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A PLAN OF GROUP GUIDANCE IN SEVENTH GRADE HOMEROOMS
A Project Presented to the Faculty of the School of Education The University of Southern California
In Partial Fulfillment of the Requirements for the Degree Master of Science in Education
by George David Wilson June 1950
UMI Number: EP46145
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T h is p r o je c t re p o rt, w r it t e n u n d e r the d ire c tio n o f the candidate’s adviser a n d a p p ro v e d by h im , has been presented to a n d accepted by the F a c u lt y o f the S c h o o l o f E d u c a tio n in p a r t i a l f u l f i l l m e n t o f the requirem ents f o r the degree o f M a s t e r o f Science in E d u c a tio n .
Date
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A d v is e r
Dean
TABLE OF CONTENTS PART
PAGE
INTRODUCTION
.......................................
1
I. STUDENT INTRODUCTION TO THE S C H O O L ...........
7
Areas and l o c ations .........................
7
Schedules
II.
.................................
13
Rules and regulations.......................
17
PERSONNEL OF THE S C H O O L .......................
21
The a d m i n i s t r a t i o n .........................
21
The seventh grade teachers
22
................
Other members of the faculty with close rela tionships to the seventh grade students . . III.
STUDENT L I F E .................................
24 27
Home r o o m s .................................
27
Student body organization ..................
32
C o m m i t t e e s .................................
37
Organizations, clubs and other special
IV.
a c t i v i t i e s ...............................
39
S p o r t s .....................................
44
School dances ...............................
47
Musie instrumental groups ..................
49
A s s e m b l i e s .................................
50
HOW TO S T U D Y ................
52
Purposes for studying .......................
52
Goals in s t u d y i n g ...........................
52
iii
PART
PAGE Developing good habits of study ...........
V.
53
SCHOOL PROGRAM PLANNING ...................
60
Reasons for p l a n n i n g ....................
60
How to plan the school c o u r s e ............
6l
Requirements to consider in planning
65
SUGGESTED REFERENCES
. ♦ .
.............................
67
FIGURES OF FLOOR PLAN FIGURE 1.
PAGE
South Gate Junior High School— Administration Building ....................................
2.
7
South Gate Junior High School— Science Building.....................................
9
3.
South Gate Junior High School— Northeast area.
11
4.
South Gate Junior High School-Southeast area.
12
INTRODUCTION This project was developed for the purpose of pro viding guidance material for seventh grade homeroom teachers at South Gate Junior High School in South Gate, California. The material Is gathered as a suggestive way of guidance rather than authoritative or final.
The ideas and materials
presented here are meant as aides to help the seventh grade teachers to get some sort of guidance program started in their various homerooms. The average homeroom teacher with a new seventh grade group will undoubtedly welcome the factual material gathered here as it will help them get an orientation program under way and also save them the time needed in compiling such information.
Also, many teachers have not taken the trouble
to be concerned with this subject so this may help them to get a program under way. At present, a definite homeroom guidance does not exist In the school.
Each teacher should use this project
as it fits his or her needs.
Furthermore the organization
and mechanism would be left to the various teachers involved. Possibly various seventh grade homeroom teachers will want to meet together from time to time and talk over findings, problems, and other ramifications of guidance in the homeroom. Upon entering the seventh grade the students are
2
confronted with a new school along with many problems.
These
problems naturally vary according to the individual student. Some become individual problems while others may be classi fied into various group situations. First, the seventh grade students find themselves in a new school with older students where there is natural feeling of some insecurity.
They need a feeling of belonging
to the school or of being a definite part of the entire group. This feeling of being on the outside should be met by every means available and should not be put aside as something that can be taken care of later.
Proper introduction of the
student to the school involving familiarization and an ob jective outlook on
his new pursuits is basic ground work
essential to future successful efforts in counseling and guidance. Another important change in the students' school life is the matter of moving from one classroom to another, with a different teacher for each class, and even different students in some.
Up to this time they have been in one
room all day long with one teacher where they received al most mother-like care.
In their new environment it isn't
possible to have this close association and the student must learn to cope with his or her new environment.
Thus
the guidance given in the seventh grade will greatly help bring about this needed adjustment.
3 Another necessary development Is that of learning to study effectively.
For the first time the seventh grader
finds he must study at times both at school and at home without supervision and needs some insight to good study habits.
He
will be required to do some planning and to assume respon sibilities which his teachers almost always took care of for him in elementary school. With these and many other problems it seems that much planning to fit such situations is needed.
This project is
designed to furnish material to be used in solving some of the problems or needs.
Each teaeher will use the parts which
apply to his or her homeroom problems.
The proper procedure
will depend on the individual teaeher but the topics covered bear enough suggestions that every teacher may well make use of them. At South Gate Junior High the homeroom period is scheduled at five days a week for each seventh grade class and each period is of fourteen minutes duration.
With the
average attendance of each homeroom approximating thirty-five students the importance of necessary planning for the proper utilization of this cannot be over emphasized. The teaehers earry a full schedule in addition to their homerooms.
This means that along with extra curricular
assignments each teaeher has a rather heavy load of work to carry.
