A plan of group guidance in seventh grade homerooms

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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