An analysis of the student grading program in the secondary schools at Indiana University

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AN ANALYSIS OF THE STUDENT TEACHING PROGRAM IN THE SECONDARY SCHOOLS AT INDIANA UNIVERSITY

BY CECILIA JOSEPHINE LAUBY

S u b m itte d i n p a r t i a l f u l f i l l m e n t o f th e re q u ire m e n ts f o r th e d e g re e o f D o c to r o f E d u c a tio n i n th e S ch o o l o f E d u c a tio n , I n d ia n a U n iv e r s ity , A ugust 9 1949

ProQuest Number: 10295225

All rights reserved INFORMATION TO ALL USERS The quality o f this reproduction is d e p e n d e n t u p on th e quality o f th e c o p y subm itted. In th e unlikely e v e n t th a t th e author did not se n d a c o m p le te m anuscript a n d th ere are missing p a g e s , th e s e will b e n o te d . Also, if m aterial h ad to b e rem o v ed , a n o te will in d icate th e d eletio n .

U6St, ProQ uest 10295225 Published by ProQ uest LLC (2016). Copyright o f th e Dissertation is held by th e Author. All rights reserved. This work is p r o tec te d a g a in st unauthorized c o p y in g under Title 17, United States C o d e Microform Edition © ProQ uest LLC. ProQ uest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106 - 1346

A c c e p te d by th e f a c u l t y o f th e S c h o o l o f E d u c a tio n o f I n d ia n a U n i v e r s i t y a s f u l f i l l i n g th e t h e s i s r e q u ir e m e n ts f o r th e d e g re e o f D o c to r o f E d u c a tio n .

D i r e c t o r o f T h e s is

D o c to r a te C om m ittee:

w ■

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r nAux>- . p .

S.

25 I n g e n e r a l th© c o n t a c t s o f th e s tu d e n t te a c h e r s i n t h e i r s tu d e n t te a c h in g e x p e rie n c e s a r e l i m i t e d t o th© c la s s ro o m t© a c h in g *3-® A® a check upon th e a n a ly s is o f th e a c t i v i t i e s w hich s u p e r v is in g te a c h e r s p e rfo rm i n t h e i r work w ith s tu d e n t te a c h ­ e r s , s ta te m e n ts w ere o b ta in e d from 411 s tu d e n t te a c h e r s i n s i x s t a t e n o rm al s c h o o ls an d te a c h e r s c o lle g e s # I h e s e s ta te m e n ts show t h a t th e g ro w th w hich a s t u d e n t makes as a t e a c h e r depends j u s t as much upon th e r e l a t i o n e x i s t i n g b etw een him and h i s s u p e r v is o r and th© e x t e n t to w hich he f e e l s f r e e to th ro w h i s e n e rg y and u n d e r s ta n d in g i n t o th e work as I t does upon w hat he d o es# 3*® f h e se c o n d p a r t o f t h i s s tu d y w hich a n a ly s e s s u p e r v i­ s o ry te c h n iq u e s i s o f l i t t l e

i n t e r e s t In th e p r e s e n t i n v e s t i ­

g a t io n and so th e p ro c e d u re s and f in d in g s w ere n o t In clu d e d * S t r e b e i 20 i n v e s t i g a t e d th e n a tu r e o f th e s u p e r v is io n o f s tu d e n t te a c h in g w h ich was done i n u n i v e r s i t i e s u s in g c o o p e r a tin g h ig h s c h o o ls *

$h© s tu d y was o f th e s u rv e y ty p e .

D a ta w ere c o l l e c t e d b y q u e s tio n n a i r e s from s u p e r v is in g te a c h ­ e r s , s tu d e n t t e a c h e r s , and d i r e c t o r s o f s tu d e n t te a c h in g . F o rty -tw o u n i v e r s i t i e s and a t o t a l o f 1 ,6 6 0 I n d iv id u a ls p a r t i c i p a t e d i n t h e stu d y * ^ S lfe id * , pp* 71-2# 19I b id » , p . 7 2 . 2 0 S t r * b e l , R a lp h

The M a tu re o f t h e S u p e r v i s i o n o f

S tu d e n t Teaching; i n Un i v e r s i t i e s Usi ng C o o p e ra tin g P u b lic ScfoooXSna l ■ ■ in.......... - I i # t i i li

I II

■'I I 1 IMI -

*■ » iM M M M H W N k M W M

26

A lth o u g h t h e sc o p e o f th e s tu d y c o v e re d a c a r e f u l a n a l y s i s o f v a r io u s a s p e c t s o f s u p e r v is io n * o n ly th e f in d in g s r e l a t i v e to i n d u c tio n o f s tu d e n t te a c h in g a r e o f i n t e r e s t in t h is in v e s tig a tio n * Th© n a t u r e o f th e in d u c tio n program r e v e a le d t h a t a l a r g e number o f b o th c l a s s e s o f s u p e r v is o r y o f f i c e r s f a i l e d to make th e d i s t i n c t i o n b etw een g e n e ra l o b s e r v a tio n and p a r t i c i p a t i o n and in d u c tiv e o b s e r v a tio n and p a r t i c i p a t i o n * T h is d i s t i n c t i o n s h o u ld b© made in s e t t i n g up a p ro g ram o f in d u c tio n , f o r th e fo rm e r p r o ­ v id e s f o r o r i e n t a t i o n i n t o te a c h in g w h ile th e l a t t e r h as to do w ith o r i e n t a t i o n in to th© p a r t i c u l a r te a c h in g S i t u a t i o n i n w hich th e s tu d e n t te a c h e r w i l l u l t i m a t e l y assume as h i s own*®! Types o f S tu d e n t T eaching* — M a rs h a ll2® a tte m p te d to e v a lu a te t h r e e ty p e s o f s tu d e n t te a c h in g in u s e i n some o f th e m a jo r e d u c a tio n i n s t i t u t i o n s . Type A s tu d e n t te a c h in g i s g ra d e d and d i s t r i b u ­ t e d o v e r more th a n one te r n ^ s w ork. Type '3 s tu d e n t te a c h in g i s c o n c e n tr a te d i n one term * s w ork, as n e a r t o th e end o f th e norm al s c h o o l c o u rs e as p o s s i b l e . Type G s tu d e n t te a c h in g i s composed o f a s m a lle r e r o f h o u rs o f a c t u a l te a c h in g th an i n Types A and

T h is s tu d y was co n d u c ted a t th e M aryland S ta c e Hormal S ch o o l a t S a l i s b u r y . 21 I b i d . , p .

The e x p e rim e n ta l s u b j e c t s in c lu d e d a l l 139.

2^ M a rs h a ll, Edna M. T e a c h in g . S5I b l d . , p .

9.

E v a lu a tio n o f Types o f S tu d e n t

27

s t u d e n t s a d m itte d as ju n io r s to t h i s s c h o o l i n S ep te m b er, 1928 and 1927, and who upon g r a d u a tio n h ad ta u g h t i n th e s c h o o ls i n M aryland i n 1923*29 and 1929-30* The s u b j e c t s w ere d iv id e d i n t o t h r e e e q u iv a le n t groups on th e b a s e s o f th e r e s u l t s o f f i v e t e s t s and a r a t i n g from s t u d e n t s and from f a c u l t y members*

By th e t o s s i n g o f a c o in ,

s tu d e n t te a c h in g o f Type A was a s s ig n e d t o Group I ; Type B to Group I I j and Type C to Group I I I *

I n th e th r e e g ro u p s

th e r e was a t o t a l o f 153 s u b j e c t s d u rin g th e two y ea rs* The r e s u l t s o f M a rs h a ll* s s tu d y seem t o r e v e a l t h a t Type A s tu d e n t te a c h in g w h ich d e v e lo p e d th© g r e a t e s t © ffi* c ie n c y I n s tu d e n t te a c h in g and p ro v id e d o p p o r tu n iti e s o v e r a lo n g p e r io d f o r th e s tu d e n t t o p a r t i c i p a t e i n many o f th e r e g u l a r a c t i v i t i e s o f th© te a c h e r was th e b e s t o f th e t h r e e * 24 B l y l e r 2^ t r i e d t o d e te rm in e what th e p r a c t i c e s and tr e n d s w ere I n th© f i e l d o f s tu d e n t te a c h in g among th e member s c h o o ls o f th e A m erican A s s o c ia tio n o f T e a c h e rs C o lle g e s*

A

q u e s tio n n a i r e was c o n s tr u c te d and s e n t to th e d i r e c t o r s o f s tu d e n t te a c h in g i n th e s c h o o ls o f th e A m erican A s s o c ia tio n o f T e a c h e rs C o lle g e s*

The q u e s tio n n a i r e was answ ered by 135

o f th e 183 member sc h o o ls*

Some o f th© f in d in g s w hich a r e

p e r t i n e n t to t h i s s tu d y and on w hich th e r e was g e n e ra l ag ree m en t fo llo w *

s 4I b l d . , p .

74 .

2 5 3 iy x er> D o ro th e a . " S tu d e n t T each in g in th e A m erican A s s o c ia tio n o f T ea ch ers C o lle g e s * M

28

1* L a b o ra to ry s c h o o ls a r e n o t b e in g u se d as much as th e y s h o u ld be — t h a t th e y a re n o t l a b o r a ­ t o r i e s In th e d i r e c t s e n s e o f th e w o rd s. 2* D i r e c t o r s o f s tu d e n t te a c h in g a g re e t h a t p r a c t i c e c o n d itio n s s h o u ld a p p ro x im a te as c l o s e l y as p o s s i b l e a c t u a l te a c h in g c o n d itio n s * 3# The s e c t i o n on th e re q u ire m e n ts f o r e n t e r i n g p r a c t i c e te a c h in g i n d i c a t e s t h a t te a c h e r s c o lle g e s a r e la g g in g f a r b e h in d th© e d u c a tio n d e p a rtm e n ts o f th e s t a t e u n i v e r s i t i e s in th e m a tte r o f s e l e c t i o n . 4* A c o m p a ra tiv e ly new id e a h a s em erged in w id e ly d i s t a n t p a r t s o f th e c o u n trv - - t h a t o f an i n t e ­ g r a te d c o u rs e i n te a c h e r t r a i n i n g * ^

P a r t Two F a r t two o f t h i s su rv e y o f th e l i t e r a t u r e c o n s id e r s th e a n a ly s e s o f s tu d e n t te a c h in g program s w hich hav e b een made o f t h e p h a s e s s i m i l a r to th o s e co v e re d i n th e p r e s e n t in v e s tig a tio n • O b je c tiv e s . — A s tu d y by E d m is to n ^ u se d o b je c ti v e s as a fram e o f r e f e r e n c e to d e te rm in e th e s t r e n g t h s and weak­ n e s s e s o f th e i n t e g r a t e d program o f f e r e d i n th e K in d e r g a r te n P rim a ry D iv is i o n and th e E lem en ta ry D iv is io n o f M ilwaukee S t a t e T ea ch ers C o lle g e .

The I n t e g r a t e d program i s a y e a r of

u n i f i e d p r o f e s s i o n a l work i n t e r r e l a t i n g p r a c t i c e i n te a c h in g w ith e d u c a ti o n a l th e o ry * T h ree g ro u p s o f i n d i v i d u a l s were u se d as th e b a s i s f o r in f e r e n c e i n t h i s s tu d y : g6I b i d . ,

pp.

8 4 -5 .

27& dm iston, V iv ia n . " E v a lu a tin g th e I n t e g r a t e d P r o f e s s i o n a l C u rric u lu m a t M ilwaukee S t a t e T ea ch ers C o l l e g e .”

29

1.

S tu d e n ts ab o u t to e n t e r th e I n t e g r a t e d p ro g ram .

2*

S tu d e n ts j u s t b e in g g r a d u a te d from I t .

3*

Form er g r a d u a te s now i n s e r v i c e as t e a c h e r s .

The g e n e r a l p ro c e d u re o f th© e v a lu a t iv e s tu d y c o n s is ­ te d e s s e n tia lly o f fo u r p a r ts : 1*

M aking o b j e c t i v e s o f th e I n t e g r a t e d program

e x p l i c i t i n a form s u i t a b l e f o r u se i n an e v a lu a t iv e s tu d y . 2*

S e ttin g

e v a lu a t iv e in s tru m e n ts a p p r o p r ia te

f o r m e a su rin g th e a tta in m e n t o f o b j e c t i v e s o f th© program * 3*

O b ta in in g r e s p o n s e s to th e in s tr u m e n ts and

a n a ly z in g th o s e re s p o n s e s s t a t i s t i c a l l y . 4*

Com paring a c t u a l a tta in m e n t w ith e x p e c te d a t t a i n ­

m ent o f o b j e c t i v e s , In o r d e r to d e te rm in e p o in ts f o r im prove­ m ent and p o i n t s f o r s a t i s f a c t i o n in th e p ro g ram . T h is s tu d y u se d o b je c ti v e s o f th e p ro g ram as a fram e o f r e f e r e n c e f o r a p p r a i s a l o f th© i n t e g r a t e d p r o f e s s i o n a l c u rric u lu m * The o b je c ti v e s w ere d e f in e d o p e r a t i o n a l l y i n term s o f what a t e a c h e r i s e x p e c te d to do i n c e r t a i n s i t u a t i o n s . S in c e th e g ro u p s s t u d i e d w ere t y p i c a l , m d s i m i l a r e x c e p t f o r th e c r i t i c a l f a c t o r of p r o f e s s i o n a l m a tu r i ty co m p ariso n s c o u ld be made among gro u p s c o r e s , and in f e r e n c e s c o u ld b© drawn a b o u t s t r e n g t h s and w eak n esses o f th e i n t e g r a t e d p ro g ram . F in d in g s o f th e s tu d y showed t h a t a s p e c ts o f s t u ­ d e n t b e h a v io r w ere m o d ifie d d u rin g th e p e r io d o f p r o f e s ­ s i o n a l p r e p a r a t i o n , an d , to some e x t e n t , d u rin g s e r v i c e as a t e a c h e r . m ost i n s t a n c e s , changes w ere n o te d i n th e amount o f a p a r t i c u l a r k in d o f b e h a v io r . • . . E s p e c ia l ly n o ta b le w ere th e f in d in g s t h a t s tu d e n ts and te a c h e r s from th© I n t e g r a t e d program se e r e l a t i o n betw een t e a c h e r b e h a v io r and e d u c a tio n a l p r i n c i p l e s , and t h a t p r o f e s s i o n a l d evelopm ent th ro u g h th e program I s a r e a l i t y . 28 28I b i d . ,

p.

31.

30

A c t i v i t i e s » — The su rv e y made by A r m e n tr o u t^ i n 1927 t o d e te rm in e th e s t a t u s o f s tu d e n t te a c h in g showed t h a t p r a c ­ t i c a l l y a l l o f th e s t a t e te a c h e r s c o l le g e s a g re e d o n t h e p u r ­ p o se s o f s tu d e n t te a c h in g and th© a c t i v i t i e s o f w h ich i t was composed# I n m aking th e a n a l y s i s o f th e a c t i v i t i e s o f s tu d e n t te a c h i n g , A rm en tro u t ask ed 25 s u p e r v is in g te a c h e r s to l i s t th© a c t i v i t i e s i n w hich s tu d e n t te a c h e r s engaged# com m ittee com bined and o r g a n is e d th e s e a c t i v i t i e s *

A sm a ll F iv e a d d i­

t i o n a l s u p e r v is in g te a c h e r s w ere ask ed to l i s t th e a c t i v i t i e s o f s tu d e n t te a c h in g u n d e r n in e m ajo r h ead in g s*

T hese 193

a c t i v i t i e s w ere l i s t e d u n d er th e f o llo w in g m ajo r h ea d in g s* 1* A c t i v i t i e s p e r t a i n i n g to th e s e t t i n g i n w hich th© t e a c h i n g and le a r n i n g p ro c e s s ta k e s p la c e * 2* A c t i v i t i e s c o n c ern ed w ith th e o r g a n iz a tio n o f s u b j e c t m a tte r* 3 . A c t i v i t i e s co n c ern ed w ith th e te a c h in g o f s u b j e c t m a tte r* 4.

A c t i v i t i e s p e r t a i n i n g to th e d i s c i p l i n e o f

5#

A c t i v i t i e s p e r t a i n i n g t o p r o f e s s io n a l grow th*

p u p ils «

6* A c t i v i t i e s c o n c ern ed w ith th e o r g a n iz a tio n o f th e sc h o o l# 7*

Community a c t i v i t i e s *

8. A c t i v i t i e s in v o lv e d i n th e o b s e r v a tio n o f th e t r a i n i n g te a c h e r* 9* A c t i v i t i e s in v o lv e d i n c o n fe re n c e s w ith th e t r a i n i n g te a c h e r * 50 A rm e n tro u t, W in ifre d Dockery* T ea ch in g i n S t a t e T e a c h e rs C o lle g e s* 3 0 lb id * , p*

40.

The C onduct o f S tu d e n t

31

A rm en tro u t th e n e s t a b l i s h e d th r e e c r i t e r i a f o r g ro u p in g th e s e a c t i v i t i e s . 1* A c t i v i t i e s in v o lv in g m e c h a n ic a l s k i l l f o r w hich l i t t l e fo rm a l t r a i n i n g i s n e c e s s a r y . 2. A c t i v i t i e s of a r e l a t i v e l y more com plex n a tu r e w hich ca n b e s t b e le a r n e d i n th e a c t u a l s t u d e n t te a c h in g s i t u a t i o n . 3. A c t i v i t i e s o f a s t i l l more com plex n a tu r e w hich a r e n o t c o m p le te ly le a r n e d d u rin g th e p e r io d o f t r a i n i n g . 33* H aving e s t a b l i s h e d th e s e c r i t e r i a , th e 193 a c t i v i t i e s w ere e a ch a n a ly z e d and p u t in to one o f th e th r e e c a t e g o r i e s . The r e a s o n f o r t h i s p ro c e d u re i s b e s t s t a t e d by A rm en tro u ts wAn a c t i v i t y a n a ly s is i s n o t s u f f i c i e n t t o d e te rm in e th e c o n te n t o f s tu d e n t te a c h in g u n le s s s ta n d a r d s o f p erfo rm a n ce a r e s e t up by w hich t o make a s e l e c t i o n o f

m e t h o d s . ” 32

a c t i v i t i e s w h ich he l i s t e d and w eighed a r e n o t to b e ta k e n as a c t i v i t i e s w hich sh o u ld alw ays f u n c t i o n i n th e e d u c a tio n o f t e a c h e r s , b u t th e s e a c t i v i t i e s sh o u ld be c o n s id e r e d as a c t i v i t i e s w hich a re f u n c tio n in g i n a t y p i c a l t r a i n i n g sc h o o l o f a s t a t e te a c h e r s c o l l e g e . 33 I n th e Commonwealth T e a c h e r-T ra in in g S tu d y 34 th e m ajo r o b j e c t i v e was to p r e s e n t a c l e a r p i c t u r e o f te a c h e r 31I b i d . , P*

39

32I b i d . , p .

39

33I b i d . , P*

40

3 4 c h a r t e r s , W. W. and W aples, D o u g la s. w e a lth T e a c h e r - T r a in in g S tu d y .

The Coiamon-

32

a c tiv itie s .

A m a s t e r - l i s t o f 1001 a c t i v i t i e s and p e r s o n a l i t y

t r a i t s was d e r iv e d from a s tu d y of p r o f e s s i o n a l l i t e r a t u r e , in te r v ie w s w ith p u p i l s , t e a c h e r s , a d m i n i s t r a t o r s , and p ro ­ f e s s o r s o f e d u c a tio n *

The p r i n c i p a l s o u rc e of th e d a t a was

s e c u r e d from w r i t t e n r e p o r t s of t e a c h e r s . F o u r c r i t e r i a w ere u s e d i n e v a lu a t in g th e te a c h in g a c tiv itie s ;

(1 ) fre q u e n c y o f p e rfo rm a n c e , (2) d i f f i c u l t y o f

l e a r n i n g , (5 ) im p o rta n c e o f p r e - s e r v i c e t r a i n i n g , and (4 ) d e s ir a b ili ty o f p re -s e rv ic e tr a in in g . Two o f th e c o n c lu s io n s drawn from th e s tu d y a r e w o rth y o f p a r t i c u l a r m e n tio n . 1# % a n th e a c t i v i t i e s h av e b een e v a lu a te d i t becomes n e c e s s a r y to d e f in e th e t e a c h e r s 1 o b je c ti v e s i n o r d e r to s e l e c t a p p r o p r ia te m ethods o f p e rfo rm in g th e a c tiv x tie s « 2. Knowing th e te a c h e r s a c t i v i t i e s and o b je c ­ t i v e s , th e c u rric u lu m c o n s tr u c to r i s th e n o b lig e d to e x p lo re th e problem s and d i f f i c u l t i e s im p lie d i n b o th . F lo w e r s 36

i n v e s t i g a t e d th e c o u rs e s in s tu d e n t te a c h in g

o f f e r e d i n s t a t e te a c h e r s c o lle g e s i n o rd e r to d e te rm in e th e c o n te n t o f th e s e c o u rs e s and t o make s u g g e s tio n s f o r th e im provem ent o f them . By means o f q u e s tio n n a i r e and by p e rs o n a l c o n fe re n c e s he o b ta in e d d a ta from d i r e c t o r s o f s tu d e n t te a c h i n g , s u p e r ­ v i s o r s , and s u p e r v is in g t e a c h e r s , 55I b i d . , p .

in t h i s s tu d y , as i n many

5.

3 6 F ! o w e r s , J o h n G a r la n d . C o n te n t o f S tu d e n t - T e a c h in g C ours e s De s ig n e d f o r th e T r a in in g o f S e c o n d a r y T e a c h e r s i n S ta te ¥ e a c h e rs C o lle g e s .

33

o t h e r s , th© r e a c t i o n s o f th e s tu d e n t te a c h e r h im s e lf were c o m p le te ly o v erlo o k ed *

F u r th e r d a t a w ere s e c u re d from

c a ta lo g u e s and d e s c r i p t i v e m a te r ia ls * and from p e r s o n a l v i s i ­ t a t i o n t o a number o f i n s t i t u t i o n s * F lo w e r s

s t u d i e d h i s problem by t r y i n g to f in d th e

answ ers to t h r e e q u e s tio n s : 1* How a r e th e te a c h e r s c o l le g e s o rg a n iz e d to g iv e p r o f e s s i o n a l t r a i n i n g t o p r o s p e c tiv e se c o n d a ry s c h o o l te a c h e r s ? 2* How a re th e c o u rs e s i n s tu d e n t- te a c h in g o rg a n iz e d and a d m in is te re d t o c a r r y o u t th e program s o f t r a i n i n g w hich i n s t i t u t i o n s hav e s e t up? 3 , Xn what a c t i v i t i e s does th e s tu d e n t te a c h e r engage w h ile p u r s u in g th e c o u rse in s tu d e n t te a c h in g ? * 7 Th© f in d in g s o f th© s tu d y a r e sum m arized in th e f o llo w in g c o n c lu s io n : &n a n a ly s is o f th e s e d a ta i n d i c a t e t h a t em phasis i s p la c e d on two g e n e ra l ty p e s o f a c t i v i t i e s , nam ely: th o s e in v o lv in g c la ssro o m I n s t r u c t i o n and th o s e I n v o l­ v in g t h e s tu d e n t* s p e r s o n a l and p r o f e s s i o n a l growth* ^aw son^0 made an i n v e s t i g a t i o n to d e te rm in e tTw hat p r o v is io n s l a b o r a t o r y s c h o o ls make f o r th© a c t i v i t i e s of p a r t i c i p a t i o n as a m easu re f o r a c q u a in tin g s tu d e n ts w ith th e c o m p lic a te d r e s p o n s i b i l i t i e s o f th e c la ssro o m t e a c h e r . ”40 57r b ld .,

p.

38 l b i d . , p .

5.

65 .

39Dawson, M ild re d A. p a tio n ." 40I b i d . , p .

" C u rre n t P r a c t i c e s i n P a r t i c i ­

295. ffroiBffi UNIVERSITY LIBRARY

34

I n t h i s s tu d y a q u e s tio n n a i r e was s e n t t o p e o p le a c t i v e l y engaged i n d i r e c t i n g l a b o r a t o r y s c h o o l program s In 50 p u b lic ly - s u p p o r t e d t e a c h e r - t r a i n i n g i n s t i t u t i o n s .

H e p lie s

w ere r e c e iv e d from 40 o f th e 50 I n s t i t u t i o n s . Dawson fo u n d t h a t th e d a t a seemed to i n d i c a t e t h a t in th e s e 40 t e a c h e r - t r a i n i n g i n s t i t u t i o n s , p a r t i c i p a t i o n d id n o t seem t o b e w id e ly u s e d ; v e r y few i n s t i t u t i o n s u se d i t as a d i s t i n c t m eth o d .

U s u a lly p a r t i c i p a t i o n was a p h ase o f

c o u rs e s i n m eth o d s, c u r r ic u lu m , o b s e r v a tio n , and s tu d e n t te a c h in g *

T h ere seemed to be a te n d e n c y f o r te a c h e r s c o l­

le g e s to I n a u g u r a te new schemes f o r p r o v id in g p a r t i c i p a t i o n . W i l l i a m s ^ co n d u c ted a su rv e y o f th e l a b o r a t o r y f a c i l ­ i t i e s fo u n d i n on-cam pus and o ff-cam p u s la b o r a to r y s c h o o ls o f s t a t e n o rm al s c h o o ls and te a c h e r s c o l l e g e s .

A q u e s tio n n a i r e

was s e n t t o 160 s t a t e norm al sc h o o ls and te a c h e r s c o lle g e s l i s t e d as members o f t h e A m erican A s s o c ia tio n o f T ea ch ers C o lle g e s i n th© 1934 Y earbook o f th e A s s o c ia tio n * o b ta in e d f o r th e y e a r 1933-34 and 1 9 3 4 -3 5 .

D a ta w ere

H e p lie s were

r e c e iv e d from 131 o u t o f 160 w hich w ere c o n ta c te d . A seco n d q u e s tio n n a i r e was a g a in s e n t to members o f th e AsSQCi at i on i n th e f a l l o f 1938 In o r d e r to s e c u r e d a ta f o r th e y e a r 1 9 3 7 -3 8 . tu ti o n s *

H e p lie s were r e c e iv e d from 137 i n s t i ­

A d d itio n a l d a ta w ere s e c u re d from s t a t e s c h o o l

la w s , c a ta lo g u e s o f te a c h e r s c o l l e g e s , b u l l e t i n s o f s t a t e 41W illia r .a , S . I . F . L a b o ra to ry S c h o o ls .

