Montana State University Billings - Rimrock Yearbook (Billings, MT)

Page 11 text:

edumtiori AtudmtA beqcvn the ijeaAkf methodi c uhAeA What was learned about the child in other education methods courses, is put to good use in Teaching of Social Studies. Looking in on the class, we saw how facts and data can be woven into worthwhile experiences appealing to the immature mind. We learned that the essentials of stimulating that mind to an awareness of surroundings and to cooperation with others, are there examined. We reasoned from Doc Henderson’s cryptic statements that there is a reason for every reaction and a motive for every thought, that Child Growth II is a kind of course in child psychology. And the class, in pithy and frank discussions, realized what complicated organisms individuals are. Puppetry, fairy tales, adventure and make-believe: kid’s stuff, we commented. But we learned that in the world of Childrens' Literature, the future teacher comes nearest to the child and his interests. Teachers have to be qualified in appealing to the pupil’s imagination.

Page 10 text:

f went? paid and Atuxbrnh coumAeled Registration and orientation, we remembered, seemed an incon-grous. unbearable maze of lines. Those worthy architects and builders may have built a beautiful building, but they certainly did paint the wrong numbers on the ad doors. And even with the individual guidance and counseling, the rookies felt, and acted, small and unimportant in the professional atmosphere of curriculum changes and tuition receipts. That is, until they discovered their many downtrodden compatriots. No, it didn’t take long to find out that endless queues are only the external discomforts of a well-ordered institution based on necessity. Top Patricia R Anderson. Miriam Vaterlaus, Lucille Nichols. Jenny Hayes. Middle—Mickey Cowan Mobley. Joyce Church, Secretary. Les Heins. Stan Torrence. Joe Hill. Bottom—Ina Haugan. Midge Hartman, Loretta Smith, Branmgan. Carol Burtness. ,

Page 12 text:

Oliver Peterson. D. D. Cooper, Jim Nicholson, Dr. MacMullen, Dr. Peterson while pnofeMhyral cordacU Wme AmeiOeoi th mujh We looked in on the student teachers that first- day. and thev were scared . . . though they tried not to snow it! How could twenty or thirty nameless, youthful faces unnerve a college person? wo discovered that, as the days went by, the kids’ characteristics and personalities became familiar to the helping teacher studying through the magnifying glass of experience. From the experience, the prospective teacher would be made aware of the unexpected reactions which can arise in the handling of children—The veteran of this ordeal should be oetter prepared to teach. The hard core of elementary education training, we realized, is practical experience. And the students told us that they now realized that teaching would be a wonderful profession. Professedly, 98 per cent of Eastern’s education students were members of MEA. This constituted a potential bloc of 49 per cent of the entire student body, unbeatable in campus affairs if organized, we realized. But exploitation of minority groups was far from the minds of its leaders; under Nicholson and Carbone and Smith and the others, members were given insights into the professional outlets of teaching at Tuesday night sessions of lectures, discussions and advice. And through this form of teachers' union, experience in participating in and using practical politics for professional ends was gained. Joyce Peterson. Ray Frank. Dolly Voyich, Cleona Smith. Gil Carbone, Esther Gessner, Carolyn Sigg. Mr. Cooper and the Placement Bureau try to find jobs for graduates. We saw him immersed in transcripts and recommendations, using his broad knowledge of the Montana education scene to place round people in round positions. Notices of work during the school year made the bulletin board outside the office a popular calling place. Mary Chick, Dorothea Gaiser, Pat Marvel