Because of the full schedule and the size of the
homerooms the matter of guidance has remained to some extent on incidental matter done more by chance than by planning. Most of the planned guidance of the school is being done by one counselor and an assistant counselor,
k
great
deal of their time is spent with seventh grade students doing subject programming, individual conferences, testing, accumu lative reeord notations, etc.
This program of counseling
seems to be conducted adequately for the purposes intended. However, as a more complete coverage of personal attention and guidance is needed, the homeroom teachers may be employ ed to a greater advantage than in the past by being provided with an active part and furnished with necessary aids.
The
homeroom teachers have usually done incidental counseling in the past and this situation seems to require realignment so that each homeroom teacher shall be included in the guidance program. It may be said that perhaps not all teachers are well qualified to teach guidance and poor guidance may be more harmful than no guidance at all in the homeroom.
However
the investigator feels that much can be done to make guid ance successful in each seventh grade homeroom.
The
possibility of conference among the seventh grade teachers should provide some in-service training.
Through this
method each teacher should gain some insight or understand ing of guidance and do a better job In the homeroom phase
5 of the guidance program. In the following pages the material presented is meant as topics or phases of school life which the new student should have the opportunity to be introduced. It might be thought of as an orientation which should include knowing the personnel of the school, location of various offices, rooms, student life including various activities, rules and regulations, study, and other form of school planning.
PART I
STUDENT INTRODUCTION TO THE SCHOOL
AREAS AND LOCATIONS A general knowledge of various areas in the school is needed by the new student in order to facilitate a rapid understanding of his new surroundings.
With this important
problem taken care of, other adjustments can be made much more easily. 1.
Main Building (Refer to Figure 1) a.
Principal’s Offiee (A)
b.
Boy's Vice Principal (B)
e . Main Office d.
Girl’s Vice Principal (D)
e.
Attendance Offiee (c)
f . Counselor's Office (E) &•
Student Store (F)
h.
Janitor's BOiler Room (G)
i.
Library (H) (R 201)
j.
Book Rooms (I) (Rms 202,203)
k.
Typing (Rm 110)
1.
English (Rm 107, 105, 106)
ra.
Journalism (Rm 103)
n.
English Social Studies (Rm 213, 212, 210, 207)
o . Math (Rm 204, 205, 104) p.
Music (Rm 208)
q.
B o y 's Lavatorie s
E N «-
S w
LAV
21-3
212
211
209
208
208
207
UI
DOWN
*
------- —
201 H
f : 'V
202 203
204
206
205
-
-
FAC ULTY BOYS
LAV
GIRLS WOJtEN
LAV
STU DENT STORE F
110
JANITOR BOILER ROOM G
LAV
107
UP
LAV
DOWN 101 c
100 E
__
103
102
D
SCOOTERS , ADMINISTRATION BUILDING
SAN VINCENTE AVE FIGURE 1.
- 104
105
106
—
8
2.
r.
Girl’s Lavatories
s.
Women’s Lavatory
t.
Men's Lavatory
Science Building (Refer to Figure 2) a.
Science (Rm 302, 304, 306, 307)
b.
English-Social Studies (Rm 305, 404, 405, 408)
c.
Math (Rm 402, 406)
d.
Conference Room (Rm 303, 412)
e.
Cooking (Rm 301, 300)
f.
Sewing (Rm 308, 309)
g.
Art (Rm 401, 400, 411, 410, 409)
h.
Conference Room (Rm 303, 412)
i.
B o y ’s Lavatories
J.
Faculty Lavatory (Men)
k.
Faculty Lavatory (Women)
1.
Bicycle Racks
Northeast Area (Refer to Figure 3) a.
Faculty Dining Room
b.
Cafeteria
c.
Kitchen
d.
Auditorium Area (l) Faculty Parking
e.
Electric Shop (Rm 600)
f.
Metal Shop (Rm 601)
g*
Print Shop (Rm 602)
E A
N
-*s w GIRLS LAVATORY
_Llii
412 300
309
301
308
302
400 411
401
410
402
409 UPPER FLOOR
307
CONF.RM,
403
303
408
—
BRIDGE
304
= BICYCLE = RACKS
306
BOYS LAVATORY 305
BOYS LAVATORY CONFERENCE ROOM
MENS LAVATORY
406
% Gi r l s LAVATORY
SCIENCE BUILDING
SAN VINCENTE AVE. FIGURE 2.
h.
Wood Shop (Rm 603)
i.
Craft Shop (Rm 604)
j.
Orchestra (Rm 163)
k.
Math (Rm 164, 165)
Southeast Area a.
Math (Rm 166, 170)
b.
Social Studies (Rm 167, 168, 169, 171)
e.
Girl’s Dressing Room
d.
B o y ’s Dressing Room
e.
Gym
f.
Doctor’s Office (Rm J)
g.
Nurse’s Office (Rm K)
h.
Agriculture (Rm 605)
i.
Playground Area
E
N 4" w 164 163 603
604
602
601
600
t
FACULTY PARKING
AUDITORIUM AREA
I 1 | , 1 1 1 l 1 1 f
KIT CHEN
CAFETERIA ENTRANCE
i
FIGURE
3.
J
166
168
GYM
170
K LUNCH AREA 167
169
GIRLS DRESS ROOM
171
BOYS DRESS ROOM
AGRICULTURE 605 ---- —
E
N