The A c tu a l and P o t e n t i a l Use o f

55

d e p a rtm e n ts o f e d u c a tio n , and in te r v ie w s w ith d i r e c t o r s o f s t u d e n t te a c h in g * The f in d in g s and c o n c lu s io n s r e a c h e d as a r e s u l t o f t h i s s tu d y a r e many*

Two o f th e s e a r e p e r t i n e n t to t h i s

i n v e s t 1g a t i on * 1* From th e d a t a th e e v id e n c e i s c l e a r t h a t t h e r e i s a l a c k o f i n t e g r a t i o n o f th e l a b o r a t o r y s c h o o l c o u rs e s w ith o th e r s i n th e i n s t i t u t i o n * 2* A p p ro x im ate ly a h a l f o f th© s t u d e n t - t e a c h e r s co m p leted t h e i r work e n t i r e l y i n campus s c h o o ls , a t h i r d e n t i r e l y i n o ff-cam p u s sc h o o ls^ and a s i x t h d iv id e d th e te a c h in g b etw een th e tw o *48 Two o f th e recom m endations w hich w ere made a r e o f p a r tic u la r in te re s t* 1* The c u r r ic u lu m s h o u ld p ro v id e f o r in d u c tin g th e s tu d e n t i n t o th e te a c h in g p ro c e s s by a g r a d a t io n I n d i f f i c u l t y from th e s im p le r to th e more com plex a c t i v i t i e s o f th e t e a c h e r , b e g in n in g w ith o b s e r v a tio n , and c o n tin u in g th ro u g h p a r t i c i p a t i o n t o th e c u lm in a tio n o f h i s p r e p a r a t i o n i n r e s p o n s ib le c la ss ro o m te a c h in g * 2* Th© amount o f la b o r a t o r y e x p e rie n c e s h o u ld v a ry w ith th© a b i l i t y , e x p e r ie n c e , and n eed s o f th e i n d i v i d u a l s t u d e n t , and w ith th e need s o f th© te a c h in g s e r v i c e b u t , w h a te v e r th e am ount, th e outcome o f th e l a b o r a t o r y e x p e rie n c e sh o u ld r e s u l t in a te a c h e r p r o d u c t o f s u p e r i o r q u a l i t y *43 P roblem s and D i f f i c u l t i e s » —

S p r a g u e 44

s tu d i e d th e

d i f f i c u l t i e s o f s tu d e n t te a c h e r s as th e y th e m s e lv e s d e s c r ib e d

4 ^ I b ld * , p p . 43I b id u , p .

2 1 6 -1 7 . 223*

4 4 s p ra g u e , H* A# T e a c h e rs * w

"The C ase-P ro b lem s o f S tu d e n t-

36

them i n c a s e r e p o r t s .

Bach s tu d e n t t e a c h e r a t S t a t e T e a c h e rs

C o lle g e , U pper M o n tc la ir , New J e r s e y , was a sk e d to sen d i n a few cas© -p ro b lem s e v e ry two o r t h r e e w eek s.

T hese c a s e

s t u d i e s w ere c o l l e c t e d f o r t h r e e and a h a l f y e a r s and form th e d a t a from w h ich t h i s s tu d y was made. I n c l a s s i f y i n g th e s e d i f f i c u l t i e s r e p o r t e d by s tu d e n t t e a c h e r s , S p rag u e was a b le to a r r i v e a t th e f o llo w in g c o n c lu s io n s : In e x p e r ie n c e d t e a c h e r s a r e c h i e f l y c o n c e rn e d w ith th e p ro b lem s o f m ethods o f te a c h i n g in d iv i d u a l s u b j e c t s ; n e x t as to fre q u e n c y o f o c c u re n c e a r e th e pro b lem s o f d i s c i p l i n e , w hich may be i n t e r p r e t e d f o r th e m ost p a r t as th© l a c k of good teamwork I n th© c la s s ro o m , and t h i r d , w ith th e problem s o f p ro m o tin g th e w e lf a r e o f i n d iv i d u a l p u p i l s , o r th e q u e s tio n o f how to work w ith i n d i v i d u a l a d ju s tm e n t c a s e s . The t o t a l number o f c a s e s d e v o te d to th e s e t h r e e to p ic s i s 3 ,8 1 3 , w h ich i s 86 p e r c e n t o f th© w hole n u m b e r.45 B a tc h e ld e r 4® made an a n a ly s is o f th e d i f f i c u l t i e s e n c o u n te re d by a p p ro x im a te ly t h r e e h u n d re d s tu d e n t te a c h e r s who d id t h e i r s tu d e n t te a c h in g i n th e academ ic s u b j e c t s . D a ta w ere c o l l e c t e d from th e s tu d e n t te a c h e r s and from t h e i r s u p e r v is in g t e a c h e r s . In a l l , 4 ,3 8 0 d i f f i c u l t i e s were r e p o r te d w hich he d iv id e d i n t o two m ain g r o u p s :

(1 ) d i f f i c u l t i e s c o n c e rn e d

w ith th© p e r s o n a l c h a r a c t e r i s t i c s o f th e s tu d e n t t e a c h e r , and (g ) d i f f i c u l t i e s c o n c e rn e d w ith th e i n s t r u c t i o n a l 45 i b i d . , p .

316.

4 6 B a t c h e i d e r , Howard T* An A n a l y s i s o f S t u d e n t T e a c h e r s 1 D i f f i c u l t i e s i n D i r e c t e d T e a c h in g .

37 a c t i v i t i e s o f th e s tu d e n t te a c h e rs * He fo u n d t h a t o f a l l th e d i f f i c u l t i e s r e p o r t e d , a p p ro x im a te ly 80 p e r c e n t f e l l i n t o th e f o llo w in g 12 c a t e ­ g o r ie s w hich a r e l i s t e d i n d e s c e n d in g o r d e r o f m ention# 1* H a n d lin g p ro b lem s o f p u p il c o n t r o l and d is c ip lin e * 2*

M o tiv a tin g p u p il i n t e r e s t and re sp o n se #

3# P r e s e n tin g th e l e s s o n and g u id in g p u p il d is c u s s io n # 4*

Lack o f an e f f e c t i v e te a c h in g v o ice#

5*

L ack o f dynam ic q u a l i t i e s i n p e r s o n a lity #

6 . Lack o f p o is e , s e l f - c o n f i d e n c e , a s s u r a n c e , and e m o tio n a l s t a b i l i t y * 7* P la n n in g and o r g a n iz in g l e a r n in g a c t i v i t i e s , m a t e r i a l s , and p ro ced u re* 8# A d ap tin g t o th e n e e d s , i n t e r e s t s , and a b i l i t i e s of p u p ils . 9#

H a n d lin g b ro a d e r a s p e c t o f te a c h in g te c h n iq u e *

10.

Q u e stio n in g *

11*

B u d g e tin g tim e and c o n t r o l l i n g tempo*

12.

Lack o f command o v er s u b je c t m a t t e r #^7

B a te h e ld e r fo u n d t h a t one o u t of e v e ry two d i f f i c u l t i e s r e p o r t e d by s u p e r v is in g te a c h e r s r e l a t e d to d e f i c i e n c i e s i n th e p e r s o n a l c h a r a c t e r i s t i c s o f th e s tu d e n t t e a c h e r .

3ueh

d i f f i c u l t i e s w ere re c o g n iz e d by th e s tu d e n t te a c h e r o n ly i n th e p r o p o r ti o n o f one o u t o f e ig h t#

He a ls o found t h a t s t u ­

d e n t te a c h e r s w ere s o lv in g o r a d j u s t i n g t o t h e i r d i f f i c u l t i e s ^ i b i d . , p . 150.

38

b e f o r e th e end o f on© s e m e s te r o f s tu d e n t te a c h i n g .

However,

th e d i f f i c u l t i e s w h ich re m a in u n so lv e d a t th e end o f one sem­ es t e r o f s tu d e n t te a c h in g in c lu d e : (1 ) O vercom ing la c k o f p o i s e , s e l f - c o n f i d e n c e , a s s u r a n c e , and e m o tio n a l s t a b i l i t y ; (2 ) overcom ing la c k o f dynam ic q u a l i t i e s i n p e r s o n a l i t y ; (3 ) h a n d lin g p ro b ­ lem s o f p u p i l c o n t r o l and d i s c i p l i n e ; (4 ) p r e s e n tin g th e le s s o n and g u id in g p u p il d is c u s s io n ; and (5 ) la c k o f e f f e c t i v e t e a c h i n g v o ic e . E a r ly i n 1946 W oodruff49 r e p o r te d a s tu d y i n w hich e i g h t h ig h sc h o o l te a c h e r s w ere in te rv ie w e d f o r th e p u rp o se o f d e te r m in in g what p roblem s th e y met i n te a c h in g w hich m ig h t be h a n d le d b e t t e r th a n th e y were i f th e te a c h e r s had a more a d e q u a te p s y c h o lo g ic a l b ac k g ro u n d . T hese p ro b lem s seemed to f a l l i n t o f i v e c a t e g o r i e s . 1 . Problem s r e l a t e d to th e s tu d e n ts * a d ju s tm e n t to th e s c h o o l. 2 . Problem s r e l a t e d to o r g a n iz in g and p r e s e n t ­ in g m a t e r i a l s f o r e f f e c t i v e l e a r n i n g , 3. s tu d e n ts .

Problem s r e l a t e d to th e needs o f in d iv i d u a l

4 . P roblem s r e l a t e d to d ia g n o s in g , m e a s u rin g , and r e p o r t i n g s tu d e n t p r o g r e s s . 5 . P roblem s r e l a t e d to th e t e a c h e r s ’ p e r s o n a l adjustm ent**^9

49 l b i d . , p •

154.

4 % o o d r u f f , A sah el D. T e a c h e r E d u c a tio n .w S P l b l d ., p .

1,

8,An E x p lo r a to r y E v a lu a tio n o f

39

From tiie s e p ro b lem s a ch eck l i s t was c o n s tr u c te d and p r o v i s i o n was made a t th e end o f th e l i s t f o r th e t e a c h e r to c r i t i c i s e th e fo llo w in g p a r t s of* o r c o u rs e s i n , th e te a c h e r e d u c a tio n program }

^ e d u c a tio n a l p sy c h o lo g y , m ethods o f o r g a n i­

sing and p r e s e n t i n g l e s s o n m a t e r i a l s , a d m i n i s t r a t i v e p h a s e s o f s c h o o l w ork, p r a c t i c e te a c h i n g , and th e te a c h e r - e d u c a ti o n program as a w hole * The f i n a l check l i s t c o n ta in e d 67 ite m s and was su b ­ m i t t e d t o 565 te a c h e rs #

Two h u n d red f i f t y - f o u r r e p l i e s w ere

r e t u r n e d i n u s a b le form# The f in d i n g s o f W oodruff*s s tu d y w h ich a r e o f i n t e r e s t i n t h i s i n v e s t i g a t i o n fo llo w # 1* A p p ro x im ate ly f i f t y p e r c e n t o f th e te a c h e r s made no comment a t th e end o f th e l i s t . 2* F o r th o s e who d id comment, u n f a v o r a b le r e ­ m arks o r s u g g e s tio n s f o r change were made by s e v e n ty two p e r c e n t r e g a r d in g s u p e r v is e d te a c h in g # 3# I n a l l c a s e s e x c e p t s u p e r v is e d te a c h in g th e s u g g e s tio n s f o r change w ere a s m a lle r p a r t o f th e t o t a l p e r c e n ta g e th a n th e u n f a v o r a b le comments *52 Some o f th© comments made b y th e te a c h e r s r e g a r d in g s u p e r v is e d te a c h in g were*

^S hould have m ore; to o c l o s e l y

s u p e r v is e d , o r p o o r s u p e r v is io n ; to o a r t i f i c i a l ; sh o u ld h av e v a r i e t y o f e x p e r ie n c e s ; to o t h e o r e t i c a l , ” 53

5^ I b id * ,

p . 1#

58 lb id > ,

p* 1 2 .

5 ^ I b id « ,

p. 13.

40

A ttit u d e s and S u g g e s tio n s . — By u s in g an e x p e rim e n ta l g ro u p , B i l l i n g s 54 t r i e d to d is c o v e r s tu d e n t r e a c t i o n s to v a r io u s a s p e c ts o f th e s tu d e n t te a c h in g program a t M ilwaukee S t a t e T ea ch ers C o lleg e*

Q u e s tio n n a ir e s were s e n t to a l l th e

s tu d e n ts who had f i n i s h e d th e e x p e rim e n ta l program by th e s p r in g o f 1934 and t o ab o u t th e 8ame number o f s tu d e n ts who had f i n i s h e d th e r e g u l a r program*

H e p lie s w ere r e c e iv e d from

44 o f th e e x p e rim e n ta ls and 37 o f th e r e g u la r s * The q u e s tio n n a ir e d e a l t w ith th e fo llo w in g p o i n t s : (1 ) v a lu e o f e d u c a tio n c o u rs e s as back g ro u n d f o r p r a c t i c e te a c h in g ; (2 ) b r e a d th o f e x p e rie n c e d e s i r a b l e i n p r a c t i c e te a c h in g ; (3 ) m anner i n w hich s tu d e n ts spend t h e i r tim e ; (4) amount o f l i b e r t y allo w ed in th e e x p e rim e n ta l program ; (5 ) in f lu e n c e o f th e e x p e rim e n ta l program on p r o f e s s io n a l gro w th; and (b ) v a lu e o f th e e x p e rim e n ta l program as a w h o le #55 The r e s u l t s o f t h i s q u e s tio n n a ir e seemed to show t h a t th e e x p e rim e n ta l program had w eak n esses, b u t so f a r as th e s tu d e n ts w ere co n c ern ed i t s s tr o n g p o in ts d e c id e d ly ou tw eig hed i t s weak

on es

*56

The fo llo w in g y e a r a s i m i l a r q u e s tio n n a ir e was sub­ m itte d to th e c r i t i c t e a c h e r s , c o lle g e te a c h e r s o f e d u c a tio n , and s tu d e n ts who w ere j u s t f i n i s h i n g th e e x p e rim e n ta l p ro g ram . The f in d in g s and c o n c lu s io n s fo llo w . 54B i l l i n g s , H ea l. E f f o r t s to E v a lu a te th e M ilwaukee T ea ch er T ra in in g E x p erim en t #?* 55I b l d . . p .

243.

56I b l d . , p .

247.

41

The two q u e s tio n n a i r e s p ro v id e d e f i n i t e e v id e n c e t h a t tooth s tu d e n ts and te a c h e r s f e e l t h a t a to e tte r m ethod o f h a n d lin g th e p r o f e s s i o n a l work o f a te a c h e r s c o lle g e i s toeing a t t a i n e d . I n g e n e r a l tooth s tu d e n ts and te a c h e r s f e e l t h a t th e E x perim ent g iv e s b e t t e r t r a i n i n g i n e d u c a tio n a l th e o r y , p r a c t i c a l te a c h in g s k i l l , and p r o f e s s i o n a l i n t e r e s t , i n i t i a t i v e , and r e ­ s p o n s ib ility # I t a c co m p lish es th e s e v a lu e s toy a c l o s e r i n t e g r a t i o n o f th e o r y w ith p r a c t i c e , a l a r g e number o f d i f f e r e n t k in d s o f p r a c t i c e - t e a c h i n g e x p e rie n c e f o r th e s tu d e n t and a lo n g e r p e r io d o f te a c h in g and in c r e a s e d free|.Q m and r e s p o n s i b i l i t y , 57 V (' h a r s e n and M ar&olf5® s tu d i e d th e a t t i t u d e to w ard th e te a c h in g p r o f e s s io n o f s tu d e n ts i n a te a c h e r s c o lle g e and th e f a c t o r s t h a t a re r e l a t e d to d i f f e r e n c e s in a t t i t u d e among th e s t u d e n t s , A S c a le o f M easuring A ttit u d e Toward T e a c h in g , Form A, p r e p a r e d by F lo y d D* M il le r was a d m in is te r e d to th e 120 s t u ­ d e n ts who b eg a n t h e i r s tu d e n t- te a c h in g i n S ep tem b er, 1942 a t I l l i n o i s S t a t e Normal U n iv e rs ity *

D if f e r e n c e s in a t t i t u d e

d e te rm in e d by th e S c a le w ere s tu d ie d in r e l a t i o n to d i f f e r ­ en c es o f a c h ie v e m e n t, h o u rs o f c r e d i t e a rn e d , i n t e l l i g e n c e , and f i e l d o f s p e c i a l i s a t i o n . F o llo w in g a r e a l i s t o f c o n c lu s io n s d e r iv e d from th e stu d y * 1* The m edian a t t i t u d e tow ard te a c h in g was v e ry f a v o r a b le and p r a c t i c a l l y a l l a t t i t u d e s c o re s were in th e u p p e r h a l f o f th e t o t a l ran g e o f th e s c a le *

57 i b i d . , pp*

258-9*

S® Larsen, A rth u r E* and M a rz o lf, S ta n le y S , o f T e a c h e rs C o lle g e S tu d e n ts Toward T e a c h in g ,"

" A ttitu d e

42

2*

The d i s t r i b u t i o n o f s c o r e s a p p e a rs to be

b im o d a li 3 i No r e l a t i o n s h i p w ith h o u rs o f c r e d i t e a rn e d , i n t e l l i g e n c e * a c h ie v e m e n t, o r f i e l d s p e c i a l i z a t i o n c o u ld b© e s t a b l i s h e d w ith any d e g re e o f c e r t a i n t y . The Com m ission on T e a c h e r E d u c a tio n o f th e A m erican C o u n c il on E d u c a tio n made a n a t io n a l c o o p e r a tiv e s tu d y i n v o l ­ v in g th e t e a c h e r e d u c a tio n i n t e r e s t s o f 80 i n s t i t u t i o n s i n te n s t a t e s . I n d e v e lo p in g t h i s i n v e s t i g a t i o n a n a t i o n a l c o o p e r a tiv e s tu d y was o rg a n iz e d i n w hich 50 c o o p e r a tin g u n i t s from te n s ta te s p a rtic ip a te d .

About h a l f o f th e s e w ere i n s t i t u t i o n s

In w hich t e a c h e r s w ere p r e p a r e d and a b o u t h a l f w ere sc h o o l sy stem s c o n c e rn e d w ith th e grow th o f te a c h e r s on th e jo b . Each I n s t i t u t i o n was i n v i t e d t o jo in as a whole and was p e r ­ m it te d t o cho o se th e s p e c i a l problem s th e y would u n d e r ta k e . The s t u d i e s i n each o f th e s e c o o p e ra tin g u n i t s con­ t in u e d f o r t h r e e to t h r e e and a h a l f y e a rs and d e a l t w ith n e a r l y e v e ry a s p e c t o f i n - s e r v i c e and p r e - s e r v i c e te a c h e r e d u c a tio n .

Each u n i t em phasized l o e a l d e l i b e r a t i o n and l o c a l

a c t i o n and no e f f o r t was made b y th e Commission to e s t a b l i s h u n if o r m ity . When th e f i e l d a c t i v i t y work o f th e c o o p e ra tin g u n i t s was co m p leted th e s t a f f o f t h e Commission p re p a re d a s e r i e s o f r e p o r t s b a s e d on th e f in d in g s o f th e s e u n i t s .

The m ost

s i g n i f i c a n t f in d in g s and recom m endations of t h i s s i x - y e a r 59I b i d . ,

p.

437

43

s tu d y , 1938-1944* a r e in c lu d e d i n th e f i n a l volume o f th e Commissions

The Im provem ent o f T each er E d u c a t i o n . Some o f

th e c o n c lu s io n s o f th e Commission w hich a r e p e r t i n e n t t o t h i s i n v e s t i g a t i o n fo llo w * / I * The im provem ent o f t e a c h e r p r e p a r a t i o n d e ­ pends im m e d ia te ly on th e c a p a c ity , u n d e r s ta n d in g , and c o o p e ra tiv e n e s s o f th o s e ch a rg e d w ith i t s co n d u c t a t p a r t i c u l a r c o lle g e s and u n i v e r s i t i e s * 2# W ith th e le n g th e n in g o f th e cu sto m ary p e r io d o f te a c h e r p r e p a r a t io n th e im p o rta n ce o f p r o v id in g s t u ­ d e n ts w ith d i r e c t e x p e rie n c e s in r e l a t i o n to c la ssro o m s tu d y h as in c re a s e d * 3* P r o f e s s io n a l p r e p a r a t io n sh o u ld c o n s i s t e n t l y e n a b le p r o s p e c tiv e te a c h e r s to s h a re r e s p o n s i b i l i t y in p la n n in g and c a r r y in g o u t t h e i r own e d u c a tio n a l p r o ­ grams and p ro v id e them w ith r e g u l a r e x p e rie n c e s in co­ o p e r a tiv e endeavor* 4* S tu d e n t te a c h in g i s th e most im p o rta n t p a r t o f th e p r e p a r a t i o n o f t e a c h e r s . 5* S tu d e n t te a c h in g sh o u ld p ro v id e o p p o r tu n i­ t i e s n o t m e re ly to c a r r y on i n s t r u c t i o n b u t a ls o to become a c q u a in te d w ith t h e ' c h i ld r e n , s t a f f , th e l i f e , and th© p ro b lem s o f th e whole s c h o o l in w hich th© ex­ p e r ie n c e i s had* S tu d e n ts sh o u ld l i v e in th e community i f p o s s i b le and h av e tim e to s tu d y and p a r t i c i p a t e i n i t s a c tiv itie s * 6* The e n t i r e program o f te a c h e r p r e p a r a t i o n , in c lu d in g e x t r a c u r r i c u l a r e x p e r ie n c e s , sh o u ld be d e­ s ig n e d to f a c i l i t a t e th© b a la n c e d grow th of th e p r o ­ s p e c tiv e t e a c h e r as a w hole p e r s o n * ^

® ® teerican C o u n c il on E d u c a tio n . Commission on T ea c h e r E d u catio n * The Im provem ent o f T each er E d u catio n * 51I b i d . , p p .

1 1 2 -1 7 .

44

- The Committee on S ta n d a rd s and S urveys o f th e -American A s s o c ia tio n o f T each ers C o lle g e s (now th e Committee on S tu d ie s and S ta n d a rd s o f th e A m erican A s s o c ia tio n o f C o lle g e s f o r T ea ch er E d u c a tio n ) a p p o in te d a su b -co m m ittee i n 1945 to s tu d y s tu d e n t te a c h in g i n th e p r o f e s s io n a l e d u c a tio n o f te a c h e rs * To a c c o m p lish th e p u rp o se s i t s e t f o r i t s e l f , th e su b ­ com m ittee p r e p a r e d an e x te n s iv e q u e s tio n n a ir e w hich was s e n t to a l l member i n s t i t u t i o n s o f th e A m erican A s s o c ia tio n of T ea ch ers C o lle g e s and t o 50 l i b e r a l a r t s c o lle g e s h a v in g p ro m is in g program s o f t e a c h e r e d u c a tio n .

The q u e s tio n n a ir e

asked f o r d a t a c o n c e rn in g c u r r e n t and a n t i c i p a t e d p r a c t i c e s i n s tu d e n t te a c h in g . In th e summer o f 1946 th e su b -co m m ittee to g e th e r w ith r e p r e s e n t a t i v e s from 40 i n s t i t u t i o n s to w hich th e q u e s tio n ­ n a i r e s had b een s e n t m et in C hautauqua, He?/ York to d is c u s s r e a c t i o n s to th e q u e s t i o n n a i r e .

By th e f a l l o f t h a t same y e a r ,

157 o f th e 182 member i n s t i t u t i o n s and 23 o f th© 50 l i b e r a l a r t s c o lle g e s had r e tu r n e d th e q u e s tio n n a i r e .

The f i n d i n g s ,

c o n c lu s io n s , and recom m endations w hich grew o u t o f t h i s work o f th e su b -co m m itte e a re r e p o r te d i n a volume e n t i t l e d S ch o o l and Community L a b o ra to ry E x p e rie n c e s i n T each er E d u c a tio n . 6** The f i n d i n g s , c o n c lu s io n s , and recom m endations mad© in t h i s r e p o r t ar© to o e x te n s iv e to be in c lu d e d i n t h i s re v ie w . However, th e m ajo r f in d in g s and recom m endations o f r,he s u b ^ A m e ric a n A s s o c ia tio n of T e a c h e rs C o lle g e s * S ch o o l and Community L a b o ra to ry E x p e rie n c e s in T each er E d u catio n *

45

com m ittee have b een sum m arized in one o f th e p u b l i c a t i o n s 63 w hich grew o u t o f th e stu d y *

The com m ittee made t h e f o llo w ­

in g recom m endations r e g a r d in g s tu d e n t te a c h in g i n th e p r o ­ f e s s i o n a l p ro g ram . 1* S tu d e n t te a c h in g sh o u ld o cc u r a t t h a t p o in t i n th e p r o f e s s i o n a l seq u en ce when th e s tu d e n t i s re a d y to assum e, u n d e r g u id a n c e , an in c r e a s in g s h a re o f the* r e s p o n s i b i l i t y f o r g u id in g th e e x p e rie n c e s o f a group o f le a r n e r s * 2 , The a ssig n m e n t to a p a r t i c u l a r l a b o r a t o r y s i t u a t i o n sh o u ld be b a se d f i r s t upon th e n e e d s , i n t e r ­ e s t s , and a b i l i t i e s o f th e i n d iv i d u a l s tu d e n t. 3 , A ssignm ents to s tu d e n t te a c h in g s h o u ld be made c o o p e r a tiv e ly by th o s e p e rs o n s who a r e m ost f u l l y a c q u a in te d w ith th e s tu d e n t and w ith la b o r a to r y c e n te rs , 4# The p r o f e s s io n a l program sh o u ld p ro v id e o p p o r tu n ity to s h a r e in th e m ajo r a c t i v i t i e s o f th e te a c h e r b o th i n and o u t o f th e c la ss ro o m . 5# I n d iv id u a l d if f e r e n c e s among s tu d e n ts do n o t a llo w f o r any u n ifo rm a l l o c a t i o n o f e x p e rie n c e s n o r p r e s c r ib e d seq u en ce to be fo llo w e d by a l l s t u d e n t s . 6* I f s tu d e n ts a r e to have th e k in d s o f e x p e r i­ en c es w hich p ro v id e f o r them a co m plete r o l e o f th e te a c h e r i n p u b lic e d u c a tio n , th e y m ust have f u l l - t i m e s tu d e n t te a c h in g * The l e n g th o f th e f u l l - t i m e s tu d e n t te a c h in g s h o u ld b e f l e x i b l e i n term s o f th e b e s t i n t e r ­ e s t o f each s t u d e n t . ^

^ A m e ric a n A s s o c ia tio n o f T ea ch ers C o lle g e s . The Sub­ com m ittee o f th e Com m ittee on S ta n d a rd s and S u rv e y s . M ajor F in d in g s and Recommendations i n th e S tu d y o f P r o f e s s io n a l h ab o r a t o ry Exp e r i e nc esT 64I b id .,

p,

8.

