University of Wisconsin Eau Claire - Periscope Yearbook (Eau Claire, WI)

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John Hcimkc reviewed tor in secondary education. Methods Reviewed The Junior-Senior High School Education program consisted of three separate and distinct parts: the Junior High School Education program, the Senior High School Education program, and the Secondary Education program, a more general course combining the first two. These education programs were among the most complicated ones on campus, because they overlapped into majors and minors from the School of Arts and Sciences. A unique method of teaching was practiced in the Junior-Senior Education 150 class, which dealt with teaching principles and practices. Four professors worked as a team, alternating for lectures in the class. The lecture class was divided into four laboratory sections in which the students teamed to apply the theory and reasoning stressed in the lectures. Among the benefits of the team-teaching technique was a more diversified and complete program. Secondary education students received their test results, and sal down to study them. 54

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Mr. Van Cartwright operated the control panel on the closed-circuit television system in campus school. 53

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 I D., Care Ccm«, » »., panicipatC rccogni,™ ,c, ,iv.„ fy . w„, educ, Special education student developed rhythm in muve. Expansion Anticipated According to Dr. Ellyn Laubcr, chairman of the Special Education department, creativity, imagination, and a sense of humor arc the necessary traits of a teacher of special education. During the five years that Dr. Laubcr has directed the department, she has been well pleased with students in the special education program at Wisconsin State University-Eau Claire. For the past four years, the program has been bolstered with an annual $175,000 grant from the United States Office of Education. The money, used for scholarships, financed both senior and graduate students. Future plans for the special education program include expansion on the graduate level. The new programs will prepare students to teach retarded yet trainable children and educable adolescents. The students in special education received valuable experience by joining the Student Volunteer Organization. They worked at the Day Care Center and Northern Colony, supervised recreation for both the physically and mentally handicapped. and also taught Sunday School and Catechism to retarded children. One of the most important lessons learned was to teach the individual child, not groups of children.