight of these ultimate goals and concentrate upon the massing of mater- ial goods. Actualities draw us toward the material, so the fight begins with the fixing of our standards of relative values. Clear sight is essential, and our college education has endeavored to give us Iceen instruments with which to Fight this initial battle, for defeat at the beginning, too often means defeat at the end. 31 SENIOR OFFICERS SHELLEYRADENBAUGH . . President DONALD ciaviaia . . vice--President MILDRED DAVIS . MARIE SCI-IIVIIDT . . The Cavaliers had their armor and their battles, and equipped as well as the age Icnew, they went out to test their strength. The youth of today, although mimics of the picturesque attire of his historic antecedents, is no less courageous, and life is no less picturesque. Leaving the comparative quiet of college halls and leisurely campus discussions, we enter the field, our standards fixed in relation to the truths we Icnow, based upon the teachings of our Alma Mater and the precepts of our teachers. Secretary Treasurer