46

CHAPTER I I I OBJECTIVES I n t h i s s tu d y 226 s tu d e n t te a c h e r s p a r t i c i p a t e d .

They

w ere engaged i n s tu d e n t te a c h in g i n e le v e n I n s t r u c t i o n a l a r e a s o f th e s e c o n d a ry sch o o l*

T a b le I shows th e d i s t r i b u ­

t i o n o f s tu d e n t te a c h e r s i n th e s e e le v e n a re a s *

T h is t a b l e

in c lu d e s a l l s tu d e n t te a c h e r s I n b o th th e on-cam pus and o f f campus p la n s o f s tu d e n t te a c h in g d u rin g th e second s e m e s te r o f th e academ ic y e a r 1948-1949*

TABLE I* DISTRISTJTIOf OF STOLEN! TEACHERS ON-CAMPUS AND OFFCAMPUS BY AREAS A reas

Humber o f s tu d e n t te a c h e r s On-campus

Fin© A rts B u s in e ss E d u c a tio n Language A rts F o re ig n Language Home Economics P h y s ic a l E d u c a tio n {men) P h y s ic a l E d u c a tio n (women) M athem atics M usic S c ie n c e S o c ia l S tu d ie s TOTAL

O ff-cam pus 1 1 6 0 0

T o ta l

13 22 29 14 6 40 9 11 10 15 24

1 3 0 2 17

14 23 35 14 '6 42 10 14 10 17 41

193

33

226

2

47

T a b le I shows t h a t t h e r e were 193 s tu d e n t te a c h e r s oncampus and 33 s tu d e n t t e a c h e r s o ff-cam p u s m aking a t o t a l o f 206 s tu d e n t te a c h e r s p a r t i c i p a t i n g i n th e stu d y *

The e le v e n

a r e a s o f i n s t r u c t i o n w ere w e ll r e p r e s e n te d by s tu d e n t te a c h ­ e r s on-cam pus*

T h ere w ere no s tu d e n t te a c h e r s in th r e e o f

th e a r e a s off-cam p u s* As a p a r t o f th e t h i r d re p o rt* 1* from s tu d e n t t e a c h e r s , a l i s t o f 28 o b j e c t i v e s was s u b m itte d to th e 226 s tu d e n t te a c h e r s p a r t i c i p a t i n g i n th e s tu d y .

These s tu d e n t te a c h e r s

w ere ask e d to check each o f th e 28 o b je c ti v e s i n one o f th r e e ways*

a g r e e , d i s a g r e e , o r a g re e w ith r e s e r v a tio n *

I n th o s e

I n s ta n c e s where th e y ch eck ed an o b je c ti v e wa g re e w ith r e s e r ­ v atio n * 1, th e y w ere a sk e d to s t a t e th e r e s e r v a t i o n .

The r e ­

a c tio n s o f th e s tu d e n t te a c h e r s to th e s e o b je c ti v e s a re g iv e n i n T ab le II#

^See A ppendix B

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A c tiv itie s

Hum­ ber O b s e r v in g O b s e r v in g O b s e r v in g O b s e r v in g O b s e r v in g

my s u p e r v i s i n g t e a c h e r o th e r te a c h e rs o th e r s tu d e n t te a c h e r s hom eroom a c t i v i t i e s e x tra c u rric u la r a c tiv itie s

P er cent

F o r e ig n L an g u ag e

Home Boon om ics

P h y sic a l E d u c a ti o n Men

P h y s ic a l E d u c a ti o n Women

P er cent

Num­ ber

P er cent

Hum­ ber

Hum­ ber

Num­ ber

B u sin ess E d u c a tio n

L ang: lag e A r ts

Hum­ ber

Num­ ber

Per cent

Per cent

Par cent

M a th e m a tic s

P e r ! Num­ ce n t : ber

Per cent

M u sic

Num­ ber

S c ie n c e

Per cent

S o e ia l S tu d ie s

TOTAL

Num­ ber

Per cent

Num­ ber

■P e r cent

Num­ ber

Per cent

IS 14 14 S 8

85 100 100 48 57

7 0 0 8 1

21 23 22 9 17

8 3 .0 1 0 0 ,0 9 7 .4 3 9 ,1 7 3 ,9

27 33 30 19 23

7 7 .1 9 4 ,3 8 5 ,7 5 4 .5 6 5 .7

10 13 13 7 8

T it 4 92, 8 92. 8 50. Q 57, 1

6 6 6 3 4

100 100, 100. 50 , 66

0 0 0 0 7

41 40 39 23 38

97, 95, 92. 54. 90.

6 2 9 8 5

9 10 9 3 8

90. 0 100, 0 90, 0 30. o : 80. 0 ;

14 13 9 5 9

1 0 0 .0 9 2 .8 6 4 ,3 3 5 .7 6 4 .3

10 9 9 2 9

1 0 0 ,0 9 0 ,0 9 0 ,0 2 0 .0 9 0 .0

14 17 15 8 12

8 2 .4 1 0 0 .0 8 8 .2 4 7 ,1 7 0 .6

38 38 29 26 34

92, 92 70 63 82

6 6 7 4 9

202 216 195 111 170

89. 95. 86, 49 75

4 6 3 1 2

M aking a s e a t i n g c h a r t o r c h a r t s S tu d y in g p u p i l r e c o r d s H o ld in g c o n f e r e n c e s w i t h i n d i v i d u a l p u p i l s W o rk in g w i t h s m a l l g ro u p s o f p u p i l s T a k in g p u p i l s o n f i e l d t r i p o r t r i p s

10 7 7 15 6

71 50 50 92 42

4 0 0

14 12 14 9 2

6 0 ,9 5 2 ,2 6 0 .9 3 9 ,1 8 .7

16 25 30 24 7

4 5 .7 7 1 ,4 8 5 .7 6 8 ,6 2 0 ,0

5 10 11 4 2

35 . 71. 78. 28, 14.

7 4 6 6 3

3 3 6 6 0

50 50 100 100 0

0 0 0 0 0

19 35 31 35 7

45. 83. 73. 83. 16.

2 8 3 7

0 6 8 9 2

0. 0 : 60, 0 : 80. 0 : SO. 0 20. 0

>5 10 14 9 6

3 5 .7 7 1 ,4 1 0 0 .0 6 4 ,3 4 2 ,8

7 6 9 10 5

7 0 .0 6 0 .0 9 0 .0 100*0 5 0 ,0

11 14 16 13 13

6 4 ,7 8 2 .4 9 4 .1 7 6 .5 7 6 .5

31 36 34 29 6

75. 8 7. S2 70 14.

6 7 9 7 S

121 164 180 161 56

53. 72, 79. 71. 24

5 6 6 2 8

G iv in g a d e m o n s t r a t i o n I n c l a s s A r r a n g in g w ork o n b u l l e t i n b o a r d o r b la c k b o a r d C h e c k in g t e s t p a p e r s H e lp in g a b s e n t e e s make up w o rk C h e c k in g p h y s i c a l p r o p e r t i e s o f ro o m : h e a t i n g , l i g h t i n g , an d v e n t i l a t i o n

14 13 2 4

100 92. 14, 28 .

0 0 0 7

41 20 19 22

97, 6 47, 6 45, 2 52. 4

9 a 8 2

90. 0 80. 0 80, 0 20, 0

10 11 14 13

7 1 ,4 7 8 .6 1 0 0 .0 9 2 ,8

6 5 4 1

6 0 .0 5 0 .0 4 0 .0 1 0 .0

16 16 17 15

9 4 .1 9 4 .1 1 0 0 .0 8 8 .2

22 35 40 36

53. 6 85. 4 97. 6 87, 7

165 168 180 150

73, 74. 79. 66,

0 3 6 4

A s s i s t i n g i n hom eroom a c t i v i t i e s A s s is ti n g i n any e x t r a c u r r i c u l a r a c t i v i t i e s A s s is tin g i n d ir e c te d s tu d y a c t i v i t i e s A s s is ti n g i n s a l e o f t i c k e t s f o r c l a s s fu n c tio n s P a r ti c ip a tin g i n c la s s d is c u s s io n M aking t e s t s o r e x a m in a t io n s M aking l e s s o n p la n s M aking u n i t p l a n s W r i tin g u p t h e o b s e r v a t i o n s y o u made A tte n d in g s o c i a l f u n c t i o n s o f t h e s c h o o l T e a c h in g p a r t o f a c l a s s p e r i o d T e a c h in g a n e n t i r e c l a s s p e r i o d S le e tin g p a r e n t s o f p u p i l s V i s i t i n g hom es o f p u p i l s M e e tin g o t h e r f a c u l t y members

g s

jj

0

16

8 3 6

.15 23 17

6 9 .6 6 5 .2 1 0 0 .0 7 3 ,9

18 31 35 27

5 1 ,4 8 8 ,6 1 0 0 ,0 7 7 .1

7 8 12 9

50 . 0 57. 1 85. 7 64. 3

6 6 6 4

10 0 100. 100 66.

10

71, 4

22

.9 7 ,4

35

1 0 0 .0

10

71. 4

6

100, 0

31

73. 8

9

90, 0 ’

11

78*6

8

8 0 .0

17

1 0 0 .0

38

92. 6

187

82. 7

2 5 4 0 11

14. 3 35. 7 28 . 6 0, 0 78, 6

5 7 13 2 18

2 1 ,7 3 0 ,4 5 6 ,5 8 ,7 7 8 .3

10 18 31 4 34

2 8 ,6 5 1 .4 8 8 .6 1 1 .4 9 7 ,1

I 5 12 0 10

7, 1 55. 7 8 5 ,7 0 .0 71. 4

2 3 6 0 5

33, 3 50 0 I'OO, 0 0 0 83, 3

11 34 17 ■- 4 25

26, 2 81. 0 40, 5 9. 5 59, 5

1 8 1 0 6

10. 0 . 80, 0 . 10, 0 0. 0 : 60, 0

3 2 13 1 12

2 1 .4 1 4 ,3 9 2 .8 7 ,1 85*7

1 8 2 0 7

1 0 .0 8 0 .0 2 0 .0 0*0 70*0

3 8 16 1 17

1 6 .S 4 7 .1 9 4 .1 5 .9 100*0

16 19 34 3 38

39. 0 46. 3 8 2*9 7 ,3 92, 6

55 117 149 15 183

24. 3 5 1 , ■5 65. 9 6, 7 81, 0

:

4 14 13 14 7

28 100. 92. 100. 50.

6 0 8 0 0

16 £1 15 22 7

6 9 ,6 9 3 .0 6 5 ,2 9 7 ,4 3 0 ,4

35 34 29 31 15

1 0 0 .0 9 7 .1 8 2 ,8 8 8 .6 4 2 ,8

12 12 7 13 3

85 . 85 , 50, 92 . a .

7 7 0 8 4

6 6 5 6 1

10 0 100 83, 100, 16,

0 0 3 0 7

29 42 35 42 24

69, 0 100, 0 83, 3 100, 0 57, 1

1© 10 8 10 a

14 100, 0 10 0 , 0 : 13 9 80, 0 ■ 12 100, 0 4 80, 0 :

1 0 0 ,0 92 * 8 64*3 85 i 7 28*6

4 8 8 9 3

4 0 ,0 8 0 ,0 80*0 90*0 30*0

17 17 14 17 8

1 0 0 .0 1 0 0 ,0 8 2 .4 1 0 0 .0 4 7 .1

41 40 36 36 16

100, 0 97. 6 87, 8 87. 8 39. 0

188 217 179 212 97

83. 2 96, 0 79, 2 93. 8 42. 9

13 14 6 S 13

92 100 42 14 92

8 0 s 3

18 22 3 1 20

7 8 .3 9 7 ,4 1 3 .0 4 .3 8 6 .9

29 35 8 0 51

8 2 .8 1 0 0 ,0 2 2 ,8 0 ,0 8 8 ,6

11 1.2 3 2 7

78, 85 , 21 14. 50,

6 7 4 3 0

6 6 1 0 5

100 100 16 0, 83

0 0 7 0 3

39 41 15 4 38

92. 9 97. 6 31. 0 9. 5 90. 5

8 10 4 2 7

13 80, 0 100. 0 : 14 8 40. 0 1 20. 0 1 1 3 70. 0

9 2 .8 1 0 0 ,0 5 7 .1 7 ,1 9 2 .8

10 10 5 1 9

1 0 0 .0 is o .o 5 0 ,0 1 0 .0 9 0 .0

15 17 7 3 17

8 8 ,2 1 0 0 .0 4 1 .2 1 6 .5 1 0 0 ,0

33 41 12 6 56

80. 5 100. 0 29. 3 14. 6 87. 8

195 222 70 22 196

86. 3 98. 2 31. 0 9. 7 86. 7

96 TABLE IX ,

( C o n tin u e d )

A re a s B u s in e s s E d u c a tio n

L an g u ag e A rts

fo re ig n L an g u ag e

Home E co n o m ics

P h y sic a l E d u c a ti o n Men

P h y s ic a l E d u c a ti o n Women

Per cent

Hum­ ber

Per cent

Hum­ ber

Per cent

Hum­ ber

per C en t

Hum­ ber

Hum­ ber

Per cent

Hum­ ber

9

6 4 .5

14

6 0 .9

m

7 4*3

■"7

$0*0

6

100*0

38

9 0 .5

7

7 0 .0

6

4 8 ,8

14

1 0 0 ,0

36

6 9 .6

33

9 4 .3

10

7 1 .4

6

1 0 0 .0

38

9 0 ,5

8

8 0 .0

14

4 2 .8

2

3 3*3

!5

1 1 ,9

5

5 0 .0

ln e Ar t s

A c tiv itie s

Hum­ ber L e a r n in g t h e p h y s i c a l d i s a b i l i t i e s ( i f a n y a p e p re s e n t) o f in d iv id u a l p u p ils in th e c la s s B ecom ing a c q u a i n t e d w i t h t h e s p e c i a l a b i l i t i e s , a p t i t u d e s , i n t e r e s t s , o r i n h i b i t i o n s w h ic h i n d i v i d u a l m em bers o f t h e c l a s s p o s s e s s P a r t i c i p a t i n g i n com m unity a c t i v i t i e s i S c o u t s , P . T . A . , S h p r c h a c t i v i t i e s , T .W .O .A i, Y .M .C .A ,, e tc . C h e c k in g s c h o o l l i b r a r y f o r s u p p le m e n ta r y m a te ria ls C h e c k in g a u d i o - v i s u a l m a t e r i a l s , a v a i l a b l e ! c h a r t s , m a p s, m o d e ls , p i c t u r e s , d ia g r a m s , f i l m s , e t c . A tte n d in g d e p a r t m e n t a l m e e tin g s A t t e n d in g p r o f e s s i o n a l m e e ti n g s ! w o r k s h o p s , co n ­ v e n tio n s , e tc . A t t e n d in g s c h o o l a s s e m b l i e s B e a d in g p r o f e s s i o n a l m a g a z in e s o r b o o k s a p a r t fro m a s s i g n e d w ork

Per cent

Per cent

M a th e m a tic s

S c ie n c e

M u sic

S o c ia l S tu d ie s

TOTAL

Per eent

Hum­ ber

Per cent

Hum­ ber

Per cent

Hum­ ber

Per cent

6

6 0 .0

11

6 4 .7

®1

7 5 ,6

161

7 1 .2

1 0 0 ,0

9

9 0 ,0

16

94*1

38

9 2 ,6

got

89*4

.M

7 .1

5

5 0 .0

.5

2 9 .4

13

3 1 ,7

55

8 3 .4

5 7 .1

7

7 0 .0

14

8 2 .4

38

9 2 ,6

141

68 * 4

Hum­ ber

Per cent

Hum­ ber

1

7 .1

4

17*4

6

1 7 .1

6

8

5 7 .1

7

3 0 .4

29

8 2 ,8

6

4 2 .8

S

83*3

15

3 5 .7

4

40^0

8

10

7 1 ,4

IS

5 2 .2

27

7 7 .1

9

6 4 .3

6

1 0 0 .0

21

8 0 ,0

4

4 0 .0

11

7 8 ,6

6

6 S .0

17

1 0 0 .0

38

9 2 .6

161

7 1 .2

4

2 8 .6

1

4 ,3

4

1 1 .4

0

0*0

1

16*7

9

2 1 .4

1

10*0

6

4 2 .8

8

20*0

5

2 9 ,4

11

2 6 .8

44

1 9 ,5

1 6

7 .1 42*8

S 14

2 1 ,7 60 9

3 21

8*6 6 0 ,0

1 9

7 ,1 6 4 .5

0 1

0*0 1 6 ,7

17 22

4 0 .5 5 2 ,4

6 5

60*0 5 0 .0

3 6

2 1 .4 4 2 .8

6 7

6 0 ,0 7 0 ,0

2 13

1 1 .8 7 6 .5

9 83

2 2 .0 5 6 .1

5$ 187

05*4 5 6 ,2

15

9 2 ,8

18

78 5

25

7 1 .4

7

5 0 .0

5

8 3 ,3

58

9 0 .5

9

9 0 .0

12

85*7

9

9 0*0

17

1 0 0 .0

34

8 2 .9

187

.88*7

97

"T each in g an e n t i r e c la s s p e r io d " v/as th e a c t i v i t y w hich r e p r e s e n t e d th e g r e a t e s t p a r t i c i p a t i o n .

Of a l l th e

s tu d e n t t e a c h e r s , 9 8 .2 p e r c e n t o f them r e p o r te d en g ag in g in th is a c tiv ity .

E ig h t a r e a s ; f i n e a r t s , la n g u ag e a r t s , home

e co n o m ics, p h y s ic a l e d u c a tio n f o r women, m a th e m a tic s, m u sic , s c ie n c e , and s o c i a l s t u d i e s r e p o r te d one h u n d red p e r c e n t p a rtic ip a tio n .

P h y s ic a l e d u c a tio n f o r men r e p o r te d S 7 ,6 p e r

c e n t p a r t i c i p a t i o n and b u s in e s s e d u c a tio n , 9 7 .4 p e r cen t* The lo w e s t was 85*7 p e r c e n t r e p o r te d by th e s tu d e n t te a c h e r s i n th e a r e a o f f o r e ig n la n g u a g e . M in e ty - s ix p e r c e n t o f th e s tu d e n t te a c h e rs r e p o r te d en g a g in g i n "Making le s s o n p la n a ."

F iv e a r e a s : f i n e a r t s ,

home eco n o m ics, p h y s ic a l e d u c a tio n f o r men, p h y s ic a l ed u ca­ t i o n f o r women, and s c ie n c e , r e p o r te d one h u n d red p e r c e n t p a rtic ip a tio n .

Of th e s tu d e n t te a c h e rs in s o c i a l s t u d i e s ,

96*7 p e r c e n t engaged in t h i s a c t i v i t y ? 9 7 .1 p e r c e n t o f th o s a i n la n g u a g e a r t s , 9 3 .0 p e r c e n t i n b u s in e s s e d u c a tio n , 9 2 .8 p e r c e n t i n m a th e m a tic s, and 8 5 .7 p e r c e n t i n f o r e i g n la n g u a g e engaged i n m aking le s s o n p la n s ,

The lo w e s t

p e r c e n ta g e was 80*0 i n t h e a r e a o f music* The a c t i v i t y w hich was t h i r d h ig h e s t was "O b serv in g o th e r t e a c h e r s . "

T h is a c t i v i t y was r e p o r te d by 9 5 .6 p e r

c e n t o f a l l th e s tu d e n t t e a c h e r s .

F iv e a r e a s : f i n e a r t s ,

b u s in e s s e d u c a tio n , home econom ics, p h y s ic a l e d u c a tio n f o r women, and s c ie n c e , r e p o r te d one h u n d red p e r c e n t p a r t i c i p a ­ tio n *

I n th e a r e a o f p h y s ic a l e d u c a tio n f o r men, 95*2 p o r

98

cent; o f th e s tu d e n t te a c h e r s p a r t i c i p a t e d i n t h i s a c t i v i t y # P a r t i c i p a t i o n was 94*3 p e r c e n t in la n g u ag e a r ts #

I n m athe­

m a tic s and f o r e ig n la n g u a g e 92*8 p e r c e n t p a r t i c i p a t e d ; i n s o c i a l s t u d i e s 92*6 p e r c e n t p a r t i c i p a t e d *

The lo w e s t was

90*0 p e r c e n t r e p o r te d by th e s tu d e n t te a c h e r s i n t h e a r e a o f m usic# An a c t i v i t y I n w hich 93*8 p e r c e n t o f a l l th e s tu d e n t te a c h e r s engaged was w r i t i n g up o b s e rv a tio n s #

F iv e a r e a s :

f i n e a r t s , home eco n o m ics, p h y s ic a l e d u c a tio n f o r men, p h y s i­ c a l e d u c a tio n f o r women, and s c ie n c e , r e p o r te d one h u n d red p e r ce n t p a rtic ip a tio n #

The lo w e s t was in th e a r e a o f

m a th em atic s w ith a p e r c e n ta g e o f 85*7* O b s e rv a tio n o f th e s u p e r v is in g te a c h e r was r e p o r te d by 89#4 p e r c e n t o f th e s tu d e n t te a c h e rs as an a c t i v i t y I n w hich th e y engaged d u rin g th e l a t e p h ase o f s tu d e n t te a c h in g # T h ree a r e a s : home eco n o m ics, m a th e m a tic s, and m u sic, r e p o r te d on© h u n d red p e r c e n t p a r t i c i p a t i o n ; 71*4 p e r c e n t o f th e s t u ­ d e n t te a c h e r s i n th e a r e a o f f o r e ig n la n g u ag e r e p o r te d engag­ in g i n t h i s a c t i v i t y #

The p e rc e n ta g e o f p a r t i c i p a t i o n r e p o r t ­

ed by th e s tu d e n t te a c h e r s i n th e a r e a o f f o r e ig n lan g u ag e was th e lo w e s t f o r t h i s a c t i v i t y * A n o th er a c t i v i t y I n w hich 89*4 p e r c e n t o f a i l th e s tu d e n t te a c h e r s p a r t i c i p a t e d d u rin g t h i s l a t e p h ase o f s tu d e n t te a c h in g was "Becoming a c q u a in te d w ith s p e c i a l a b i l ­ i t i e s , a p t i t u d e s , i n t e r e s t s , o r i n h i b i t i o n s w hich i n d iv i d u a l members o f th e c l a s s p o s s e s s ."

One h u n d red p e r c e n t

99

p a r t i c i p a t i o n was r e p o r t e d b y th e s tu d e n t te a c h e r s i n t h r e e a r e a s : f i n e a r t s , home econ o m ics, and m a th e m a tic s, i n t h i s a c tiv ity #

F iv e a r e a s : la n g u ag e a r t s , p h y s ic a l e d u c a tio n f o r

men, m u s ic , s c ie n c e , and s o c i a l s t u d i e s , showed p a r t i c i p a t i o n betw een 90*0 and 94*3 p e r c e n t .

The p a r t i c i p a t i o n by s tu d e n t

t e a c h e r s i n th e a r e a o f p h y s ic a l e d u c a tio n f o r women was 8 0 .0 p e r ce n t*

Of th e s tu d e n t te a c h e r s i n th e a r e a o f f o r e ig n

la n g u a g e , 7 1 .4 p e r c e n t engaged i n t h i s a c t i v i t y and 6 9 .8 p e r c e n t o f th e s tu d e n t te a c h e r s i n b u s in e s s e d u c a tio n p a r ­ t i c i p a t e d I n th e a c t i v i t y * "M eeting o th e r f a c u l t y members" was an a c t i v i t y i n w hich 8 6 .7 p e r c e n t o f a l l th e s tu d e n t te a c h e r s engaged* About 8 6 .3 p e r c e n t o f a l l th e s tu d e n t te a c h e r s r e p o r te d t h a t th e y o b se rv e d o th e r s tu d e n t t e a c h e r s .

" T each in g p a r t o f

a c l a s s p e r i o d ” was a l s o r e p o r te d by 86*3 p e r c e n t o f a l l th e s tu d e n t te a c h e r s d u rin g th e l a t e p h ase o f s tu d e n t te a c h i n g . An a c t i v i t y I n w hich 83*8 p e r c e n t o f a l l th e s tu d e n t te a c h e r s engaged was ”Making t e s t s o r e x a m in a tio n s .” Language a r t s , home eco n o m ics, p h y s ic a l e d u c a tio n f o r women, m a th e m a tic s , s c ie n c e , and s o c i a l s tu d i e s r e p o r te d one h u n d red per cent p a rtic ip a tio n .

F o re ig n lan g u ag e r e p o r te d 8 5 .7 p e r

c e n t; b u s in e s s e d u c a tio n , 69*6 p e r c e n t; p h y s ic a l e d u c a tio n f o r men, 6 9 .0 p e r c e n t; m u sic , 4 0 .0 p e r c e n t; and f in e a r t s , 2 8 .6 p e r cen t* D u rin g th e l a t e p h ase o f s tu d e n t te a c h in g , th e a c t i v i ­ t i e s i n w hich a l l o f th e s e s tu d e n t te a c h e r s in d ic a t e d t h a t th e y engaged can be s t a t e d i n d e sc e n d in g o r d e r as f o llo w s :

100

(1 ) T ea ch in g an e n t i r e c l a s s p e r i o d , (2 ) Making le s s o n p l a n s , (3 ) O b serv in g o th e r t e a c h e r s , (4 ) W ritin g up o b s e r v a tio n s , (5 ) O b serv in g t h e i r s u p e r v is in g te a c h e r , (6 ) Becoming a c ­ q u a in te d w ith th e s p e c i a l a b i l i t i e s , a p t i t u d e s , i n t e r e s t s , o r i n h i b i t i o n s w hich in d iv i d u a l members o f th e c l a s s p o s s e s s , ( ? ) M eetin g o th e r f a c u l t y members, (8 ) O b serv in g o th e r s t u ­ d e n t t e a c h e r s , (9 ) T each in g p a r t o f a c l a s s p e r io d , and (10) M aking t e s t s o r ex am in a tio n s*

At l e a s t 83*2 p e r c e n t o r more

o f a l l th e 226 s tu d e n t te a c h e r s p a r t i c i p a t e d in th e s e a c t i v i ­ t i e s d u r in g th e l a t e p h ase o f s tu d e n t te a c h in g The a c t i v i t y i n w hich th e fe w e s t number o f s tu d e n t te a c h e r s engaged d u rin g th e l a t e phase o f s tu d e n t te a c h in g was i n th e s a l e o f t i c k e t s f o r c la s s f u n c t i o n s .

T h is a c t i v i t y

was r e p o r te d by 6*7 p e r c e n t o f a l l th e s tu d e n t t e a c h e r s . A n o th er a c t i v i t y i n w hich l e s s th a n t e n p e r c e n t o f th e s t u ­ d e n t te a c h e r s engaged was " V i s i t i n g th e homes o f p u p i l s . ” The o v e r - a l l p e r c e n ta g e o f p a r t i c i p a t i o n i n t h i s a c t i v i t y was 9*7 p e r cen t* T a b le X shows th e ch an g in g n a tu r e and sco p e o f th e a c t i v i t i e s i n w hich th e s e 226 s tu d e n t te a c h e r s engaged i n th e e a r l y , m id d le , and l a t e p h ases o f s tu d e n t te ach in g *

1 0 1

TABLE X . CHANGING NATURE AND SCOPE OF ACTIVITIES IV WHICH STUDENT TEACHERS ENGAGED DURING EARLY, MIDDLE, AND LATE PHASES . OF STUDENT TEACHING

L a te

M id d le

E a rly A c tiv itie s N um ber

Per c e n t

Num ber

Num ber

P er cen t

Per cent

224 203 141 87 139

9 9 .1 8 9 .8 6 2 .4 3 8 .5 6 1 .5

195 200 172 85 159

8 6 .3 8 8 .4 7 6 .1 3 7 .6 7 0 .4

202 216 195 111 170

89*4 9 5 .6 86*3 4 9 .1 7 5 .2

M ak in g a s e a t i n g c h a r t o r c h a r t s S tu d y in g p u p il r e c o r d s H o ld in g c o n f e r e n c e s w i t h i n d i v i d u a l p u p i l s W o rk in g w i t h s m a l l g r o u p s o f p u p i l s T a k in g p u p i l s o n f i e l d t r i p o r t r i p s

149 130 83 113 19

6 5 .9 5 7 .5 3 6 .7 5 0 .0 8 .4

137 138 131 139 128

6 0 .6 6 1 .1 5 8 .0 6 1 .5 5 6 .6

121 164 180 161 56

5 3 .5 72*6 7 9 .8 7 1 .2 24. 8

G iv in g a d e m o n s t r a t i o n I n c l a s s A r r a n g i n g w o rk o n b u l l e t i n b o a r d o r b l a c k b o a r d C h e c k in g t e s t p a p e r s H e lp in g a b s e n t e e s m ake u p w ork C h e c k in g p h y s i c a l p r o p e r t i e s o f ro o m : h e a t i n g , l i g h t i n g , and v e n t i l a t i o n

132 1 19 148 57

5 8 .4 5 2 .6 6 5 .5 2 5 .2

147 152 172 129

6 5 .0 6 7 .2 7 6 .1 5 7 .1

165 168 180 150

7 3 .0 7 4 .3 79 * 6 8 8 .4

158

6 9 .9

179

7 9 .2

187

82*7

A s s is tin g in A s s is tin g in A s s is tin g in A s s is tin g in P a rtic ip a tin g

38 66 121 10 138

1 6 .8 2 9 .2 5 3 .5 4 .4 6 1 .1

41 88 128 10 . 165

1 8 .1 3 8 .4 5 6 .6 4*4 7 3 .0

55 117 149 15 183

2 4 .3 51 * b

M ak in g t e s t s o r e x a m i n a t i o n s M ak in g l e s s o n p l a n s M ak in g u n i t p l a n s W r i t i n g u p t h e o b s e r v a t i o n s y o n m ade A tte n d in g s o c i a l f u n c tio n s o f th e s c h o o l

117 203 132 200 49

5 1 .5 8 9 .8 5 8 .4 88*4 21*7

174 214 1 66 202 66

77*0 94*7 7 3 .4 89 * 4 29 i 2

188 217 1 79 212 97

8 3 .8 96*0

T e a c h in g p a r t o f a c l a s s p e r io d T e a c h in g an e n t i r e c l a s s p e r i o d M e e tin g p a r e n t s o f p u p i l s V i s i t i n g hom es o f p u p i l s M e e tin g o t h e r f a c u l t y m em bers

107 198 23 6 162

73*9 8 7 .6 1 0 .2 2 .6 7 1 .7

162 222 64 6 173

7 1 .7 98* 2 2 8 .3 2 .6 7 6 .5

195 2 22 70 22 196

86*3 9 8 .2 3 1 .0 9 .7 8 6 .7

O b s e rv in g O b s e rv in g O b s e r v in g O b s e rv in g O b s e r v in g

my s u p e r v i s i n g t e a c h e r o th e r te a c h e rs o th e r s tu d e n t te a c h e rs hom eroom a c t i v i t i e s e x tra c u rric u la r a c tiv itie s

hom eroom a c t i v i t i e s any e x tr a c u r r ic u la r a c t i v i t i e s d ir e c te d s tu d y a c t i v i t i e s s a le o f t i c k e t s f o r c la s s fu n c tio n s in c la s s d is c u s s io n

■

6 5 .9 8 .7 81*0

7 9 .2 93*8 42*9

TABLE X.

(C o n tin u e d )

M iddle

E a rly

L a te

A c tiv itie s

L e a rn in g th e p h y s ic a l d i s a b i l i t i e s ( i f any a r e p r e s e n t) o f i n d i v i d u a l p u p ils in th e c l a s s Becoming a c q u a in te d w ith th e s p e c i a l a b i l i t i e s , a p titu d e s # I n t e r e s t s # o r i n h i b i t i o n s w hich in d iv id u a l members o f th e c l a s s p o s s e s s P a r t i c i p a t i n g i n community a c t i v i t i e s s. S c o u ts , t*T*A*, Church a c t i v i t i e s , Y*W*C*A*, Y*M,C*A*t etc# C hecking sc h o o l l i b r a r y f o r su p p le m en tary m a te r ia ls Checking a u d io - v is u a l m a te r ia l s a v a ila b le ! c h a r t s , m aps, m o d els, p i c t u r e s , d ia g ra m s, f ilm s , etc* A tte n d in g d e p a rtm e n ta l m e etin g s A tte n d in g p r o f e s s i o n a l m e e tin g st w orkshops, con­ v e n tio n s , etc# A tte n d in g s c h o o l a sse m b lie s R eading p r o f e s s io n a l m agazines o r books a p a r t , from a s s ig n e d work

Humber

Per ce n t

Humber

t e r cent

116

51*3

134

59*3

. te r ' cent

XffiL

7 l* -t

202

89*4

'

152

67*2

184

81*4

35

14*6

41

18*1

124

54*9

139

61*5

141

if* 4

128

56*6

147

65*6

181.'

71*2

28

12*4

: 44

44

19*5

31 92

13*7 40*7

36 116

19*6 " - '■ 15*9 ■ &U3

127

167

73*9

Ifl

,76*6

.187

l s = ’- -= a = g

-s* •

m

23*4

23*4 ■

m*M mif

103

O b s e rv a tio n o f th e s u p e r v is in g te a c h e r was t h e a c t i v ­ i t y i n w hich th e g r e a t e s t p e rc e n ta g e o f s tu d e n t te a c h e rs engaged i n th e e a r l y phase*

I n th e m id d le and l a t e p h ases

th e a c t i v i t y i n w hich th e g r e a t e s t number p a r t i c i p a t e d was i n te a c h in g an e n t i r e c l a s s p e rio d * The a c t i v i t y w hich had th e seco n d h ig h e s t p e rc e n ta g e o f p a r t i c i p a n t s i n th e e a r l y p h ase was th e o b s e r v a tio n o f o th e r te a c h e rs *

I n th e m id d le and l a t e p h ases th e making o f

le s s o n p la n s showed th e seco n d h ig h e s t p e rc e n ta g e o f s tu d e n t te a c h e r p a r t i c i p a t i o n * I n th e e a r l y p h a se o f s tu d e n t te a c h in g th e making o f le s s o n p la n s was t h i r d , w h ile i n th e m id d le p h ase w r itin g up o f o b s e rv a tio n s had t h i r d p lace* v in g

I n th e l a t e p h ase o b s e r ­

o th e r te a c h e r s was r e p o r te d to be i n I n b o th th e e a r l y and th e

t h i r d p la c e .

l a t e p h ases o f s tu d e n t

te a c h in g , w r i t i n g up o b s e rv a tio n s showed th e f o u r th h ig h e s t p e r c e n ta g e o f p a r t i c i p a t i o n by a l l o f th o s e r e p o r t i n g .

In

th e m id d le p h ase o b s e rv in g o th e r

te a c h e r s

was in f o u r t h p la c e .

I t i s i n t e r e s t i n g to n o te

t h a t th e

f i v e a c t i v i t i e s in

w hich th e g r e a t e s t p e rc e n ta g e o f s tu d e n t te a c h e r s engaged w ere th e same f i v e a c t i v i t i e s th ro u g h o u t th e e n t i r e e x p e r i­ ence o f s tu d e n t te a c h in g — e a r l y , m id d le , and l a t e .

These

a c t i v i t i e s w hich r a t e d In th e to p f i v e in a l l th r e e p h ases w ere n o t i n th e same o rd e r i n each p h a s e .

These f i v e a c t i v ­

i t i e s w ere: (1 ) O b serv in g my s u p e r v is in g t e a c h e r , ( 2 ) O b serv in g o th e r t e a c h e r s , (3) Making le s s o n p la n s ,

104

(4 ) W r itin g up o b s e r v a tio n s , and (5 ) T each in g an e n t i r e c l a s s p e rio d *

The ra n g e o f th e p e r c e n ta g e s o f th o s e p a r ­

t i c i p a t i n g I n th e s e a c t i v i t i e s I n a l l th r e e p h a se s was from 99*1 to 86*3*

I n th e e a r l y p h ase th e ra n g e o f th e

h ig h e s t f i v e a c t i v i t i e s was from 99*1 to 8 7 .6 p e r c e n t o f a l l t h e s tu d e n t t e a c h e r s .

I n th e m id d le p h ase th e ran g e

was from 9 8 .2 to 86*3 p e r c e n t.

I n th e l a t e p h ase th e ra n g e

was from 9 8 .2 to 8 9 .4 p e r c e n t o f a l l th e s tu d e n t t e a c h e r s . The a c t i v i t i e s in w hich th e s tu d e n t te a c h e r s on-campus engaged as compared w ith th e a c t i v i t i e s i n w hich th e s tu d e n t te a c h e r s o ff-cam p u s engaged i s shown I n T ab le XI*

105 TABLE X I . COMPARISON OF NATURE AND SCOPE OF ACTIVITIES JH WIJICF STUDENT 'TEACHERS ENGAGED ON-CAMPUS AM) OFF-CAMPUS DURING EARLY, MIDDLE, AND LATE PHASES OF STUDENT TEACHING

A c tiv itie s

On cam pus

L a te

M id d le

E a r ly

O ff cam pus

On cam pus

O f f cam pus

On cam pus

O f f cam pus

Per cent

Num­ ber

Per cent

Num­ ber

Per cent

Num­ ber

Per cent

Num­ ber

Per cent

Num­ ber

Per cent

Num­ ber

195 175 137 60 112

1 0 0 .0 9 0 .7 7 1 .0 3 1 .1 58*0

31 28 4 27 27

9 3 .9 3 4 .8 1 2 .1 8 1 .8 8 1 .8

165 168 166 57 127

8 5 .5 8 7 .0 8 6 .0 2 5 .9 6 5 .8

30 32 6 28 32

9 0 .9 9 7 .0 1 8 .2 , 8 4 .8 9 7 ,0

169 185 182 81 139

8 7 .6 95*8 9 4 .3 42 * 0 7 2 .0

33 31 13 30 31

1 0 0 .0 9 3 .9 3 9 .4 9 0 .9 9 3 .9

M ak in g a s e a t i n g c h a r t o r c h a r t s S lu d g in g p u p i l r e c o r d s H o l d in g c o n f e r e n c e s w i t h i n d i v i d u a l p u p i l s F o r k in g w ith s m a ll g ro u p s o f p u p ils T a k in g p u p i l s o n f i e l d t r i p o r t r i p s

125 108 66 95 17

6 4 .8 5 6 .0 3 4 .2 4 9 .2 8*8

24 22 17 18 2

7 2 .7 6 6 .7 5 1 .5 5 4 .5 . 6 .1

109 113 101 114 125

5 6 .5 5 8 .5 5 2 .3 5 9 .1 6 4 .8

28 25 30 25 3

8 4 .8 7 5 .8 9 0 .9 7 5 .8 9*1

95 133 148 134 48

4 9 .2 6 8 .9 7 6 .7 6 9 .4 2 4 .9

26 31 32 27 8

7 8 .8 9 3 ,9 9 7 .0 8 1 .8 2 4 .2

G iv in g a d e m o n s tr a tio n i n c l a s s A r r a n g i n g w o rk o n b u l l e t i n b o a r d o r b l a c k b o a r d C h e c k in g t e s t p a p e r s H e l p i n g a b s e n t e e s m ake up w ork C h e c k in g p h y s i c a l p r o p e r t i e s o f room s h e a t i n g , l i g h t i n g , and. v e n t i l a t i o n

115 100 121 48

5 9 .6 5 1 .8 62*7 2 4 .9

17 19 £7 9

5 1 .5 5 7 .6 8 1 .8 2 7 .3

125 124 141 108

6 4 .8 64*2 7 3 .1 5 5 .9

22 28 31 21

.6 6 .7 8 4 .8 . 9 3 .9 6 3 .6

139 138 149 122

7 2 .0 7 1 .5 7 7 .2 6 3 ,2

26 30 31 28

7 8 .8 9 0 .9 9 3 .9 8 4 .8

136

7 0 .5

22

6 6 .7

152

7 8 .8

27

8 1 .8

156

80*8

31

9 3 .9

A s s is tin g in A s s is tin g in A s s is tin g in A s s is tin g in P a rtic ip a tin g

19 48 96 3 112

9 .8 2 4 .9 4 9 .7 1 .6 5 8 .0

19 18 25 7 26

5 7 .6 5 4 .5 7 5 .8 2 1 .2 7 8 .8

18 61 98 5 133

9*3 3 1 .6 5 0 .8 2* 6 6 8 .9

23 27 30 5 32

69 * 7 8 1 .8 90*9 1 5 .2 9 7 .0

81 9'2 120 11 151

1 6 .1 4 7 .7 6 2 .2 5 .7 7 8 .2

24 25 29 4 32

7 2 .7 7 5 .8 8 7 ,9 12*1 9 7 .0

M ak in g t e s t s o r e x a m i n a t i o n s M ak in g l e s s o n - p la n s M ak in g u n i t p l a n s W r i t i n g u p t h e o b s e r v a t i o n s y o u m ade A tte n d in g s o c i a l f u n c tio n s o f th e s c h o o l

97 179 117 178 33

5 0 .2 9 2 .7 6 0 .6 9 2 .2 1 7 .1

SO 24 15 22 16

6 0 .6 7 2 .7 4 5 .4 6 6 .7 4 8 .5

145 184 141 174 46

6 9 .1 9 5 .3 7 3 .1 90*2 23. S

31 30 25 28 20

9 3 .9 9 0 ,9 7 5 .8 8 4 .8 6 0 ,6

155 18 5 15 1 187 72

8 0 .3 9 5 .7 7 8 .2 9 6 .9 3 7 .3

33 32 28 25 25

1 0 0 .0 9 7 .0 8 4 .8 7 5 .8 7 5 ,8

T e a c h in g p a r t o f a c l a s s p e r i o d T e acm n g an e n t i r e c la s s p e r io d M e e tin g p a r e n t s o f p u p i l s V i s i t i n g hom es o f p u p i l s M e e tin g o t h e r f a c u l t y m em bers

143 172 16 5 132

7 4 .1 8 9 .1 8*3 2 .6 6 8 .4

24 26 7 1 30

7 2 .7 7 8 .8 2 1 .2 3 .0 9 0 .9

133 190 56 6 140

6 8 .9 9 8 .4 2 9 .0 3 .1 7 2. 5

29 32 8 0 33

8 7 .9 9 7 .0 2 4 .2 0 .0 1 0 0 .0

164 189 57 16 163

8 5 .0 9 7 .9 2 5 .9 8 .3 8 4 ,4

31 33 13 6 33

9 3 ,9 1 0 0 .0 3 9 .4 1 8 .2 1 0 0 .0

O b s e r v in g O b s e rv in g O b s e rv in g O b s e rv in g O b s e r v in g

■ft

P.'J

1

*

"

"l

*

I

mg' s u p e r v i s i n g t e a c h e r o th e r te a c h e rs o th e r s tu d e n t te a c h e rs hom eroom a c t i v i t i e s e x t r a c u r r i c u l a r •a c t i v i t i e s

hom eroom a c t i v i t i e s any e x tr a c u r r i c u l a r a c t i v i t i e s d i r e c t e d s tu d y a c t i v i t i e s s a le o f t i c k e t s f o r c la s s fu n c tio n s in c la s s d is c u s s io n

—

_

■

,

■'7

, ,

tt

"l

106 TABLE X I.

(Continued) M id d le

B aply

A c tiv itie s

------r— ,---------- r-t-r1,- -■ - ~ T - ~ .......... ................... - ....................- T T „ r r - . f - - . r -

---------, „■ - . r r - m - m r n n, ............. - ........ ................... .

•

- ...

-

...................- ....... -.........................

L e a rn in g th e p h y s ic a l d i s a b i l i t i e s ( i f any a re p r e s e n t) o f in d iv id u a l jm p iis In th e c la s s B eco m in g a c q u a i n t e d w i t h t h e s p e c i a l a b i l i t i e s , a p t i t u d e s , I n t e r e s t s , o r i n h i b i t i o n s w h ic h i n d i v i d u a l m em bers o f t h e c l a s s p o s s e s s P a r t i c i p a t i n g i n c o m m u n ity a c t i v i t i e s s S c o u t s , P * T .A # , C h u r c h a c t i v i t i e s , i* W .C * A v , Y .M *C .A *, e tc * C h e c k in g s c h o o l l i b r a r y f o r s u p p le m e n t a r y m a te ria ls C h e c k in g a u d i o - v i s u a l m a t e r i a l s a v a i l a b l e * c h a r t s , m a p s , m o d e l s , p i c t u r e s , d i a g r a m s , f i l m s , e tc * A tte n d in g d e p a r tm e n ta l m e e tin g s A t t e n d i n g p r o f e s s i o n ® ! m e e tin g s * w o r k s h o p s , c o n ­ v e n tio n s , e tc * A tte n d in g s c h o o l a s s e m b lie s R e a d in g p r o f e s s i o n a l m a g a z in e s o r b o o k s a p a r t f r o m a s s i g n e d w o rk

, ..................

L a te

On cam pus

O ff cam pus

On cam pus

O f f cam pus

On cam pus

Num­ ber

Per cent

Num­ ber

per cent

lu m ­ ber

Per cent

lu m ­ ber

lu m ­ b e r'

Per cent

97

50 * 2

19

57*6

108

56*0

•26

■70*0

132

08*4

w

129

66# 8

23

69 * 7

154

79*8

30

90*9

170

88*1

32

07*0

Per cent

O f f cam pus

lu m ­ ber -

Per cent

,

.

*5Eȣ

r tf

"87*9

■

26

13 * 5

7

21*2

30

15*5

11

0*3%0

43

2 2 .3

10

iH?

98

50* 8

26

78* 8

109

56* 5

50

90*9

10 9

5 6 .5

m

9 7 .0

105

54* 4

23

69*7

120

62*2

27

81*8

130

0 7 .4

31

9 3 .9

:..24

12*4

4

12 * 1

34

17*6

10

30*3

27

14*0

17

51. S

23 67

11*9 34 * 7

8 25

24*8 •7 5 * 8

29 86

15*0 44* 6

7 30

21*2 90*9

48 98

21*7 50* 0-

11 89

3 3 .3 8 7 .9

142 "

73 * 6

25

75*8

1 4 1 '” 7 3 * 0

50

90* 9

156

80*8

81

9 3 .9

’

#

107

I n th e e a r l y p h ase o f s tu d e n t te a c h in g "O b serv in g my s u p e r v is in g te a c h e r " was an a c t i v i t y i n w hich one h u n d red p e r c e n t o f th e s tu d e n t te a c h e r s on-campus and 93*9 p e r c e n t o f th e s tu d e n t te a c h e r s o ff-cam p u s engaged. "M aking l e s s o n p la n s " showed 9 2 .7 p e r c e n t p a r t i c i ­ p a t i o n by th e s tu d e n t te a c h e r s on-cam pus, b u t th e s tu d e n t te a c h e r s o ff-cam p u s r e p o r te d 7 2 .7 p e r c e n t p a r t i c i p a t i o n . The a c t i v i t y w hich showed th e second h ig h e s t p e rc e n ta g e o f p a r t i c i p a t i o n f o r th e s tu d e n t te a c h e r s off-cam p u s was "M eeting o th e r f a c u l t y m em bers."

T h is a c t i v i t y was r e p o r te d by 9 0 .9

p e r c e n t o f th e s tu d e n t te a c h e r s o ff-c a m p u s, and by 6 8 .4 p e r c e n t o f th e s tu d e n t te a c h e r s on-cam pus. F o r th o s e s tu d e n t te a c h e r s on-cam pus, "W ritin g up o b s e r v a tio n s " was an a c t i v i t y in w hich 9 2 .2 p e r c e n t o f them engaged d u rin g th e e a r l y p h ase o f s tu d e n t te a c h i n g .

The s t u ­

d e n t te a c h e r s o ff-cam p u s r e p o r te d t h a t 66*7 p e r c e n t o f them p a r tic ip a te d in th is a c ti v i t y . I n th e t h i r d p la c e f o r th e s tu d e n t te a c h e rs o ff-c a n p u s was "O b serv in g o th e r t e a c h e r s ," w hich showed 8 4 .8 p e r c e n t p a rtic ip a tin g .

T h is same a c t i v i t y was i n f o u r th p la c e f o r

th e c s tu d e n t te a c h e r s on-campus w ith 9 0 .7 p e r c e n t r e p o r t i n g p a r t i c i p a t i o n i n th e a c t i v i t y . Of th e s tu d e n t te a c h e r s on-cam pus, 89*1 p e r c e n t p a r ­ t i c i p a t e d in "T each in g an e n t i r e c l a s s p e r io d ."

T h is a c t i v ­

i t y was engaged i n by 7 8 .8 p e r c e n t o f th e s tu d e n t te a c h e r s off-cam p u s*

108 Th© s tu d e n t te a c h e r s o ff-cam p u s showed 8 1 .8 p e r c e n t p a r t i c i p a t i o n I n th e a c t i v i t y "O b serv in g home room a c t i v i t i e s ," The s tu d e n t te a c h e r s on-cam pus showed 31*1 p e r c e n t p a r t i c i ­ p a t i o n in t h i s a c t i v i t y *

A n o th er a c t i v i t y i n w hich Hie s t u ­

d e n t te a c h e r s o ff-cam p u s engaged was "O b serv in g e x t r a c u r r i ­ c u la r a c t i v i t i e s ." in th is a c tiv ity *

About 81*8 p e r c e n t o f them p a r t i c i p a t e d On-campus ab o u t 5 8 .0 p e r c e n t o f th e

s tu d e n t te a c h e r s p a r t i c i p a t e d i n t h i s a c t i v i t y *

A th ird

a c t i v i t y i n w hich 81*8 p e r c e n t o f th e s tu d e n t te a c h e r s o f f campus p a r t i c i p a t e d was "C hecking t e s t p a p e r s ."

Of th e s t u ­

d e n t te a c h e r s on-cam pus, 62*7 p e r c e n t o f them p a r t i c i p a t e d in th is a c tiv ity . D u rin g th e m id d le p h ase o f s tu d e n t te a c h in g 9 8 .4 p e r c e n t o f th e s tu d e n t te a c h e r s on-campus r e p o r te d p a r t i c i p a t i n g i n "T each in g an e n t i r e c l a s s p e r i o d ,"

T h is same a c t i v i t y was

engaged i n by 9 7 .0 p e r c e n t o f th e s tu d e n t te a c h e r s o ff-c a m ­ p u s.

One h u n d red p e r c e n t o f th e s tu d e n t te a c h e r s o ff-c a m ­

pus r e p o r te d "M eeting o th e r f a c u l t y m em bers;" 7 2 .5 p e r c e n t o f th e s tu d e n t te a c h e r s on-campus r e p o r te d p a r t i c i p a t i n g I n th is a c tiv ity . I n th r e e o th e r a c t i v i t i e s 9 7 .0 p e r c e n t o f th e s tu d e n t te a c h e r s o ff-cam p u s p a r t i c i p a t e d d u rin g th e m id d le p h ase o f ^ s tu d e n t te a c h i n g .

These a c t i v i t i e s w ere; "O b serv in g o th e r

t e a c h e r s , " i n w hich 87*0 p e r c e n t o f th e s tu d e n t te a c h e r s oncampus engaged; " P a r t i c i p a t i o n i n c l a s s d i s c u s s i o n ," i n w hich 6 8 .9 p e r c e n t o f th e on-cam pus s tu d e n t te a c h e r s en g ag ed ; and "O b serv in g e x t r a c u r r i c u l a r a c t i v i t i e s , " i n w hich 6 5 ,8 p e r

109

c e n t o f th e on-cam pus s tu d e n t te a c h e r s p a r t i c i p a t e d . D u rin g t h i s same m id d le p h a s e , 8 6 .0 p e r c e n t o f th e s tu d e n t te a c h e r s on-cam pus r e p o r te d p a r t i c i p a t i n g in "O bser­ v in g o th e r s tu d e n t t e a c h e r s . "

Of th e s tu d e n t te a c h e r s o f f -

cam pus, 1 8 .2 p e r c e n t r e p o r te d p a r t i c i p a t i n g I n t h i s same a c tiv ity . D u rin g th e l a t e p h a se o f s tu d e n t te a c h in g , one h u n d red p e r c e n t p a r t i c i p a t i o n was r e p o r te d by th e s tu d e n t te a c h e r s o ff-ca m p u s i n f o u r a c t i v i t i e s .

One o f th o s e , "O b serv in g my

s u p e r v is in g t e a c h e r ," was r e p o r te d by 8 7 .6 p e r ce n t o f th e s tu d e n t te a c h e r s on-cam pus.

A n o th er a c t i v i t y , "Making t e s t s

and e x a m in a tio n s ," was engaged i n by 8 0 .3 p e r c e n t o f th e s t u ­ d e n t te a c h e r s on-cam pus.

The t h i r d a c t i v i t y , "T each in g an

e n t i r e c l a s s p e r i o d ," i n w hich t h e r e was unanimous p a r t i c i p a ­ t i o n by th e s tu d e n t te a c h e r s off-cam p u s showed th e h ig h e s t p e r c e n ta g e — 9 7 .9 — o f p a r t i c i p a t i o n o f a l l th e a c t i v i t i e s f o r th e s tu d e n t te a c h e r s on-cam pus d u rin g th e l a t e p h a se o f s tu d e n t te a c h in g .

I n th e f o u r t h a c t i v i t y , "M eeting o th e r

f a c u l t y m em bers," p a r t i c i p a t i o n was r e p o r te d by 84.4 p e r c e n t o f th e s tu d e n t te a c h e r s on-cam pus as com pared w ith one hun­ d re d p e r c e n t o f th e s tu d e n t te a c h e r s o ff-cam p u s who r e p o r te d p a rtic ip a tin g * A lso d u rin g t h i s l a t e p h ase o f s tu d e n t te a c h in g , f i v e o th e r a c t i v i t i e s showed p a r t i c i p a t i o n o f 9 7 .0 p e r c e n t by th e s tu d e n t te a c h e r s o ff-c a m p u s.

T hese f i v e a c t i v i t i e s w ere: (1 )

"H o ld in g c o n fe re n c e s w ith in d iv i d u a l p u p ils " i n w hich 76*7 p e r c e n t o f th e s tu d e n t te a c h e r s on-cam pus p a r t i c i p a t e d as

110 compared w ith th e 97*0 p e r c e n t ofir-campus; (2) " P a r t i c i p a ­ t i o n i n c l a s s d i s c u s s i o n , " i n w hich 78*2 p e r c e n t o f th e s t u d e n t t e a c h e r s on-campus p a r t i c i p a t e d as compared w ith t h e 9 7 .0 p e r c e n t o ff-ca ra p u s; (3) "Making l e s s o n p l a n s , " I n w hich 9 5 ,7 p e r c e n t o f t h e s t u d e n t t e a c h e r s on-campus p a r t i c i p a t e d as compared w ith th e 97*0 p e r c e n t o ff-c a m p u s; (4 ) "Becoming a c q u a in t e d w ith th e s p e c i a l a b i l i t i e s , a p t i t u d e s , i n t e r e s t s , o r I n h i b i t i o n s w hich i n d i v i d u a l members o f th e c l a s s p o s s e s s , " i n w hich 88*1 p e r c e n t o f t h e s t u d e n t t e a c h e r s on-campus p a r t i c i p a t e d as compared w ith t h e 9 7 .0 p e r c e n t o ff-c a m p u s; and (5) "C hecking s c h o o l l i b r a r y f o r su p p le m e n ta ry m a t e r i a l s , " I n w hich 5 6 ,5 p e r c e n t o f th e s tu d e n t te a c h e r s on-campus p a r ­ t i c i p a t e d as compared w ith th e 97*0 p e r c e n t off-cam pus who p a r t i c i p a t e d In t h i s a c t i v i t y # D uring th e l a t e p h a s e o f s t u d e n t t e a c h i n g , 95*7 p e r c e n t o f t h e s t u d e n t te a c h e r s on-campus r e p o r t e d p a r t i c i p a t i n g i n "Making l e s s o n p l a n s , " as n o te d above, b u t t h e s e same oncampus s t u d e n t te a c h e r s showed 9 5 .8 p e r c e n t p a r t i c i p a t i o n i n "O b serv in g o t h e r te a c h e r s * "

In t h i s a c t i v i t y , 9 3 .9 p e r

c e n t o f th e s t u d e n t t e a c h e r s o ff-cam pus p a r t i c i p a t e d . "O b serv ing o t h e r s t u d e n t te a c h e r s " was an a c t i v i t y I n w hich 94*3 p e r c e n t o f t h e s t u d e n t t e a c h e r s on-campus p a r t i c i p a t e d as compared w ith 39*4 p e r c e n t o f th e s t u d e n t t e a c h e r s off-cam p us who p a r t i c i p a t e d I n t h i s a c t i v i t y .

111

CHAPTER V PROBLEMS AHD DIFFICULTIES At t h r e e tim e s d u r i n g t h e second s e m e s te r o f t h e a c a ­ demic y e a r 1 948-1949, each of t h e 296 s t u d e n t teachers-*- who p a r t i c i p a t e d i n t h i s s tu d y s u b m itte d p e r i o d i c r e p o r t s ^ on t h e p ro blem s and d l f f i e x a l t i e s w hich th e y h a d e n c o u n te re d d u r i n g t h e i r s t u d e n t t e a c h i n g e x p e rie n c e s # were r e q u e s t e d :

These r e p o r t s

a t t h e end o f t h e seco nd week o f s t u d e n t

t e a c h i n g , a t th e end o f t h e s i x t h week o f s t u d e n t t e a c h i n g , and a t th e end o f th e t w e l f t h week o f s t u d e n t t e a c h i n g , from t h e s t u d e n t t e a c h e r s who d id t h e i r s t u d e n t te a c h i n g on-cam­ p u s , and on t h e f u l l s e m e s te r p l a n o f s t u d e n t t e a c h i n g o f f campus.

From th e s t u d e n t t e a c h e r s who d id t h e i r s t u d e n t

t e a c h i n g o ff-cam p u s on th e d iv id e d s e m e s te r p l a n , r e p o r t s were r e q u e s t e d :

a t th e end o f th e f i r s t week o f s t u d e n t t e a c h ­

i n g , a t t h e end o f th e t h i r d week o f s t u d e n t t e a c h i n g , and a t t h e end o f th e s i x t h week o f s t u d e n t t e a c h i n g .

I n e a ch of

t h e s e r e p o r t s t h e s t u d e n t te a c h e r was ask ed to s t a t e th e p ro b ­ lems o r d i f f i c u l t i e s he had e n c o u n te re d d u r in g t h a t p e r i o d o f s t u d e n t t e a c h i n g j u s t p r i o r to th e making o f th e r e p o r t s . At t h e same tim e s t h a t t h e s t u d e n t t e a c h e r made h i s r e p o r t s , s i m i l a r p e r i o d i c r e p o r t s ^ were r e q u e s t e d from each o f th e 96 s u p e r v i s i n g t e a c h e r s o f t h e s e 226 s t u d e n t t e a c h e r s .

is©© T a b le I, p . % e e Appendix B 3 see Appendix C

46*

112 T a b le XIX shows th e d i s t r i b u t i o n o f th e s u p e r v i s i n g t e a c h e r s who p a r t i c i p a t e d I n t h i s stu d y *

2ABLE XII* DISTRIBUTION OP SUPERVISING TEACHERS ON-CAMPUS AND OFF-CAMPUS BT AREAS Number o f s u p e r v i s i n g t e a c h e r s Gn-campus

Off-campus

T o ta l

F in e A r t s B u s in e s s E d u c a tio n Language A rts F o r e ig n Language Home Economics P h y s i c a l E ducatio n(m en) P h y s i c a l Education(women) M athem atics Music S c ie n c e S o c ia l S tu d ies

2 8 12 5 2 10 3 3 4 5 9

1 1 6 0 0 2 1 3 0 2 17

3 9 18 5 2 12 4 6 4 7 26

TOTAL

63

33

96

T ab le X II shows t h a t t h e r e was a t o t a l of 96 s u p e r ­ v i s i n g t e a c h e r s who p a r t i c i p a t e d i n t h i s s t u d y .

Of t h e s e 96

s u p e r v i s i n g t e a c h e r s , 63 were on-campus and 33 off-cam pus* Each s u p e r v i s i n g t e a c h e r off-cam pus had o n ly one s t u d e n t t e a c h e r , b u t some o f t h e s u p e r v i s i n g t e a c h e r s on-campus had more th a n one s t u d e n t te a c h e r* I n t h e r e p o r t s which th e s u p e r v i s i n g t e a c h e r s s u b m itte d , t h e y were ask ed t o s t a t e th e problem s and d i f f i c u l t i e s w hich each o f t h e i r s t u d e n t t e a c h e r s had e n c o u n te re d d u rin g t h a t p e r i o d o f s t u d e n t t e a c h i n g j u s t p r i o r to t h e making o f th e re p o rt*

113

The p e r c e n ta g e o f r e t u r n s on t h e s e r e p o r t s on problem s and d i f f i c u l t i e s was h ig h from b o th t h e s t u d e n t t e a c h e r s and t h e s u p e r v i s i n g te a c h e r s *

On© h u n d red p e r c e n t o f a l l t h e

226 s t u d e n t t e a c h e r s , and one h u n d red p e r c e n t o f t h e 63 s u p e r ­ v i s i n g t e a c h e r s on-campus r e t u r n e d a l l t h r e e r e p o r t s *

The

p e r c e n t a g e o f r e t u r n s from th e s u p e r v i s i n g t e a c h e r s off-cam pus was a l s o h ig h *

Of t h e 33 off-cam pus s u p e r v i s i n g t e a c h e r s ,

32 o r 96*97 p e r c e n t o f them r e t u r n e d t h e f i r s t r e p o r t ; one h u n d red p e r c e n t r e t u r n e d th e second r e p o r t ; and 29 o r 87*88 p e r c e n t r e t u r n e d th e t h i r d r e p o r t .

The d a t a from a l l o f

t h e s e r e p o r t s f u r n i s h e d th e b a s e s f o r th e f i n d i n g s g iv e n i n th is c h a p te r. As a r e s u l t o f h i s r e s e a r c h , B a tc h e ld e r 4^ e s t a b l i s h e d 49 c a t e g o r i e s i n t o which th e d i f f i c u l t i e s o f s t u d e n t t e a c h e r s c o u ld b e c l a s s i f i e d *

These d i f f i c u l t i e s were c a t e g o r i z e d

by B a t c h e l d e r a s f o l l o w s ; I* D i f f i c u l t i e s Having T h e ir O r i g in i n th e P e r s o n a l C h a r a c t e r i s t i c s o f S tu d e n t T ea ch ers A. D e f i c i e n c i e s i n P r o f e s s i o n a l A t t i t u d e s and T r a i t s 1* Lack o f c r i t i c a l - m i n d e d n e s s and p r o g r e s s i v e n e s s *— I n c lu d e s r e a c t i o n to c r i t i c i s m , a b i l i t y to an a- t l y z e own w ork, and w i l l i n g n e s s to t r y t o u n d e r s ta n d and t o t e s t new methods and p ro c e d u re s* 2. Lack o f a b i l i t y o r w i l l i n g n e s s to c o o p e ra te w ith o t h e r s . - - I n c l u d e s e n t e r i n g whole h e a r t e d l y i n t o c o o p e r a tiv e r e l a t i o n s h i p s w ith s u p e r v i s i n g t e a c h e r s and c o o p e r a tin g i n i n s t i t u t i o n a l p r a c t i c e s * % a t c h e l d e r , Howard T. An A n a ly s is o f S tu d e n t T eachers* D i f f i c u l t i e s i n D i r e c t e d T e a c h in g , p p . 65-70*

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5* Lack o f d e p e n d a b i l i t y o r r e l i a b i l i t y . — I n c lu d e s b e i n g d e p e n d a b le , c o n s c i e i i t l o u s , p ro m p t, and r e l i a b l e i n f u l f i l l i n g r e q u ir e m e n ts i n s t u d e n t t e a c h i n g . 4. Lack o f a b i l i t y o r w i l l i n g n e s s to assume ^re­ s p o n s i b i l i t y * t o be o r i g i n a l , " o r t o e z e r c i s e T n i t i a t i v e «- - I n c l u d e s b e in g in d e p e n d e n t I n th o u g h t and a c t i o n , w illi n g ly a c c e p tin g r e s p o n s i b i l i t i e s , re v e a lin g o r ig in ­ a l i t y , i n i t i a t i v e , i n g e n u i t y , and c r e a t i v e n e s s . 5* Lack o f p r o f e s s i o n a l z e a l and i n t e r e s t . — I n c lu d e s e v id e n c in g a s i n c e r e , g en u in e I n t e r e s t I n t h e te a c h i n g p r o f e s s i o n , B. P e r s o n a l D e f i c i e n c i e s and H andicaps 1* P h y s i c a l d e f i c i e n c i e s . — I n c lu d e s d e f i c i e n c i e s In h e a l t h , p h y s i c a l a p p e a r a n c e , and s i g h t and h e a r i n g . 2 . D e f i c i e n c i e s i n spoken E n g l i s h ( re fin e m e n t and g ram m a tic al c o r r e c t n e s s ) . - - I n c l u d e s f a u l t y p r o n u n c i a t i o n , e x c e s s iv e u se o f s l a n g , and bad h a b i t s In grammar. 3 . Lack o f command o y er s u b j e c t m a t t e r . — I n c lu d e s c o n t r o l o? sub j e c t m a t t e r b e In g ta u g h t as we11 as b a c k ­ ground o f in f o r m a ti o n i n r e l a t e d s u b j e c t s . 4* F a i l u r e to m eet p r o f e s s i o n a l s ta n d a r d s i n w ritin g - o r s p e l l i n g . — In c lu d e s m e ch an ical s k i l l ' i n w r i t i n g i n g e n e r a l as w e ll as on b la c k b o a r d s , and a b i l i t y to s p e l l c o r r e c tly . 5. Lack of an e f f e c t i v e t e a c h i n g v o i c e . —I n c lu d e s q u a i l t i e s o f v'oi ce", to n© c o n t r o l , enunc x a t I o n , and u se of e x p re ssio n . C, D e f i c i e n c i e s i n G eneral T each in g P e r s o n a l i t y 1 * Lack o f a d a p t a b i l i t y . — I n c lu d e s a b i l i t y to ad­ j u s t r a p i d l y and" a d a p t s e l f t o new s i t u a t i o n s and r e ­ q u ire m e n ts • 2 . Lack o f p l e a s i n g , a t t r a c t i v e a p p e a r a n c e . - - I n c lu d e s a p p r o p r i a t e n e s s o f d r e s s and r e f in e m e n t in appearance, 3 . Lack o f dynamic q u a l i t i e s i n p e r s o n a l i t y . — I n c lu d e s p o r t r a y a l o f a s e n s e o f humor and e x p r e s s in g a n im a tio n , warmth, f r i e n d l i n e s s , e n th u s ia s m , l e a d e r s h i p , a g g r e s s i v e e n e rg y , v i t a l i t y , f o r c e f u l n e s s , d e t e r m i n a t i o n , and l i v e l i n e s s .

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4* Lack o f a c o n v in c in g i n t e r e s t i n p u p i l s , — I n c lu d e s L ein g f r i e n d l y , i m p a r t i a l , p a t i e n t , t o l e r a n t , t a c t f u l , mid c o r d i a l I n r e l a t i o n s h i p s w ith p u p i l s and e x p r e s s i n g an i n t e r e s t i n t h e i r a c t i v i t i e s and w e lfa re * 5. P re s e n c e o f p e r s o n a l i d i o s y n c r a s i e s and in* e f f e c tu a l~ e 3 c p r e s s io n s * —I n c lu d e s d i a t r a c t I n I m a n n e r i s ms mid u se of t r i t e e x p re s s io n s * 5* Lack o f p o i s e , s e l f - c o n f i d e n c e , a s s u r a n c e , an d e m o tio n al s t a b i l i t y * — In c lu d e s n e rv o u sn e ss, te n s e n e s s , s e l f * * c o n s e i o u s n e a s , e m b a r r a s s m e n t , f e a r , w o r r y i n g , and l a c k o f s e c u r i t y , c e r t a i n t y , and com posure*

7 , Lack o f r e s e r v e and d i g n i t y * - - I n c lu d e s e x e r ­ c i s e o f r e s t r a i n t and s e l f - c o n t r o l I n r e l a t i o n s h i p s w ith p u p i l s , I I* D i f f i c u l t i e s Having T h e ir O r ig in i n th e I n s t r u c t i o n a l A c t i v i t i e s o f S tu d e n t T e a c h e rs . A*. D i f f i c u l t i e s In v o lv e d i n P la n n in g and O rg a n iz­ in g L e a rn in g A c t i v i t i e s , M a t e r i a l s , and P ro cedu res* — I n c lu d e s making ad eq u ate p r e p a r a t i o n , d e te r m in in g aims and o b j e c t i v e s , s e l e c t i n g and o r g a n iz in g s u b j e c t m a tte r and m a t e r i a l s , and p la n n in g t e a c h i n g p r o c e d u re s and le a rn in g a c tiv itie s * B* D i f f i c u l t i e s B e l a t i n g to G eneral I n s t r u c t i o n a l T ec h n iq u e . 1* H an d lin g b r o a d e r a s p e c ts o f te a c h i n g t e c h n i q u e * I n c lu d e s command o v e r g e n e r a l method's, t e c h n i q u e s , pro c e d u r e s , and t e a c h i n g d e v i c e s , and a p p l i c a t i o n o f g e n e r ­ a l p r i n c i p l e s and e d u c a ti o n a l th e o r y i n g u id in g th e le a rn in g p ro cess. 2* P r e s e n t i n g t h e l e s s o n an d g u i d i n g p u p i l d i s ­ c u s s i o n «- - i n c l u d e s i n t r o d u c i n g t o p i c s f o r c l a s s d i s c u s s i o n a d a p t i n g e x p l a n a t i o n s t o th© u n d e r s t a n d i n g o f p u ­ p i l s , e s q p l a i n in g s u b j e c t m a t t e r , k e e p i n g d i s c u s s i o n t o t h e p o i n t , and g u i d i n g p u p i l r e s p o n s e *

3* Q u e s tio n in g *—I n c lu d e s p r o p e r p h r a s i n g , p r o ­ v i d i n g a v a r i e t y of ty p e s of q u e s t i o n s , d i s t r i b u t i n g q u e s t i o n s among p u p i l s , and overcoming h a b i t s o f r e ­ w ording and d ro p p in g unanswered q u e s t i o n s , e l i m i n a t i n g ch o ru s a n s w e rs , c a l l i n g on p u p i l s b e f o r e s t a t i n g th e q u e s t i o n s , an sw erin g own q u e s t i o n s , and r e p e a t i n g answ ers *

116

4* f a k i n g as signmp n t s *— I n c lu d e s t a k i n g enough tim e t o g iv e a a e q u a te i n s t r u c t i o n s and d i r e c t i o n s , m o t i v a t i n g a s s ig n m e n ts , i n c l u d i n g a p p r o p r i a t e c o n t e n t , and knowing when b e s t t o make t h e a s s ig n m e n t. 5 y U sing v i s u a l a i d s ."■-Includes te c h n iq u e i n e n r i c h i n g su b je c b m a t'ter th r o u g h th e use of b u l l e t i n b o a r d s , b l a c k b o a r d s , and v i s u a l a id s , su c h as p i c t u r e s , maps, g r a p h s , and c h a r t s * 6 . M o tiv a tin g p u p i l i n t e r e s t and r e s p o n s e .* * I n e lu d e s g e t t i n g ' a t t e n t i o n , m a in ta in in g i n t e r e s t , ’ and e n ­ c o u r a g in g a wide ra n g e o f p u p i l p a r t i c i p a t i o n i n l e a r n ­ in g a c t i v i t i e s , 7 . A d ap tin g to th e n e e d s , i n t e r e s t s , and a b i l i ­ t i e s o f p u p i l s . - - I n c l u d e s a d a p tin g m a t e r i a l s o f i n s t r u c ­ t i o n , m eth od s, t e c h n i q u e s , and p ro c e d u re s to th e i n t e r ­ e s t s , n e e d s , and a b i l i t i e s o f p u p i l s ; a c q u i r i n g an u n d e r ­ s t a n d i n g o f i n d i v i d u a l d i f f e r e n c e s , and a d j u s t i n g to t h e f a i l u r e o f some p u p i l s to make a n t i c i p a t e d grow th and p ro g ress. C. D i r e c t i n g S p e c i a l L e a rn in g A c t i v i t i e s 1 . T eaching c u r r e n t e v e n t s . — I n c lu d e s d e te r m in in g p o l i c y i n p ro c e d u re and g u id in g p u p i l s t o an u n d e r s ta n d ­ in g o f th e t o p i c s d is c u s s e d * 2 . H an d lin g d e m o n s tr a tio n s and e x p e r im e n ts . — I n e lu d e s p r o c e d u r e s and te c h n iq u e s ' i n managing m a t e r i a l s u se d i n d e m o n s tr a tio n s and e x p e rim e n ts , p r e s e n t i n g dem­ o n s t r a t i o n s , and d i r e c t i n g work o f p u p i l s . 3# C onducting d i r e c t e d s t u d y . — In c lu d e s p r o c e ­ d u re s and te c h n iq u e s u se d i n s u p e r v i s i n g s tu d y i n th e c la ssro o m and making work s h e e t s f o r d i r e c t e d s t u d y . 4. D i r e c t i n g re v ie w s and d r i l l s . — in c lu d e s p r o c e ­ d u re s and te c h n iq u e s i n h a n d lin g rev iew s and d r i l l s * B, D ev elo p in g D e s i r a b le E d u c a tio n a l H a b its and S k i l l s in P u p ils 1 , Im proving p u p ils * o r a l e x p r e s s io n a i d u se o f E n g lis h * — I n c lu d e s overcom ing poor h a b i t s i n p r o n u n c ia ­ t i o n , u se o f s l a n g , and g e t t i n g p u p i l s to speak d i s t i n c t ­ l y and c l e a r l y * 2, Developing; good s tu d y h a b i t s i n p u p i l s *— I n ­ c lu d e s d e v e lo p in g a se n se o f r e s p o n s i b i l i t y f o r making a d e q u a te o u t s i d e p r e p a r a t i o n , c o m p letin g homework, and g e t t i n g work i n on time*

117

d u a l i t y o f p u p i l s * w r i t t e n work and ap e l l i n g ; *—I n c lu d e s g e ttin g : p u p i l s to hand in ~ n e a t work and Im proving w r i t i n g and s p e l l i n g s k i l l s o f p u p i l s . 4* D ev e lo p in g p u p i l s 1 s k i l l i n t a k i n g n o t e s *— I n c lu d e s g e t t i n g p u p i l s t o t a k e c a r e f u l n o te s d u rin g th e c l a s s p e rio d * E* D i f f i c u l t i e s In v o lv e d i n E v a lu a tin g P u p i l A chieve­ m ent*— I n c lu d e s c o n s t r u c t i n g t e s t s , c o r r e c t i n g p a p e r s , d e te r m in in g m ark s, and a d h e rin g to p o l i c i e s i n marking* P* D i f f i c u l t i e s i n C lassroom Management 1* H an d lin g r o u t i n e d u t i e s i n th e c la s s ro o m *— I n e lu d e s a t t e n t i o n to d e t a i l s i n r o u t i n e p h a se s o f c l a s s ­ room management su ch as p a s s i n g o u t m a t e r i a l s , l e a r n i n g p u p ils * names, ch eck in g a t t e n d a n c e , i s s u i n g e x c u s e s , r e g u l a t i n g l i g h t , h e a t , and te m p e r a tu r e , a r r a n g in g f u r ­ n i t u r e , a d j u s t i n g to i n t e r r u p t i o n s , and check in g p a p e rs handed i n by p u p i l s . B u d g etin g tim e and c o n t r o l l i n g tem po*— In c lu d e s k e e p in g w it b l n 1 I m its of tim e s ch ed u led f o r v a r io u s a c t i v i t i e s and m a in ta in in g a l i v e l y tempo. 3* A ssyning a c o r r e c t te a c h i n g p o s i t i o n i n th e cla ssro o m * --X n c lu d e s b e in g i n a f a v o r a b l e p o s i t io n ~to M r e c t th e l e a r n i n g p r o c e s s and assum ing a t e a c h i n g p o s i t i o n b e s t a d a p te d to v a r io u s ty p e s o f l e a r n i n g a c tiv itie s * 4* A d ju s tin g to d e f i c i e n c i e s i n s c h o o l eq u ip m en t, h y s ic a l c o n d itio n s , a n d 'm a te r ia ls .--In c iu d e s la c k of e a d i l n g mat;©r I a l s , arran gem en t of sc h o o l eq uipm ent, s i a e o f c la s s ro o m , and a v a i l a b i l i t y of s p e c i a l rooms.

f

G* D i f f i c u l t i e s H e la tin g to P u p il C o n tro l and Guidance 1* H an dlin g prob lem s o f p u p i l c o n t r o l and d i s c i ­ p l i n e * — In e lu d e s e l I m E a t in g no i s e , d i s t u r b an c e s , co n fu ­ s i o n , w h is p e r in g , d i s o r d e r l y c o n d u c t, c h e a t i n g , and p u p i l a n i m o s i t i e s ; h a n d lin g r u d e , I n s o l e n t , and o v e r ly a g g r e s ­ s i v e p u p i l s ; g e t t i n g p u p i l c o o p e r a tio n , and d e te rm in in g p o l i c y i n d i s c i p l i n i n g p u p i l s and c o n t r o l l i n g p u p i l conduct* 2* D ev elo p in g r a p p o r t w ith p u p i l s . — I n c lu d e s b e in g a c c e p te d by p u p i l s and overeom lng a fe T t r e s e n tm e n t o f p u p i l s tow ard s t u d e n t te a c h e r s *

1 13

3* E n co u rag in g I n d i v i d u a l p u p i l a d j u s tm e n t, - - I n c l u d e s d e t e r m in la g to c b n '£q u e s " S f f p r o c e d u r e s "b e st a d a p te d to h e l p i n g m a la d j u s te d , emofcionally d i s t u r b e d , and p h y s i c a l l y d i s a b l e d p u p il® , 4# H an d lin g problem s in v o lv i n g ab sen ces and t a r d i e s , — I n c l u a e i a ' I s courag'ing'"t a r d i e s "and h e l p i n a b s e n te e s make up work*

r

5* D ev elo p in ': d e s i r a b l e p e r s o n a l t r a i t s i n p u p i l s ♦- - I n c l u d e s en c o u r ag/in^: " in i t f a t lv e , a e l f - d l r a c t i o n , r e s p o n s i b i l i t y , in d e p e n d e n c e , c o n v i c t i o n , p a t i e n c e , and se lf-c o n fid e n c e , H# D i f f i c u l t i e s In v o lv e d I n D i r e c t i n g E x t r a c u r r i c u ­ l a r A c t i v i t i e s # — I n c lu d e s g e n e r a l problem s i n o r g a n ! . z in g and d i r e c t i n g e x t r a c u r r i c u l a r o r g a n i z a t i o n s * 1# B i f f i e u l t i e s R e l a t i n g to P r o f e s s i o n a l Growth and Improvement* 1 , Making e f f e c t i v e o b s e r v a tio n s of te a c h i n g , — I n c lu d e s kn o W n ^ w fiaF lio lo o fc"T fo r "and how to spend tim e i n o b s e r v a t i o n s most ad v a n tag e o u sly # 2* Making optimum p r o f e s s i o n a l g ro w th , — In c lu d e s f a i l u r e . to"ma£e ' e x p e c te d g ro w th , 1h av in g enoig,h oppor­ t u n i t i e s t o t e a c h , and r e c o n c i l i n g s e l f to th e f a c t t h a t grow th i n te a c h i n g s k i l l s may bo slow and g ra d u a l* 3# Back of* o r f a i l u r e to d ev o te enough tim e t o r e a l i g e p o s s i b i T l t £a a " i n "s t u d erit ~t e a e h tn ;~ -In c T u ^ e s " in«fciT£€y or"iJ'^T u re' t o spenS^^ In s tu d e n t te a c h i n g a c t i v i t i e s and m a in ta in in g an a p p r o p r i a t e b a l ­ an ce betw een work as a s t u d e n t t e a c h e r and o th e r r e s p o n ­ s ib ilitie s . J# D i f f i c u l t i e s I n v o lv in g P a r e n t - 3 t u d e n t T ea ch er Hel a t io n s h ip s • — In c lu d e s problem s I n v o lv in g c o n t a c t s b e­ tween s t u d e n t t e a c h e r s and th e p a r e n t s o f p u p ils * K, D i f f i c u l t i e s I n v o lv in g S u p e r v is in g T e a c h e r - 3 tu d e n t T ea ch er H a l a t i o n s h i p s #— In c lu d e s i n a b i l i t y to ag ree w ith and f a i l u r e to a d j u s t to t h e demands o f s u p e r v i s i n g t e a c h e r s ; problem s of a n ta g o n iz in g s u p e r v i s i n g t e a c h e r s , and f a i l u r e to s©b c o n s t r u c t i v e c r i t i c i s m s . I n th e p r e s e n t I n v e s t i g a t i o n , a t o t a l o f 2 ,2 46 p ro b ­ lems and d i f f i c u l t i e s were r e p o r t e d by th e s t u d e n t t e a c h e r s

119 and t h e s u p e r v i s i n g te a c h e r s *

I t was fo un d t h a t e a c h p rob lem

o r d i f f i c u l t y c o u ld b e in c lu d e d i n one of th e p r e c e d in g c a t e g o r i e s w hich B a tc h e ld e r had e s t a b l i s h e d and so h i s l i s t o f c a t e g o r i e s was c o n s id e r e d adequate* The problem s o r d i f f i c u l t i e s w hich s t u d e n t t e a c h e r s i n t h i s s tu d y e n c o u n te r e d a r e l i s t e d i n d e s c e n d in g o r d e r o f f r e q u e n c y i n T ab le X III*

120

TABLE X I I I . NATURE AND SCOPE OP PROBLEMS AND DIFFICULTIES ENCOUNTERED BY STUDENT TEACHERS IN DESCENDING ORDER OP FREQUENCY

Problem s and d i f f i c u l t i e s

H a n d lin g prob lem s o f p u p i l c o n t r o l and d isc ip lin e P r e s e n t i n g t h e l e s s o n and g u id in g p u p i l d isc u ssio n A d a p tin g t o t h e n e e d s , i n t e r e s t s , and a b i l i t i e s of p u p ils P la n n in g and o r g a n i z i n g l e a r n i n g a c t i v i ­ t i e s , m a t e r i a l s , and p ro c e d u re s M o tiv a tin g p u p i l i n t e r e s t and re s p o n s e Hack o f p o i s e , s e l f - c o n f i d e n c e , a s s u r a n c e , and e m o tio n a l s t a b i l i t y Lack o f , o r f a i l u r e t o d ev o te enough tim e t o r e a l i z e p o s s i b i l i t i e s i n s t u d e n t te a c h i n g Lack o f command o v e r s u b j e c t m a t t e r Lack o f dynamic q u a l i t i e s i n p e r s o n a l i t y H a n d lin g r o u t i n e d u t i e s i n th e cla ssro o m B u d g e tin g tim e and c o n t r o l l i n g tempo Lack o f a d a p t a b i l i t y Q u e s tio n in g A d ju s ti n g t o d e f i c i e n c i e s i n s c h o o l eq u ipm en t, p h y s i c a l c o n d i t i o n s , and m a t e r i a l s D e v e lo p in g r a p p o r t w i t h p u p i l s Lack o f a b i l i t y o r w i l l i n g n e s s t o assume r e ­ s p o n s i b i l i t y to be o r i g i n a l , o r t o e x e r c i s e in itia tiv e E n c o u ra g in g i n d i v i d u a l p u p i l a d ju s tm e n t Lack o f e f f e c t i v e t e a c h i n g v o ic e Making as s ignm ents D e f i c i e n c i e s i n spoken E n g lis h Lack o f d e p e n d a b i l i t y o r r e l i a b i l i t y E v a l u a t i n g p u p i l achievem ent H a n d lin g b r o a d e r a s p e c t s o f t e a c h i n g te c h n iq u e Lack of c r i t i c a l - m i n d e d n e s s and p r o g r e s s i v e n e s s P re s e n c e o f p e r s o n a l id io s y n c r a s i e s and i n ­ e f f e c t u a l e x p r e s s io n s

Num­ ber

Per cent

286

12* 73

234

1 0 .4 2

180

8 .0 2

150 136

6 ,6 8 6*06

131

5 .8 3

96 90 74 74

4 .2 7 4 .0 1 3 .3 0 3.3 0

67 60 56

2 ,9 8 2 .6 7 2 .4 9

51 51

2.27 2 .2 7

47 46 45 43 40

2.0 9 2.0 5 2 .0 0 1 .9 2 1 ,7 8

34 32 30 29

1 .5 2 1 .4 2 1 .3 4 1 .2 9

22

0 .9 8

121 TABLE X I I I .

(C o n tin u ed )

Problem s and d i f f i c u l t i e s

Hum­ ber

Lack o f r e s e r v e and d i g n i t y Lack o f c o n v in c in g i n t e r e s t i n p u p i l s S u p e rv isin g te a c h e r-s tu d e n t te a c h e r r e l a t i o n ­ s h ip s Lack o f p r o f e s s i o n a l g e a l and i n t e r e s t C o n d u c tin g d i r e c t e d s tu d y

21 18

0 .9 4 0 .8 0

18 14 11

0 .8 0 0 .6 2 0.4 9

Making e f f e c t i v e o b s e r v a tio n s o f te a c h i n g H an d lin g problem s in v o lv i n g ab se n c e s and t a r d i e s Lack o f a b i l i t y o r w i l l i n g n e s s to c o o p e ra te w ith o th e rs D i r e c t i n g re v ie w s an d d r i l l s P h y sic a l d e f ic ie n c ie s

11 8

0.49 0 .3 S

6 6 5

0 .2 7 0 .2 7 0 .2 2

U sing v i s u a l a id s D e v e lo p in g d e s i r a b l e p e r s o n a l t r a i t s i n p u p ils Assuming a c o r r e c t te a c h in g p o s i t i o n i n th e c la s s ro o m Lack o f p l e a s i n g , a t t r a c t i v e app earan ce F a i l u r e t o meet p r o f e s s i o n a l s ta n d a r d s i n w ritin g or s p e llin g

5 5

0 .2 2 0 .2 2

4 3

0 .1 8 0 .1 3

2

0 .0 9

T e a c h in g c u r r e n t e v e n ts H a n d lin g d e m o n s tr a tio n s and e x p e rim en ts Making optimum p r o f e s s i o n a l grow th P a re n t-s tu d e n t te a c h e r re la tio n s h ip s

2 1 1 1

0 .0 9 0 .0 4 0 .0 4 0 .0 4

2246

10 0.00

TOTAL

Per cent

122 T a b le X III I n c lu d e s a l l of th e problems and d i f f i ­ c u l t i e s w hich w ere r e p o r t e d by b o th t h e s u p e r v i s i n g t e a c h e r s and t h e s t u d e n t t e a c h e r s .

T h is t a b l e shows t h a t th e problem

o r d i f f i c u l t y which was m entio n ed most f r e q u e n t l y was "Hand­ l i n g problem s o f p u p i l c o n t r o l and d i s c i p l i n e . "

This p ro b ­

lem o r d i f f i c u l t y r e p r e s e n t e d 1 2 .7 3 p e r cent o f th e 2*246 problem s o r d i f f i c u l t i e s r e p o r t e d . The problem o r d i f f i c u l t y w hich was i n secon d p l a c e was "H an d lin g th e b r o a d e r a s p e c t s o f t e a c h i n g t e c h n i q u e ." T h is erne r e p r e s e n t e d 10*42 p e r c e n t o f a l l th e problem s and d i f f i c u l t i e s r e p o r te d * In t h i r d p la c e * w ith 8*02 p e r c e n t , was th e problem o r d i f f i c u l t y o f "A dapting to t h e n e e d s , I n t e r e s t s , and a b i l i t i e s of p u p ils ." Two problem s o r d i f f i c u l t i e s x " D i f f i c u l t i e s in v o lv e d i n p la n n in g and o r g a n iz in g l e a r n i n g a c t i v i t i e s " and "M otiva­ t i n g p u p i l r e s p o n s e " each r e p r e s e n t e d a l i t t l e o v e r s i x p e r c e n t o f t h e t o t a l 2 ,24 6 problem s o r d i f f i c u l t i e s . "Lack o f p o i s e , s e l f - c o n f i d e n c e , a s s u r a n c e , and emo­ t i o n a l s t a b i l i t y " was a p ro blem u&iich r e p r e s e n t e d 5*83 p e r c e n t o f a l l th e 2,246 problem s r e p o r t e d . N e a rly f i f t y p e r c e n t o f t h e 2,246 problem s and d i f f i ­ c u l t i e s f e l l w i t h i n s i x c a t e g o r i e s : (1) H andling problem s o f p u p i l c o n t r o l and d i s c i p l i n e ;

(2) P r e s e n t i n g th e l e s s o n and

g u id in g p u p i l d i s c u s s i o n ; (3) A d ap tin g to th e n e e d s , i n t e r e s t s , and a b i l i t i e s o f p u p i l s ; (4 ) P la n n in g a id o r g a n iz in g l e a r n i n g a c t i v i t i e s , m a t e r i a l s , and p r o c e d u r e s ; (5) M o tiv a tin g p u p i l

1 23

i n t e r e s t and r e s p o n s e ; and (6 ) Lack o f p o i s e , s e l f - c o n f i ­ d e n c e , a s s u r a n c e , and em o tio n a l s t a b i l i t y #

The f i r s t f i v e o f

t h e s e c a t e g o r i e s I n c lu d e d 43*91 p e r c e n t o f th e problem s and d i f f i c u l t i e s and t h e s e were i n s t r u c t i o n a l i n n a t u r e .

The

s i x t h c a t e g o r y , "Lack o f p o i s e , s e l f - c o n f i d e n c e , a s s u r a n c e , and e m o tio n a l e t a D i l i b y , " in c lu d e d 5 .8 5 p e r c e n t o f a l l th e problem s and d i f f i c u l t i e s ; t h i s d i f f i c u l t y d e a l t w ith th e p e r s o n a l c h a r a c t e r i s t i c s o f th e s t u d e n t t e a c h e r s .

The r e ­

m a in in g f i f t y p e r c e n t of th e problem s and d i f f i c u l t i e s were w e ll d i s t r i b u t e d th r o u g h o u t th e re m a in in g c a t e g o r i e s . Ho problem s o r d i f f i c u l t i e s were r e p o r t e d in t h a t group o f c a t e g o r i e s s t a t e d a s : "D eveloping d e s i r a b l e educa­ t i o n a l h a b i t s and s k i l l s in. p u p i l s '1and n e i t h e r were any problem s o r d i f f i c u l t i e s r e p o r t e d i n th e c a te g o r y : " D i f f i ­ c u l t i e s in v o lv e d i n d i r e c t i n g e x t r a c u r r i c u l a r a c t i v i t i e s . " T hese c a t e g o r i e s wore o m itte d from th e t a b l e . In t h i s I n v e s t i g a t i o n an a tte m p t was made to d e t e r ­ mine w h eth e r o r n o t t h e r e was any change i n t h e n a t u r e and sc o p e o f th e problem s and d i f f i c u l t i e s e n c o u n te re d by s t u d e n t t e a c h e r s d u r in g th e t h r e e p h a se s o f s t u d e n t t e a c h i n g — e a r l y , m id d le , and l a t e *

T ab le XI? shows t h e n a t u r e and scope o f

t h e problem s and d i f f i c u l t i e s en c o u n te re d by s t u d e n t t e a c h e r s d u r in g t h e thro© p h a s e s o f s t u d e n t t e a c h i n g .

T his t a b l e

In c lu d e s a l l th e problem s and d i f f i c u l t i e a r e p o r t e d oy b o th th e s u p e r v i s i n g t e a c h e r s and t h e s t u d e n t t e a c h e r s .

124 TABLE XXV. NATURE MM) SCOPE OF'PROBLEMS AND DIFFICULTIES ENCOUNTERED BY STUDENT TEACHERS DURING EARLY* MIDDLE* AND LATE PHASES OF STUDENT TEACHING

L&t e

M id d le

E a rly «■ P r o b le m s a n d d i f f i c u l t i e s Per c e n t

Num ber

Per cent

N um ber

Per cent

7

0 ,7 8

12

1*52

10

1*7$"

4 18

0*45 2 ,0 2

0 2

0 .0 0 0*25

2 14

0* 3 8 : 2*49

11 4

1 ,2 3 0 ,4 5

10 3

1 ,2 7 ' 0*3 7

26 7

4*63 . ' 1*25

P h y s ic a l d e f i c ie n c ie s D e f ic ie n c ie s in sp o k en E n g lis h L a c k o f command o v e r s u b j e c t m a t t e r F a ilu r e to m eet p r o f e s s io n a l s ta n d a rd s i n w r itin g o r s p e llin g L ack o f e f f e c t i v e te a c h in g v o ic e

0 11 40

0 ,0 0 1 ,2 3 4,47

3 16. 29

0 .3 7 2 ,0 3 ' 3* 6 7

8 13 21

0*38 2*31 3 .7 4

1 27

0 ,1 1 3 ,0 2

0 9

0 .0 0 1*14

1 9

0*18 1*60

L ack o f a d a p t a b i l i t y L ack o f p le a s in g * a t t r a c t i v e a p p e a ra n c e L a c k o f d y n a m ic q u a l i t i e s i n p e r s o n a l i t y L ack o f c o n v in c in g I n t e r e s t i n p u p ils P re s e n c e o f p e r s o n a l id i o s y n c r a s ie s and i n e f f e c t u a l e x p re s s io n s

30 1 18 5

3 ,3 5 0 ,1 1 2 ,0 2 0*56

18 .■ 1 " 29 7

9

1 ,0 1

9.

76 8

6*50 0 ,8 9

' 39 ■

64 11 89

7*18 1 .2 3 9*95

44 10 90

19 15 0 4$

2*13 1*68 0*00 4*81

24 20 0 57

77

8 .6 1

68

N um ber

Lack o f c r itie a l- m in d e d n e s s and p r o g re s s iv e n e s s L ack o f a b i l i t y o r w i l l i n g n e s s to c o o p e r a te w ith o th e rs L ack o f d e p e n d a b ility o r r e l i a b i l i t y L a c k o f a b i l i t y o r w i l l i n g n e s s t o a ssu m e r e s p o n s i ­ b i l i t y * to b e o r ig in a l* o r to e x e r c is e i n i t i a t i v e L ack o f p r o f e s s i o n a l z e a l and i n t e r e s t

L a c k o f p o i s e * s e l f ^ c o n f i d e n c e * a s s u r a n c e , an d e m o tio n a l s t a b i l i t y L ack o f r e s e r v e and d i g n i t y P la n n in g and o r g a n iz in g l e a r n i n g a c t i v i t i e s , m a te r ia ls , and p ro c e d u re s H a n d lin g b r o a d e r a s p e c t s o f t e a c h i n g t e c h n i q u e P r e s e n tin g th e l e s s o n and g u id in g p u p il d is e u s s io n Q u e s tio n in g M ak in g a s s i g n m e n t s U s in g v i s u a l a i d s M o tiv a tin g p u p il i n t e r e s t and re s p o n s e A d a p tin g t o t h e n e e d s , i n t e r e s t s , a n d a b i l i t i e s o f p u p ils

"

2..2S-' 0*15 3*6 7 • 0*80

.

. .7 . ,.

-

1

1

2* 13 0 .1 8 4* BO 1*07,

12 1 27 6

L '1 * 1 4

4

4*94 0*80

16 : -.,6

0 .7 1 1 2* S 3 1 .0 7 7 ,4 7 * . 1*80' 9*7$ ;

'5 * 5 7 1*07: "11* 39 '

42 9 ' 55 '

■3 . 0 4 2*53

13 8

7*22

36

2 ,3 1 1 .4 2 0 ,8 0 6 , 40

8 .3 6

37

■6*58

§■

' "

'

SABLE XIV.

(Continued)

L a te

M id d le

E a rly P r ob 1 ems a n d d i f f i c u l t i@s H um ber

P er c e n t

Hum ber

Per cent

H um ber

Per cen t

T e a c h in g c u r r a n t e v e n t s H a n d lin g d e m o n s tr a tio n s and e x p e rim e n ts C o n d u c tin g d i r e c t e d s t u d y D ir a c tin g re v ie w s and d r i l l s E v a lu a tin g p u p i l a c h ie v e m e n t

2 1 7 2 14

0*23 0*11 0*78 0 ,2 2 1 ,5 7

6 0 3 2 7

0*00 0*00 0*37 ' 0 .2 5 0*89

0 0 1 2 11

0 ,0 0 0*00 0*18, 0*30 1*98

H a n d lin g r o u t i n e d u t i e s i n t h e c l a s s r o o m B u d g e t i n g t i m e a n d c o n t r o l l i n g tem po A ssu m in g a c o r r e c t t e a c h i n g p o s i t i o n i n t h e c la s s ro o m A d j u s t i n g t o d e f i c i e n c i e s i n s c h o o l e q u ip m e n t* p h y s ic a l c o n d i t i o n s , and m a t e r i a l s H a n d l i n g p r o b le m s o f p u p i l c o n t r o l a n d d i s c i p l i n e

49 30

5*48 3*35

24 21

•3*04 2 .6 8

1 18

0*18 ■ 2*85

1

0*11

1

0*13

2.

1.6 85

2 ,0 2 9 ,5 0

28 110

'5*54

5

1 3 ,9 3

91

D e v e lo p in g r a p p o r t w i t h p u p i l s E n c o u ra g in g i n d i v i d u a l p u p i l a d ju s tm e n t H a n d lin g p r o b le m s i n v o l v i n g a b s e n c e s an d t a r d i e s D e v e lo p in g d e s i r a b l e p e r s o n a l t r a i t s i n p u p i l s M ak in g e f f e c t i v e o b s e r v a t i o n s o f t e a c h i n g

20 9 1 2 9

2*24 1*01 0*11 0*23 1*01

15 17 •2 B 2

1

0*11

45 1 9

§14

M ak in g o p tim u m p r o f e s s i o n a l g r o w th L a c k o f , : ; n r l f a i l u r e t o d e v o te e n o u g h t i m e t o r e a l i s e p o s s i b i l i t i e s in s tu d e n t te a c h in g P a r e n tis tu d e n t te a c h e r r e l a t i o n s h i p s • S u p e r v i s i n g t e a c h e r ^ s tu d e n t t e a c h e r r e l a t i o n s h i p s TOTAL

0 ,3 6 •0*89 : ■■ 1 6 .1 8 ■

jM®""

0*25

16 20 5 1 0

©

0 ,0 0

.0

0 ,0 0

5*03 0*11 1 ,0 1

45 0 .8

5*44 0*00 ■1 , 0 1

•88' 0 1

■1*42 0*00; O'#i s

100*00

'79©

1*90 2 ,1 5 ' 0*25 0 ,2 5

v

100*00

86 2

3* 8 6 0*.89. ■0 , 1 8 0 ,0 0

1

.

126 I t can b e se e n i n T a b le XIV t h a t 894 problem s and d i f f i c u l t i e s were r e p o r t e d d u r in g th e e a r l y ph ase o f s t u d e n t t e a c h i n g b y th e s t u d e n t te a c h e r s and t h e s u p e r v i s i n g t e a c h ­ e r s ; 790 problem s and d i f f i c u l t i e s were r e p o r t e d d u r in g t h e m id d le p h a s e ; and 562 problem s and d i f f i c u l t i e s were r e p o r t ­ ed d u r in g th e l a t e p hase o f s tu d e n t te a c h in g * In th e e a r l y p h ase o f s t u d e n t te a c h i n g th e problem o r d i f f i c u l t y w hich was r e p o r t e d th e most f r e q u e n t l y was ^ P r e s e n t i n g t h e l e s s o n and g u id in g p u p i l d i s c u s s i o n * ”

T h is

same p ro blem o r d i f f i c u l t y was I n second h i g h e s t p la c e o f a l l t h e problem s and d i f f i c u l t i e s r e p o r t e d i n th e m id dle and l a t e p h ases of s tu d e n t te a c h in g *

I n th e e a r l y p h a s e , t h i s

prob lem was 9*95 p e r c e n t o f a l l th e problem s and d i f f i c u l ­ t i e s r e p o r t e d i n t h a t p h a se ; i n t h e m iddle phase i t was 1 1 .3 9 p e r c e n t o f a l l th e problem s and d i f f i c u l t i e s ; and i n th e l a t e p hase i t was 9*78 p e r c e n t o f t h e problem s o r d i f f i c u l ­ t i e s r e p o r t e d f o r t h a t phase# wH an d lin g problem s o f p u p i l c o n t r o l and d i s c i p l i n e ” was i n second p la c e d u r in g th e e a r l y phase o f s t u d e n t t e a c h ­ ing*

T h is problem or d i f f i c u l t y made up 9 .5 0 p e r c e n t o f a l l

th e problem s o r d i f f i c u l t i e s r e p o r t e d f o r t h i s p h a s e . T his same prob lem was i n f i r s t p l a c e d u rin g th e m iddle and l a t e p h a se s o f s tu d e n t t e a c h i n g .

I n th e m iddle p hase i t made up

13*93 p e r c e n t o f a l l t h e problem s o r d i f f i c u l t i e s r e p o r t e d ; i n t h e l a t e p h a se i t was 1 6 .1 8 p e r c e n t o f a l l th e problem s or d i f f i c u l t i e s re p o rte d .

1 27

D u rin g t h e e a r l y p h ase and m id dle p h a s e , th e problem t h a t was I n t h i r d p la c e a c c o rd in g to t h e number o f problem s and d i f f i c u l t i e s r e p o r t e d f o r t h a t p hase was ”A d aptin g to t h e n eeds, i n t e r e s t s , and a b i l i t i e s o f p u p i l s . ”

I n th e e a r l y

p h a s e , 8*61 p e r c e n t o f th e problem s o r d i f f i c u l t i e s were co n c ern ed w ith t h i s s p e c i f i c p ro b lem .

In t h e m iddle p h a s e ,

8*36 p e r c e n t o f th e problem s o r d i f f i c u l t i e s d e a l t w ith t h i s problem*

T h is d i f f i c u l t y was i n f o u r t h p la c e d u r in g th e l a t e

phase o f stu d e n t te a c h in g .

D u rin g t h i s p h a s e , 6*58 p e r c e n t

o f t h e problem s and d i f f i c u l t i e s d e a l t w ith t h i s same problem o f a d a p tin g t o p u p i l s » i n t e r e s t , a b i l i t i e s , and needs* I n t h e e a r l y p h ase o f s t u d e n t t e a c h i n g , 8 .5 0 p e r c e n t o f th e problem s were co n cern ed w ith nLack of p o i s e , s e l f - c o n ­ f i d e n c e , a s s u r a n c e , and em o tio n a l s t a b i l i t y . ”

D uring th e

m id d le p h ase o f s t u d e n t te a c h i n g t h i s problem dropped to s e v e n th p l a c e ; i t made up 4*94 p e r c e n t o f t h e problems and d i f f i c u l t i e s r e p o r t e d d u rin g t h i s p h a s e .

D uring t h e l a t e

p h a s e of s t u d e n t t e a c h i n g i t was f a r down t h e l i s t .

At t h i s

tim e I t made up o n ly 2*85 p e r c e n t o f th e problem s and d i f f i ­ c u ltie s re p o rte d . ttD i f f i c u l t i e s in v o lv e d i n p la n n in g and o r g a n iz in g l e a r n i n g a c t i v i t i e s ” were 7 ,4 7 p e r c e n t o f a l l th e problem s o r d i f f i c u l t i e s r e p o r t e d d u r in g th e l a t e phase of s tu d e n t te a c h in g .

D uring th e e a r l y phase o f s tu d e n t t e a c h i n g t h e s e

problem s o r d i f f i c u l t i e s were 7*16 p e r c e n t o f a l l th o s e r e p o r t e d ; and d u r in g th e m iddle p h ase th e y were 5.57 p e r c e n t of a l l th e problem s and d i f f i c u l t i e s r e p o r t e d f o r t h a t p h a s e .

128

D u rin g th e m iddle p hase o f s t u d e n t te a c h in g M o t i v a t ­ i n g p u p i l I n t e r e s t and r e s p o n s e ” composed 7*22 p e r c e n t o f th e problem s and d i f f i c u l t i e s r e p o r t e d f o r t h i s p h a s e .

T his

same pro b lem or d i f f i c u l t y made up 6 ,4 0 p e r c e n t o f th e p ro b ­ lems and d i f f i c u l t i e s of t h e l a t e phase and 4 .8 1 p e r c e n t of th e problem s and d i f f i c u l t i e s o f th e e a r l y phase of s t u d e n t te a c h in g # T hese s i x problem s o r d i f f i c u l t i e s : ( l ) P r e s e n ti n g th e l e s s o n and g u id in g p u p i l d i s c u s s i o n ; (2) H andling p ro b ­ lems o f p u p i l c o n t r o l and d i s c i p l i n e ;

(3) A dapting t o t h e

n e e d s , i n t e r e s t s , and a b i l i t i e s o f p u p i l s ; (4) P la n n in g and o r g a n i z i n g l e a r n i n g a c t i v i t i e s , m a t e r i a l s , and p r o c e d u r e s ; (5 ) Lack o f p o i s e , s e l f - c o n f i d e n c e , a s s u r a n c e , a id em o tio n al s t a b i l i t y ; and ( 6 ) M o tiv a tin g p u p i l i n t e r e s t and re s p o n s e ; made up a b o u t f i f t y p e r c e n t o f a l l th e problems and d i f f i ­ c u l t i e s r e p o r t e d f o r each p e r i o d .

The o t h e r f i f t y p e r c e n t

were w e ll d i s t r i b u t e d th ro u g h o u t th e re m a in in g c a t e g o r i e s . I n t h i s I n v e s t i g a t i o n an a tte m p t was made t o d e term in e w h e th e r o r not t h e r e were any s p e c i f i c problem s or d i f f i c u l ­ t i e s t h a t were p e c u l i a r to each o f t h e e le v e n i n s t r u c t i o n a l areas.

T ab le XV shows th o s e problems and d i f f i c u l t i e s Ttiich

were r e p o r t e d by t h e s tu d e n t t e a c h e r s and s u p e r v is in g t e a c h ­ e r s I n t h e e le v e n i n s t r u c t i o n a l a r e a s .

129 5?ABLE x ¥ ,

COMPARISON BY AREAS 03? THE PROBLEMS AMD D IFFIC U LTIE S EaCOUHTEIiED BY STUDENT TEA CHEES

F In e A]' t s

P r o b le m s a a d d i f f i c u l t i e s

Hum­ ber ° t c u b ic a l- m in d e d n e s s and p r o g r e s s iv e n e s s L ack o f a b i l i t y o r w illin g n e s s to c o o p e ra te w ith o th e rs L a ck o f d e p e n d a b i l i t y o r r e l i a b i l i t y b a c k o f a b i l i t y o r w ill in g n e s s to assum e r e s p o n s i ­ b i l i t y , to be o r ig i n a l, o r to e x e rc is e i n i t i a t i v e L ack o f p r o f e s s i o n a l z e a l and i n t e r e s t P h y sic a l d e f ic ie n c ie s D e fic ie n c ie s in sp o k en E n g lis h L a ck o f command o v e r s u b j e c t m a t t e r F a il u r e to m e et p r o f e s s io n a l s ta n d a r d s o r s p e llin g L ack o f e f f e c t i v e te a c h in g v o ic e

in w r itin g

Lack o f a d a p t a b i l i t y nack o f p le a s in g , a t t r a c t i v e a p p e a ra n c e L a c k o f d y n a m ic q u a l i t i e s I n p e r s o n a l i t y L ack o f c o n v in c in g i n t e r e s t I n p u p ils P re s e n c e o f p e r s o n a l i d i o s y n c r a s ie s and I n e f f e c t u a l e x p re s s io n s L a c k o f p o i s e , s e l f - c o n f i d e n c e , a s s u r a n c e , and e m o tio n a l s t a b i l i t y L ack o f r e s e r v e and d ig n i ty P la n n in g and o r g a n iz in g le a r n in g a c t i v i t i e s , m a te r ia ls , and p ro c e d u re s H a n d li n g b r o a d e r a s p e c t s o f t e a c h i n g t e c h n i q u e P r e s e n tin g th e le s s o n and g u id in g p u p il d is c u s s io n Q u e s tio n in g M ak in g a s s i g n m e n t s U s in g v i s u a l a i d s M o tiv a tin g p u p i l i n t e r e s t and r e s p o n s e A d a p ti n g t o t h e n e e d s , i n t e r e s t s , a n d a b i l i t i e s o f p u p ils

1

Per cent 0 .8 5

B u s in e s s E d u c a tio n

L ang u ag e A rts

F o re ig n ■ua n g u a g e

Home E c o n o m ie s

P h y sic a l E d u c a tio n Men

P h y sic a l E d u c a ti o n Women

M athe m a t i e s

Hum­ ber

Hum­ ber

Hum­ ber

Num­ ber

Hum­ ber

Num­ ber

Per cent

Num­ ber

Per cent

4 . OS

2

1 ,0 6

1

1 ,5 2

1

0 .5 6

8

1 ,7 0

0 ,0 0 0 .5 3

0 0

0 .0 0 0 .0 0

2 0

1 .1 4 0 .0 0

0 7

0 .0 0 1«49

3

Per cent 1 .2 4

5

P er cent 1 .1 7

2

Per cent 1 .9 1

1

P er cent 1 • 59

2

Per cent 0 ,6 5

3

S c ie n c e

Hus i c

Num­ ber

Per cent

Num­ ber

P er cent

S o c ia l S tu d ie s

Num­ ber

Per cent

1 0

0 .8 6 0 .0 0

O 3

0 .0 0 1 .2 4

3 5

0 .6 9 1 .1 7

0 0

0 .0 0 0 .0 0

0 0

0 ,0 0 0 .0 0

0 16

0 .0 0 5 ,2 3

0 2

0 .0 0 2 ,7 0

0 1

0 0

0 .0 0 0 .0 0

4 0

1 .6 5 0 ,0 0

9 2

2 .1 0 0 ,4 7

0 1

0 .0 0 0 .9 5

1 0

1 .3 9 0 .0 0

12 0

3 .9 2 0 .0 0

1 2

1 .3 5 2 .7 0

3 0

1 .5 9 0 ,0 0

2 2

3 .0 3 3 .0 3

2 1

1 .1 4 0 .5 6

13 6

2 .7 7 1 .2 8

0 1 1

0 .0 0 0 .8 6 0 .8 5

0 8 7

0 .0 0 3 .3 1 2 .8 9

3 1 18

0 .6 9 0 .2 5 4 .2 0

0 1 9

0 ,0 0 0 .9 5 8 .5 8

0 0 3

0 .0 0 0 .0 0 4 ,1 7

0 4 , 11

0 .0 0 1 .3 1 3 .6 0

0 2 3

0 .0 0 2 ,7 0 4 .0 6

1 9 3

0 ,5 3 4 .7 6 1 .5 9

0 2 3

0 .0 0 3 .0 3 4 .5 4

0 4 £>

0 .0 0 2 . 26 2 .8 3

1 8 27

0 .2 1 1 .7 0 5 .7 4

0 5

0 .0 0 4x 5 1

0 11

0 .0 0 4 .5 5

0 6

0 .0 0 1 .4 0

0 1

0 .0 0 0 .9 5

0 1

0 .0 0 1 .3 9

0 8

0 ,0 0 2 .6 1

0 0

0 .0 0 0 .0 0

0 5

0 .0 0 2 .6 4

0 0

0 ,0 0 0 .0 0

i i

0 .5 6 0 . 56

1 7

0 .2 1 1 .4 9

0 0 9 1

0 .0 0 0 .0 0 7 .7 6 0 .8 6

13 1 17 2

5 .3 7 0 .4 1 7 .0 2 0 .8 3

10 0 4 3

2 .3 3 0 .0 0 0 ,9 3 0 .6 9

1 0 5 2

0 .9 5 0 .0 0 4 ,7 6 1 .9 1

2 0 3 0

2 .7 8 0 .0 0 4 .1 7 0 .0 0

7 1 7 1

2 .2 9 0 ,3 3 2 « 29 0 .5 3

3 0 1 1

4 .0 6 0 .0 0 1 .3 5 1 .3 5

5 0 10 3

2 ,6 4 O.OQ 5 .2 9 1 ,5 9

4 1 2 0

6 .0 6 1 .5 2 3 .0 3 0 .0 0

i 0 7 0

0 ,5 6 o .o o 3 .9 6 0 .0 0

14 0 9 5

2 .9 8 0 .0 0 1 .9 2 1 .0 6

1

0 .8 6

5

2 .0 7

2

0 ,4 7

0

0 .0 0

0

0 .0 0

3

0 .9 8

0

0 .0 0

3

1 ,5 9

1

1 .5 2

5

2 ,8 3

2

0 .4 3

14 5

1 2 .0 7 4 .3 1

28 1

1 1 .5 7 0 .4 1

24 2

5 ,6 0 0 ,4 7

10 0

9*52 0 ,0 0

10 0

1 3 ,8 8 0 .0 0

13 2

4 ,2 6 0 .6 5

1 3

1 ,3 5 4 .0 6

6 5

3 .1 7 2 .8 4

5 3

7 .5 8 4 ,5 4

1 0

0 .5 6 / 0 ,0 0

19 0

4 .0 4 0 .0 0

3 0 6

2 .5 9 0 .0 0 5 .1 7

17 1 26

7 .0 2 0 .4 1 1 0 .7 5

31 8 40

7 .2 3 1 .8 6 9 ,3 2

8 1 14

7 ,6 2 0 .9 5 1 3 .3 3

5 0 10

6 ,9 4 0 .0 0 1 3 .8 8

25 2 14

8 ,1 7 0 .6 5 4 ,5 7

8 1 3

1 0 .8 1 1 .3 5 4 .0 6

8 2 31

4 ,2 3 1 .0 6 1 6 .4 0

1 0 5

1 ,5 2 0 ,0 0 7 .5 8

11 1 27

6 .2 1 0 .5 6 1 5 .2 5

33 14 58

7 .0 2 2 .9 8 1 8 .3 4

0 0 0 15

0 .0 0 0 .0 0 0 .0 0 1 2 .9 3

4 4 1 9

1 .6 5 1 .6 5 0 .4 1 3 .7 2

12 15 2 35

2 .8 0 3 .5 0 0 .4 7 8 ,1 6

2 1 0 4

1 .9 1 0 .9 5 ■0,00 3 .8 1

3 5 0 3

4 ,1 7 6 ,9 4 OiOO 4 .1 7

4 0 0 3

1 .3 1 0 .0 0 0 .0 0 0 ,9 8

0 0 0 3

0 .0 0 0 .0 0 0 .0 0 4 .0 6

1 0 1 1 17

0 .5 3 0 .0 0 0 .5 3 8 .9 9

0 1 0 3

0 ,0 0 1 .5 2 0 .0 0 4 .5 4

11 5 1 10

6 .2 1 2 ,8 3 0 .5 6 5 .6 5

19 *12 0 34

4 .0 4 2 .5 6 0 .0 0 7 .2 3

10

8 .6 2

15

6 .2 0

40

9 .3 2

7

6 .6 7

7

9 ,7 2

12

3 .9 2

4

5 .4 0

20

1 0 .5 8

8

1 2 .1 2

16

9 .0 4

41

8 .7 2

130 TABLE XV.

( C o n ti n u e d ) , ,

.....- 7—- 3,

Areas P ro b le m

P in e A rts

and d i f f i c u l t i e s

Hum­ ber

Per cent

B u s in e s s E d u c a ti o n

Hum­ ber

Per cent

L ang u a g e A rts

F o re ig n L anguage

Hum­ ber

Hum­ ber

.P e r cent

Per cent

Horae E c o n o m ic s

P h y sic a l E d u c a tio n Men

Hum­ ber

Hum­ ber

P er cent

;

P h y s i c aL E d u c a tio n Women

Per cent

Hum­ ber

Per cent

M a th e m a t ic s

Hum­ ber

P er cent

S c ie n c e

■ M u s ic

Hum­ ber

So® i a l S tu d ie s

Hum­ ber

Per cent

Per cent

Num­ ber

Per eent

0 ,0 0 0 .0 0 0 .0 0 0 ,0 0 0*00

0 0 0 0 10

0 ,0 0 0 ,0 0 0 ,0 0 0 ,0 0 5 .6 5

2 0 4 1 8

0 .4 3 0 ,0 0 0 ,8 5 0 ,2 1 1 .7 0

T e a c h in g c u r r e n t e v e n t s H a n d li n g d e m o n s t r a t i o n s a n d e x p e r i m e n t s C o n d u c tin g d i r e c t e d s t u d y D ir e c tin g re v ie w s and d r i l l s E v a l u a t i n g p u p i l a c h ie v e m e n t

0 0 0 0 0

0 .0 0 0 .0 0 0 ,0 0 0 ,0 0 0 ,0 0

0 0 2 4 2

0 .0 0 0 ,0 0 0 ,8 3 1 ,6 5 0 ,8 3

0 0 1 1 1

0 ,0 0 0 .0 0 0 ,2 3 0 ,2 3 0 ,2 3

0 0 1 0 3

0 ,0 0 0 .0 0 0 .9 5 0 .0 0 2 .8 6

0 0 0 0 2

0 ,0 0 0 .0 0 0 .0 0 0 ,0 0 2 .7 8

0 1 0 0 3

0 ,0 0 0 .3 3 0 .0 0 0 ,0 0 0 .9 8

0 0 0 0 1

0 .0 0 0 ,0 0 0 .0 0 0 ,0 0 1 .3 5

0 0 3 0 2

0 ,0 0 0 ,0 0 1*59 0 ,0 0 1 ,0 6

0 0 0 0

H a n d li n g r o u t i n e d u t i e s I n t h e c l a s s r o o m B u d g e t in g t i m e a n d c o n t r o l l i n g tem po A ssu m in g a c o r r e c t t e a c h i n g p o s i t i o n i n t h e c la s sro e m A d ju s tin g to d e f i c i e n c i e s i n s c h o o l e q u ip m e n t, .p h y s ic a l c o n d itio n s , and m a te r ia ls H a n d li n g p r o b le m s o f p u p i l c o n t r o l and. d i s c i p l i n e

8 2

6 ,9 0 1 .7 3

7 2

2 .8 9 0 .8 3

5 18

1 .1 7 4 .2 0

1 7

0 ,9 5 6 ,6 7

1 3

1 .3 9 4 ,1 7

36 9

1 1 .7 6 2 ,9 4

11 1

1 4 ,8 6 1 ,3 5

0 3

0 ,0 0 1 .5 3

0

0 ,0 0 6*06

8 9

1.14

4

5*09

3 9

0 .6 4 1 ,9 2

o

0 ,0 0

0

0 ,0 0

■ 1

0 ,2 3

1

0 .9 5

0

0 .0 0

1

0*33

0

0 ,0 0

0

0 ,0 0

0

0 ,0 0

1

0 ,5 6

0

0 ,0 0

fi

5 .1 7 11*21

0 17

0 ,0 0 7 ,0 2

. i;

0 ,2 3 1 7 ,2 5

0 9

0 ,0 0 8 ,5 8

0 4

0 .0 0 5 .5 5

24 52

7 .8 4 2 0 .2 5

6 7

8 ,1 1 9 ,4 6

1 32

1

15

1 6 ,9 3

11

1 ,5 2 1 6 .6 5

3 ’12

1 .7 0 6*78

9 45

1 .9 2 9*57

D e v e l o p in g r a p p o r t w i t h p u p i l s E n c o u r a g in g i n d i v i d u a l p u p i l a d j u s t m e n t H a n d li n g p r o b le m s i n v o l v i n g a b s e n c e s a n d t a r d i e s D e v e l o p in g d e s i r a b l e p e r s o n a l t r a i t s i n p u p i l s M a k in g e f f e c t i v e o b s e r v a t i o n s o f t e a c h i n g

5 3 0 1 0

4 .3 1 S . 69 0 .0 0 0.S 6 , 0 ,0 0

5 6 5 0 0

2 ,0 7 2 .4 8 2 .0 7 0 ,0 0 0 .0 0

3 ,0 3

3 0 0 1 0

0 .9 5 0 ,0 0 0 ,0 0 0 ,9 5 0 ,0 0

2 -2 0 0 0

2 ,7 8 2 .7 8 0 .0 0 0 ,0 0 0 ,0 0

3 -3 0 0 • 3

0 .9 8 0*98 0 ,0 0 0*00 0*98

1 1 0 0 0

1 ,3 5 1 ,3 5 0 .0 0 0 .0 0 0 ,0 0

4 2 1 2

2.12

0 3

0

0 1

■ 0 .0 0 4 .5 4 0 ,0 0 0 .0 0 1 ,5 2

7 & 1 1 0

3 .9 6 4 .5 2 0 ,5 6 0 .5 6 0 ,0 0

10

1 ,0 8 0 ,5 3 1 .0 8 0 ,0 0

10 1 0 5

2 .1 3 2 ,1 3 0 ,2 1 0 .0 0 1 ,0 8

M ak in g o p tim u m p r o f e s s i o n a l g r o w th L a ck o f , o r f a i l u r e t o d e v o t e e n o u g h t i m e t o r e a l i z e p o s s i b i l i t i e s i n s tu d e n t te a c h in g P a re n t-s tu d e n t te a c h e r re la tio n s h ip s S u p e r v is in g te a c h e r - s tu d e n t te a c h e r r e l a ti o n s h i p s

0

0 .0 0

0

0 ,0 0

0

0 ,0 0

0

0 ,0 0

0

0 ,0 0

1

0*33

0

0*00

0

0 ,0 0

0

0 ,0 0

0

0 ,0 0

0

0 ,0 0

5 0 0

4 ,3 1 0 .0 0 0 ,0 0

10 0 2

4 ,1 3 0 .0 0 0 ,8 3

3,9 0 5

4*43 0 ,0 0 1 ,1 7

33 0 1

1 0 ,4 7 0 ,0 0 0 ,9 5

2 0 2

2 .7 8 0 .0 0 2 ,7 8

12

3 .9 2 0 ,0 0 0 ,3 3

4 0 1

5 ,4 0 0 ,0 0 1*35

3 0 0

1,59 0 ,0 0 0*00

2 0 0

3* 0 3 0 .0 0 0 ,0 0

10 0 0

5 .6 5 0 ,0 0 0 ,0 0

IS 1 6

3 .8 3 0 .2 1 1 .2 8

7 4 1 0 0 ,0 0

189

1 0 0 ,0 0

66

1 0 0 ,0 ©

TOTAL

1 1 6 3 .0 0 ,0 0

242 1 0 0 ,0 0

' 13 8 0 0 2

0 ,0 0 0 .0 0 0 ,4 7

429 1 0 0 ,0 0

1 0 5 1 0 0 ,0 0

72 1 0 0 .0 0

0 1

306 1 0 0 ,0 0

0

0

1 7 7 1 0 0 ,0 0

4 7 0 1 0 0 ,0 0

131

A s tu d y o f 1?able XV shows t h a t ^H andling problem s o f p u p i l c o n t r o l and d i s c i p l i n e ” formed a l a r g e p e r c e n ta g e o f t h e problem s and d i f f i c u l t i e s in s e v e r a l areas*

About 20*25

p e r c e n t o f th e problem s and d i f f i c u l t i e s i n th e a re a of menfs p h y s i c a l e d u c a tio n s 1 7 ,2 5 p e r ce n t i n th e a r e a of lang u age a r t s 5 16*93 p e r c e n t i n th e a r e a o f m a th em atic s; 1S*55 p e r c e n t i n m u sic; and 1 1 * 2 1 i n t h e a r e a o f f i n e a r t s were i n t h i s c a te g o ry *

I n t h e o th e r s i x a re a s th e p e r c e n ta g e s of

problem s and d i f f i c u l t i e s which d e a l t w ith p u p i l c o n t r o l and d i s c i p l i n e were as f o llo w s : s o c i a l s t u d i e s , 9*57; womenfs p h y s ic a l e d u c a tio n , 9*46; f o r e i g n la n g u a g e , 8*58; b u s in e s s e d u c a tio n , 7*02; s c i e n c e , 6 .7 8 ; and home econom ics, 5.55* Of th e problem s and d i f f i c u l t i e s in th e a r e a o f m athe­ m a t i c s , 16*40 p e r c e n t were concerned w i t h " ^ r e s e n t i n g th e l e s s o n and g u id in g p u p i l d is c u s s i o n . n

I n s i x o th e r a re a s th e

p e r c e n ta g e s o f problem s and d i f f i c u l t i e s I n t h i s c a te g o r y w ere: s c i e n c e , 1 5 .2 5 ; home econom ics, 1 3 .8 8 ; f o r e i g n la n g u a g e , 13*33; s o c i a l s t u d i e s , 1 2 .3 4 ; b u s in e s s e d u c a tio n , 10*75; and l a n g u a g e a r t s , 9*32*

The a r e a s in which low er p e r c e n ta g e s of

problem s and d i f f i c u l t i e s d e a l t w ith p r e s e n t i n g le s s o n s and g u id in g p u p i l d i s c u s s i o n s w ere: m u sic, 7*58; f i n e a r t s , 5 .1 7 ; men*s p h y s i c a l e d u c a ti o n , 4*57; and women Ts p h y s i c a l educa­ t i o n , 4.05* 3?he p e r c e n ta g e s o f problem s and d i f f i c u l t i e s which were con cern ed w ith HA dapting t o th e n ee d s, i n t e r e s t s , and a b i l i t i e s o f p u p i l s ” were f a i r l y h ig h I n sev en a r e a s : m usic, 1 2 .1 2 ; m a th e m a tic s, 1 0 .5 8 ; home econom ics, 9 .7 2 ; lang u age

132 a r t s , 9*32; s c i e n c e , 9 .0 4 ; s o c i a l s t u d i e s , 8 .7 2 ; and f i n e a r t s , 8*62*

I n t h e re m a in in g f o u r a r e a s , th e p e r c e n ta g e s of

problem s and d i f f i c u l t i e s i n t h i s c a te g o r y w ere: f o r e i g n la n g u a g e , 6*67; b u s in e s s e d u c a ti o n , 6 . 2 0 ; women*s p h y s i c a l e d u c a ti o n , 5*40; and men’s p h y s i c a l e d u c a t i o n , 3.92* About 13*88 p e r c e n t o f th e problems and d i f f i c u l t i e s i n t h e a r e a o f home economics were concerned w ith nhack o f p o i s e , s e l f - c o n f i d e n c e , a s s u r a n c e , and em o tio n a l s t a b i l i t y * ” About 12*07 p e r c e n t o f th e problem s and d i f f i c u l t i e s i n th e a r e a o f f i n e a r t s were a l s o i n t h i s c a t e g o r y .

The p e r c e n ­

t a g e s o f problem s and d i f f i c u l t i e s i n t h i s c a te g o r y r e p o r t e d from t h e re m a in in g n in e a r e a s w ere: b u s in e s s e d u c a ti o n , 11*57; f o r e i g n la n g u a g e , 9*52; m u sic , 7*58; la n g u ag e a r t s , 5*60; men’s p h y s i c a l e d u c a ti o n , 4*26; s o c i a l s t u d i e s , 4*04; mathe­ m a t i c s , 3 .1 7 ; women’s p h y s i c a l e d u c a tio n , 1 .3 5 ; and s c i e n c e , w hich r e p o r t e d th e lo w e s t p e r c e n ta g e of problem s i n t h i s c a t e g o r y , 0*56. I n t h e a r e a of f i n e a r t s , 1 2 .9 3 p e r c e n t o f th e p ro b ­ lems and d i f f i c u l t i e s were co n cern ed w ith MM o tiv a tin g p u p il I n t e r e s t and r e s p o n s e . ”

About 8*99 p e r c e n t o f th e problem s

and d i f f i c u l t i e s i n m athem atics d e a l t w ith m o t i v a t i o n .

In

th e a r e a o f la n g u ag e a r t s , 8*16 p e r c e n t of th e problem s and d i f f i c u l t i e s were concerned w ith m o tiv a tio n of p u p i l i n t e r e s t and r e s p o n s e ; 7*23 p e r c e n t o f th e problem s and d i f f i c u l t i e s i n t h e a r e a o f s o c i a l s t u d i e s were o f t h i s same t y p e .

The

problem s and d i f f i c u l t i e s i n t h i s c a te g o r y which were r e p o r t ­ ed from th e o t h e r seven a re a s were: s c i e n c e , 5 .6 5 p e r c e n t ;

133

music, 4 ,5 4 p e r c e n t; home econom ics, 4*17 p e r c e n t; women’s p h y s i c a l e d u c a t i o n , 4 .0 6 p e r c e n t; f o r e i g n la n g u a g e , 3 .8 1 p e r c e n t; b u s in e s s e d u c a t i o n , 3*72 p e r c e n t ; and men’s p h y s i ­ c a l e d u c a t i o n , 0 .9 8 p e r cent* I n th e a r e a o f women’s p h y s i c a l e d u c a ti o n , 14.8 6 p e r c e n t o f th e problem s and d i f f i c u l t i e s were co n cern ed w ith ^ H an dlin g r o u t i n e d u t i e s i n th e c l a s s r o o m .”

The p e r c e n ta g e

of problem s and d i f f i c u l t i e s i n m en's p h y s i c a l e d u c a ti o n o f t h i s ty p e was a ls o h ig h — 11.76*

I n th e rem a in in g a r e a s

t h e p e r c e n ta g e s o f problem s and d i f f i c u l t i e s w hich d e a l t w ith h a n d lin g o f r o u t i n e d u t i e s w ere: f i n e a r t s , 6 .9 0 ; b u s i n e s s e d u c a t i o n , 2*89; home econom ics, 1*39; lan gu ag e a r t s , 1 .1 7 ; s c i e n c e , 1*14; f o r e i g n la n g u a g e , 0 .9 5 ; and s o c i a l s t u d i e s , 0.64*

Ho problem s o r d i f f i c u l t i e s I n t h i s c a te g o r y

were r e p o r t e d from th e a r e a s o f m athem atics and music* I n t h i s i n v e s t i g a t i o n an a tte m p t was made to d e te rm in e w h eth e r o r n o t any s p e c i f i c problems and d i f f i c u l t i e s were p e c u l i a r t o male o r fem ale s t u d e n t t e a c h e r s .

The d i s t r i b u ­

t i o n of s tu d e n t t e a c h e r s by s e x i n t h e e l e v e n i n s t r u c t i o n a l a r e a s i s g iv e n I n T able XVI.

134

TABLE XVI. BY SEX

DISTRIBUTION OF STUDENT TEACHERS BY AREA AND

.Areas

F in e A rts B u s in e s s E d u c a tio n Language A rts F o r e ig n Language Home Economics P h y s i c a l E d u c a tio n (men) P h y s i c a l Education(women) M athem atics Music S c ie n c e S o c i a l S tu d ie s TOTAL

Number o f s t u d e n t t e a c h e r s T o ta l

Male

Female

5 13 12 7 0 42 0 12 5 14 35

9 10 23 7 6 0 10 2 5 3 6

14 23 35 14 6 42 10 14 10 17 41

145

81

226

I t ca n b© se e n i n T able XVI t h a t 145 o r a l i t t l e l e s s th a n t w o - t h i r d s o f th e s tu d e n t te a c h e r s were males and 81 o r a l i t t l e more th a n o n e - t h i r d were f e m a le s . The problem s and d i f f i c u l t i e s w hich were r e p o r t e d by t h e male s t u d e n t t e a c h e r s or f o r th e male s t u d e n t t e a c h e r s by th e s u p e r v i s i n g t e a c h e r s who had them, and th e problem s and d i f f i c u l t i e s r e p o r t e d by t h e fem ale s tu d e n t te a c h e r s or f o r th e fem ale s t u d e n t t e a c h e r s by th e s u p e r v i s i n g te a c h e r s who had them a r e shown i n T ab le XVII.

135 TABLE X 7TI*

lA TIB E AM) SCOPE OF PROBLEMS AM) DIF F IC TILTIBS ACCORDING TO SEX OF STUDEHT TEACHERS

= ^ :.^ .= : a r T t r ,= r - -: - r r y r f •m sssrr.s .r r e , : ^ : r x a s = = ^ s m ^

F e m a le

M ale P r o b le m s a n d d i f f i c u l t i e s Hum ber

P er c e n t

Humber

Per cen t

L a ck o f e r i t i o a l - m i n d e d n e s s a n d p r o g r e s s i v e n e s s L ack o f a b i l i t y o r w illin g n e s s to c o o p e ra te w ith o th e rs Lack o f d e p e n d a b ility o r r e l i a b i l i t y L a c k o f a b i l i t y o r w i l l i n g n e s s t o assu m e re s p o n s i™ b i l i t y # to b e o r ig in a l# o r to e x e r c is e i n i t i a t i v e L ack o f p r o f e s s i o n a l z e a l and i n t e r e s t

17

1 *18

12

1*48

4 26

0*28 1 ,8 1

2 8

0 .2 5 0 .9 9

34 10

2 ,3 7 0*70

13 4

1*61 0*49

P h y s ic a l d e f ic ie n c ie s D e fic ie n c ie s i n spoken E n g lis h L a c k o f command o v e r s u b j e c t m a t t e r F a ilu r e to m eet p r o f e s s io n a l s ta n d a rd s in w r itin g o r s p e llin g L ack o f e f f e c t i v e te a c h in g v o ic e

1 37 54

0 ,0 7 2 ,5 8 3 .7 6

4 3 36

0 .4 9 0*37 4* 45

2 19

0*14 1 .3 3

0 26

0*00 3* 21

L ack o f a d a p t a b i l i t y L ack o f p le a s in g # a t t r a c t i v e a p p e a ra n c e L a c k o f d y n a m ic q u a l i t i e s i n p e r s o n a l i t y L ack o f c o n v in c in g i n t e r e s t i n p u p ils P r e s e n c e o f p e r s o n a l i d i o s y n c r a s i e s an d i n e f f e c t u a l e x p re s s io n s

45 2". 42 11

3*13 0 ,1 4 2* 9 2 0*77

15 1 32 7

1*86

22

1 .5 3

0

0 .0 0

72 11

5 .0 1 0*77

59 10

7 .2 8 1*23

101 21 166

7*0 3 1*4 6 11,-56

49 9 . 68

6 .0 5 1* 1 1 8,-39

42 21 2 85

2*92 1*46 0*14 5 ,9 2

14 22 3 51

1 .7 3 2 .7 2 0 ,3 7 6*30

114

7*94

66

8 .1 5

L a c k o f p o i s e , s e l f * - c o n f i d e n c e # a s s u r a n c e # an d © m o tio n a l s t a b i l i t y L a ck o f r e s e r v e a n d d i g n i t y P la n n in g and o r g a n iz in g le a r n in g a c t i v i t i e s # m a te ria ls # and p ro c e d u re s H a n d lin g b r o a d e r a s p e c t s o f te a c h in g te c h n iq u e P r e s e n tin g th e l e s s o n and g u id in g p u p il d is c u s s io n Q u e s tio n in g M ak in g a s s i g n m e n t s U s in g v i s u a l a i d s M o t i v a t i n g p u p i l i n t e r e s t an d r e s p o n s e A d a p tin g to t h e n eed s# i n t e r e s t s # a i d a b i l i t i e s o f p u p ils

0 ,1 2 3*95 0 ,8 7

136 TABLE X V II,

(C o n tin u e d )

Mai©

F e m a le

P ro b le m s a n d d i f f i c u l t i e s lu m b e r

Per cent

Number

Per cent

T e a c h in g c u r r e n t e v e n t s H a n d lin g d e m o n s t r a t i o n s a n d e x p e r i m e n t s C o n d u c tin g d i r e c t e d s t u d y D i r e c t i n g r e v i e w s an d d r i l l s E v a l u a t i n g p u p i l a c h ie v e m e n t

2 1 6 2 22

0*14 0*07 0*42 0*14 1 .5 3

0 0 5 4 10

0 ,0 0 0 .0 0 0*62 0 .4 9 1 .2 3

H a n d lin g r o u t i n e d u t i e s i n t h e c l a s s r o o m B u d g e tin g tim e a n d c o n t r o l l i n g tem po A ssu m in g a c o r r e c t t e a c h i n g p o s i t i o n i n t h e c la s s ro o m A d j u s t i n g t o d e f i c i e n c i e s i n s c h o o l e q u ip m e n t, p h y s ic a l c o n d itio n s , and m a te r ia ls H a n d l i n g p r o b le m s o f p u p i l c o n t r o l a n d d i s c i p l i n e

51 44'

3*55 3 .0 6

23 23

2 • 84 2 .8 4

3

0 .2 1

1

0 .1 2

40 176

2 .7 9 1 2 .2 5

11 110

1 .3 6 1 3 .5 7

24 30 5 4 7

1 .6 7 2 .0 9 0 .3 5 0 .2 8 0 ,4 9

27 16 3 1 4

1

0 .0 7

0

0 .0 0

49 1 7

3 .4 1 0 .0 7 0 .4 9

47 0 11

5 ,8 0 0 .0 0 1 .3 6

1436

1 0 0 .0 0

810

1 0 0 ,0 0

D e v e lo p in g r a p p o r t w i t h p u p i l s E n c o u r a g in g i n d i v i d u a l p u p i l a d j u s t m e n t H a n d lin g p r o b le m s i n v o l v i n g a b s e n c e s a n d t a r d i e s D e v e lo p in g d e s i r a b l e p e r s o n a l t r a i t s i n p u p i l s M ak in g e f f e c t i v e o b s e r v a t i o n s o f t e a c h i n g M ak in g o p tim u m p r o f e s s i o n a l g r o w th L a c k o f , o r f a i l u r e t o d e v o t e e n o u g h ti m e t o r e a l i z e p o s s i b i l i t i e s in s tu d e n t te a c h in g P a re n t-s tu d e n t te a c h e r r e la tio n s h ip s S u p e rv is in g t e a c h e r • s tu d e n t te a c h e r r e l a t i o n s h i p s TOTAL

3 .3 4 1 • 9

'

lu m b e r

Per cen t

Numb© r

Per cent

26

1*39

3

0*80

3 32

0*16 1*71

3 2

0*80 0*53

40 11

2*14 0*59

7 3

1 ,8 8 0*80

P h y s ic a l d e f i c i e n c i e s D e fic ie n c ie s In spoken E n g lis h L a c k o f command o v e r s u b j e c t m a t t e r F a ilu r e t o m eet p r o f e s s io n a l s ta n d a rd s In w r itin g o r s p e llin g L ack o f e f f e c t i v e te a c h in g v o ic e

4 35 64

0*21 1*87 3*42

1 5 26

0*27 1*33 6*91

2 38

0 .1 1 2*03

0 7

0*00 1*86

Lack o f a d a p t a b i l i t y Lack o f p le a s in g , a t t r a c t i v e a p p e a rm c e L a c k o f d y n a m ic q u a l i t i e s i n p e r s o n a l i t y L ack o f c o n v in c in g i n t e r e s t In p u p ils P re s e n c e o f p e r s o n a l i d i o s y n c r a s ie s and i n e f f e c t u a l

50 3 66 17

2*67 0*16 3*53 0*91

10 0 8 1

2*66 0*00 2*13 0*27

21

1 .1 2

1

0*27

108 17

5*78 0*91

23 4

6*12 1*06

117 27 186

8*80 1*44 9*95

23 3 48

6*12 0*80 12*76

44 35 3 103

2*35 1*87 0*16 5*51

12 8 2 33

3 ,1 9 * 2 ,1 3 0*53 8*78

145

7 .7 5

35

9*31

L a c k o f c r i t i c a l - m i n d e d n e s s a n d p r o g r e s s Ire n e s s L ack o f a b i l i t y o r w i l l i n g n e s s to c o o p e r a te w ith o th e rs L ack o f d e p e n d a b i l i t y o r r e l i a b i l i t y L a c k o f a b i l i t y o r w i l l i n g n e s s t o a ssu m e r e s p o n s i ­ b ility * , to b e o r ig i n a l , o r to e x e rc is e i n i t i a t i v e L ack o f p r o f e s s i o n a l z e a l and I n t e r e s t

e g re ssio n s L ack o f p o is e , s e lf - c o n f id e n c e , a s s u r a n c e , and © m o tio n a l s t a b i l i t y L ack o f r e s e r v e and d i g n i t y P la n n in g .a n d o r g a n iz in g l e a r n i n g a c t i v i t i e s , m a t e r i a l s , and p ro c e d u re s H a n d lin g b r o a d e r a s p e c ts o f te a c h in g te c h n iq u e P r e s e n t i n g 't h e l e s s o n e n d g u id in g p u p i l d i s c u s s i o n Q u e s tio n in g M d c ln g a s s i g n m e n t s U s in g v i s u a l a i d s M o tiv a tin g p u p i l i n t e r e s t and re s p o n s e A d a p tin g to t h e n e e d s , i n t e r e s t s , an d a b i l i t i e s o f p u p ils

140

5 ABLE X V III.

(Cont l n u e d )

O n-cam pus

O f f- c a m p u s

P r o b le m s a n d d i f f i c u l t i e s

N um ber

le a c h in g c u r r e n t e v e n ts H a n d lin g d e m o n s tr a tio n s a n d e x p e rim e n ts C o n d u c tin g d i r e c t e d s tu d y D i r e c t i n g re v ie w s and d r i l l s , E v a lu a tin g p u p i l a c h ie v e m e n t .

0 1 9 6 27

H a n d lin g r o u t i n e d u t i e s i n t h e c l a s s r o o m B u d g e t i n g t is a e a n d c o n t r o l l i n g tem p o A s su m in g a c o r r e c t t e a c h i n g p o s i t i o n i n t h e c la s s ro o m A d j u s t i n g t o d e f i c i e n c i e s i n s c h o o l e q u ip m e n t, p h y s ic a l c o n d itio n s , and m a te r ia ls H a n d l i n g p r o b le m s o f p u p i l c o n t r o l an d d i s c i p l i n e D e v e lo p in g r a p p o r t w ith p u p i l s E n c o u ra g in g i n d i v i d u a l p u p i l a d ju s tm e n t H a n d l i n g p r o b le m s i n v o l v i n g a b s e n c e s an d t a r d i e s D e v e lo p in g d e s i r a b l e p e r s o n a l t r a i t s i n p u p ils M a k in g e f f e c t i v e o b s e r v a t i o n s o f t e a c h i n g M a k in g o p tim u m p r o f e s s i o n a l g r o w th L a c k o f , o r f a i l u r e t o d e v o t e e n o u g h t im e t o .r e a l i s e p o s s i b i l i t i e s i n s tu d e n t te a c h in g P a re n t-s tu d e n t te a c h e r r e la tio n s h ip s S u p e r v is in g fc e a c h e r-s tu d e n t te a c h e r r e la tio n s h ip s

TOTAL --------------- -V .............

.

---- .................. ..

i

^ •..

Per cent

0 .0 0 0* 05

N um ber

P er cent

0 .3 2 1 .4 4

2 0 2 0 5

0 ,5 3 0 .0 0 0 .5 3 0 .0 0 1 .3 3

86 51

3 .5 3 2 ,7 3

8 16

2 ,1 3 4 ,2 6

2

0 .1 1

2

0 .5 3

42 252

2 .2 5 1 3 .4 7

9 34

2 .3 9 9 .0 4

42 59 6 5 9

2 .2 5 2 .0 9 0 .3 2 0 .4 8

9 7 2 0 2

8 .3 9 1 .8 6 0 ,5 3 0 ,0 0 0*53

1

0 ,0 5

0

0*00

89 0 16

4 .7 6 0 .0 0 0 .8 8

7 .1 .2

1 ,8 6 0 ,2 7 0*53

1870

1 0 0 .0 0

376

1 0 0 .0 0

0*48

0 .2 7

141 A s tu d y o f T ab le XVIH shows t h a t 1 ,8 7 0 problem s and

d i f f i c u l t i e s were r e p o r te d by or f o r th e 193 s tu d e n t t e a c h e r s on-cam pus and 376 problem s and d i f f i c u l t i e s were r e p o r te d by o r f o r th e 33 s tu d e n t te a c h e r s o ff-cam p u s.

The number o f

problem s and d i f f i c u l t i e s r e p o r te d by o r f o r th e s tu d e n t te a c h e r s on-carapus as com pared w ith th e a c tu a l number o f s t u ­ d e n t te a c h e r s on-campus Is ab o u t In th e same p r o p o r tio n as t h e number o f problem s and d i f f i c u l t i e s r e p o r te d by o r f o r th e s tu d e n t te a c h e r s off-cam pus as compared w ith th e a c tu a l number o f s tu d e n t te a c h e r s o ff-ca m p u s. For th e on-campus g ro u p , "H andling p u p il c o n tr o l and d i s c i p l i n e ” was h ig h e s t; 1 3 ,4 7 p e r c e n t o f th e problem s and d i f f i c u l t i e s were o f t h i s k in d .

I n second p la c e was " P r e s e n t­

in g th e le s s o n and g u id in g p u p il d is c u s s io n " w ith 9 .9 5 p e r c e n t.

I n t h i r d p la c e was "A dapting to th e n e e d s , I n t e r e s t s ,

and a b i l i t i e s o f p u p ils " w hich was 7 ,7 5 p e r ce n t o f th e 1 ,0 7 0 problem s and d i f f i c u l t i e s r e p o r te d . These same th r e e problem s and d i f f i c u l t i e s were th e th r e e h ig h e s t r e p o r te d by and f o r th e o f f- c a n pus g ro u p , b u t in d iffe re n t o rd er.

" P re s e n tin g th e le s s o n and h a n d lin g

p u p il d is c u s s io n " was f i r s t w ith 12.76 p e r c e n t o f th e 376 problem s and d i f f i c u l t i e s b e in g o f t h i s k in d .

"A dapting to

th e n e e d s , i n t e r e s t s , and a b i l i t i e s o f p u p ils " was second w ith 9*31 p e r c e n t.

I n t h i r d p la c e was "H andling p u p il c o n tr o l a id

d i s c i p l i n e " w ith 9 .0 4 p e r c e n t. I t i s i n t e r e s t i n g to n o te t h a t problem s d e a lin g w ith "Lack o f command o v er s u b je c t m a tte r" were 6 .91 p e r c e n t o f

142

a l l th e problem s r e p o r te d f o r th e off-cam pus group as com­ p a re d w ith 3*42 p e r c e n t f o r th e on-campus group; problem s d e a lin g w ith "Lack o f , o r f a i l u r e to d ev o te enough tim e to r e a l i z e th e p o s s i b i l i t i e s I n s tu d e n t te a c h in g " were 4*76 p e r c e n t o f th e d i f f i c u l t i e s r e p o r te d b y th e on-campus group and 1*86 p e r c e n t o f th e problem s and d i f f i c u l t i e s r e p o r te d f o r th e off-cam p u s group* As a p a r t o f th e f o u r t h r e p o r t^ w hich was r e q u e s te d from a l l s tu d e n t te a c h e rs a f t e r th e y had com pleted t h e i r s tu d e n t te a c h in g , th e y were asked to s t a t e th e problem s and d i f f i c u l t i e s w hich were n o t d is c u s s e d in s u p e rv is o ry c o n fe r­ ences*

S i m i l a r l y , i n th e f o u r th

rep o rt^

from th e s u p e rv is in g

te a c h e r s th e y w ere ask ed to s t a t e th e problem s and d i f f i c u l ­ t i e s o f s tu d e n t te a c h e r s w hich were n o t d is c u s s e d In s u p e r­ v is o r y co n feren c es* O m hundred p e r c e n t r e t u r n s were r e c e iv e d from th e s tu d e n t te a c h e r s on-campus and off-cam pus on t h i s f o u r th r e p o r t*

From th e s u p e r v is in g te a c h e rs on-cam pus, one hundred

p e r c e n t r e tu r n s were r e c e iv e d ; from th e s u p e r v is in g te a c h e rs o ff-c a m p u s, 50 o r 90*91 p e r c e n t r e tu r n s were r e c e iv e d . T ab le XI X shows th e problem s and d i f f i c u l t i e s w hich w ere n o t d is c u s s e d i n s u p e rv is o ry c o n fe re n c e s .

^See A ppendix B ®See A ppendix C

143

TABLE XIX* PROBLEMS AND DIFFICULTIES OF STUDENT TEACHERS NOT DISCUSSED IN SUPERVISORY CONFERENCES Not d is c u s s e d Problem s and d i f f i c u l t i e s

D i f f i c u l t i e s in v o lv in g s u p e rv is in g te a c h e r s tu d e n t te a c h e r r e l a t i o n s h i p s D i f f i c u l t i e s in v o lv e d i n p la n n in g and o r ­ g a n iz in g l e a r n in g a c t i v i t i e s , m a t e r i a l s , and p ro c e d u re s H an d lin g b ro a d e r a s p e c ts o f te a c h in g te ch n iq u e Lack o f a b i l i t y o r w illin g n e s s to c o o p e ra te w ith o th e rs M o tiv a tin g p u p il i n t e r e s t and re sp o n se A daptin g to th e n ee d s, i n t e r e s t s , and a b i l i ­ t i e s o f p u p ils Lack o f d e p e n d a b ility o r r e l i a b i l i t y Lack o f a b i l i t y or w illin g n e s s to assume r e ­ s p o n s i b i l i t y , to be o r i g i n a l , o r to e x e r­ c is e i n it ia t iv e Lack o f p r o f e s s io n a l z e a l and I n t e r e s t D e f ic ie n c ie s i n spoken E n g lis h D i f f i c u l t i e s In v o lv ed i n e v a lu a tin g p u p il achievem ent Lack o f p le a s in g , a t t r a c t i v e ap p earan ce Lack o f c o n v in c in g i n t e r e s t in p u p ils H an d lin g problem s o f p u p il c o n tr o l and d i s ­ c ip lin e P re se n c e o f p e r s o n a l id io s y n c r a s ie s and I n e f f e c t u a l e x p re s s io n s Lack o f r e s e r v e and d ig n it y Lack o f dynamic q u a l i t i e s o f p e r s o n a l i t y D i f f i c u l t i e s in v o lv e d i n d i r e c t i n g e x t r a c u rric u la r a c tiv itie s TOTAL

Num­ ber

P er ce n t

31

28*70

16 7

1 4 .8 2 6 .4 8

7 6

6 .4 8 5*56

6 4

5 .56 3 .7 0

4 4 4

3 .7 0 3 .7 0 3 .7 0

4 3 3

3 .7 0 2 .78 2 .7 8

3

2 .7 8

2

1 .8 5

2

1

1 .8 5 0 .9 3

1

0 .9 3

108

100.00

144 A s tu d y o f T ab le XIX shows t h a t 108 problem s and

d i f f i c u l t i e s were r e p o r te d by th e s tu d e n t te a c h e r s and th e s u p e r v is in g te a c h e rs as n o t h av in g b een d is c u s s e d i n s u p e r­ v is o r y c o n fe re n c e s . Of th e 108 problem s and d i f f i c u l t i e s , 51 o r 28*70 p e r c e n t were problem s or d i f f i c u l t i e s w hich d e a l t w ith r e l a t i o n s h i p s betw een th e s u p e rv is in g te a c h e r and th e s t u d e n t te a c h e r*

The n ex t h ig h e s t were problem s and d i f f i c u l t i e s

w hich w ere concern ed w ith p la n n in g and o rg a n iz in g le a r n in g a c tiv itie s .

These problem s composed 1 4 .8 2 p e r c e n t o f th e

t o t a l num ber, About f i f t y p e r c e n t o f a l l th e problem s and d i f f i ­ c u l t i e s w hich were r e p o r te d as n o t h av in g been d is c u s s e d i n s u p e rv is o ry c o n fe re n c e s d e a lt w ith th e two problem s j u s t m en tio n ed : " D i f f i c u l t i e s in v o lv in g s u p e rv is in g t e a c h e r - s t u d e n t te a c h e r r e l a t i o n s h i p s ” and " D i f f i c u l t i e s in v o lv e d in p la n n in g a n d -o rg a n iz in g le a r n in g a c t i v i t i e s , "

The rem ain in g

f i f t y p e r c e n t o f th e problem s and d i f f i c u l t i e s were f a i r l y ev e n ly s c a tte r e d , among s ix t e e n d i f f e r e n t c a te g o r ie s . A lso as a p a r t o f th e f o u r th r e p o r t th e s tu d e n t te a c h ­ e r s were ask ed to s t a t e th e problem s and d i f f i c u l t i e s w hich rem ain ed u n so lv e d a t th e co m p letio n o f s tu d e n t te a c h i n g . These problem s and d i f f i c u l t i e s w hich rem ained u n so lv e d a t th e end o f s tu d e n t te a c h in g a re shown in T able XX#

145 TABLE XX. PROBLEMS AND DIFFICULTIES OF STUDENT TEACHERS WHICH REMAINED UNSOLVED AT COMPLETION OF STUDENT TEACHING U nsolved Problem s and d i f f i c u l t i e s

H an d lin g problem s o f p u p il c o n tr o l and d is c ip lin e M o tiv a tin g p u p il i n t e r e s t and re sp o n se A d ju s tin g to d e f ic ie n c ie s in sch o o l equipm ent, p h y s ic a l c o n d itio n s , and m a te r ia ls A daptin g to th e n e e d s, i n t e r e s t s , and a b i l i t i e s o f p u p ils Lack o f a d a p t a b i l i t y Lack o f , o r f a i l u r e to d ev o te enough tim e to r e a l i z e p o s s i b i l i t i e s in d ir e c te d te a c h in g D i f f i c u l t i e s in v o lv e d in p la n n in g and o r g a n i­ z in g le a r n in g a c t i v i t i e s , m a te r ia ls and p ro c e d u re s D i f f i c u l t i e s in v o lv e d i n e v a lu a tin g p u p il achievem ent Lack of c o n v in c in g i n t e r e s t in p u p ils D evelo p in g r a p p o r t w ith p u p ils Lack o f a b i l i t y o r w illin g n e s s to c o o p e ra te w ith o th e r s Lack o f d e p e n d a b ility o r r e l i a b i l i t y Lack o f a b i l i t y o r w illin g n e s s to assume r e s p o n s i b i l i t y , to be o r i g i n a l , o r to e x e r c is e i n i t i a t i v e Lack o f command o v er s u b je c t m a tte r Lack o f p o is e , s e lf - c o n f id e n c e , a s s u ra n c e , and em o tio n al s t a b i l i t y

Num­ ber

P er cent

20 18

1 7 .2 4 1 5 .5 2

15

1 2 .9 3

11 6

9 .4 9 5 .1 8

6

5 .1 8

5

4 .3 2

5 5 3

4 .3 2 2.59 2.59

2 2

1 .7 2 1 .7 2

2 2

1 .7 2 1 .7 2

2

1 .7 2

H andling b ro a d e r a s p e c ts of te a c h in g te c h n iq u e P r e s e n tin g th e le s s o n and g u id in g p u p il d i s ­ c u s s io n U sing v i s u a l a id s Lack o f c r itic a l- m in d e d n e s s and p ro g re s s iv e n e s s Lack o f p r o f e s s io n a l z e a l and i n t e r e s t

2

1 .7 2

2 2 1 1

1 .7 2 1 .7 2 0 .8 6 0 .8 6

Lack o f e f f e c t i v e te a c h in g v o ic e Lack o f p l e a s in g , a t t r a c t i v e appearance Lack o f r e s e r v e and d ig n ity H an d lin g r o u tin e d u tie s i n th e classro o m

1 1 1 1

0.86 0 . 86 0 .86 0 .8 6

146

TABLE XX.

(C ontinued) U nsolved

Problem s and d i f f i c u l t i e s

B udgeting tim e and c o n t r o ll in g tempo D i f f i c u l t i e s in v o lv in g s u p e rv is in g te& ch ers tu d e n t te a c h e r r e l a t i o n s h i p s

Num­ ber

P er cent

1

0*86

1

0*86

116

100.00

A s tu d y o f T ab le XX shows t h a t 116 problem s and d i f f i c u l t i e s were r e p o r te d as rem ain in g u n so lv ed a t th e end o f s tu d e n t teach in g *

Of th e s e 116 p ro b lem s, 20 or

17*24 p e r ce n t were problem s concerned w ith p u p il c o n tr o l and d is c ip lin e *

About 18 or 15*53 p e r ce n t o f th e 116

problem s and d i f f i c u l t i e s were concerned w ith m o tiv a tin g p u p il I n t e r e s t and response*

Some 15 o r 12*93 p e r ce n t o f

th e problem s d e a lt w ith a d ju s tin g to la c k o f sc h o o l e q u ip ­ m ent, p h y s ic a l c o n d itio n s , or m a te ria ls *

E leven o r 1 2 .9 3

p e r c e n t were problem s concerned w ith a d a p tin g to th e n e e d s, i n t e r e s t s , and a b i l i t i e s o f p u p ils .

Over f i f t y p e r c e n t o f

th e 116 problem s and d i f f i c u l t i e s were grouped in th e s e fo u r c a te g o rie s *

The rem a in in g problem s and d i f f i c u l t i e s

were about e v e n ly s c a t t e r e d among 22 d i f f e r e n t c a te g o r ie s .

147

CHAPTER VI SUGGESTIONS CONCERNING THE STUDENT TEACHING PROGRAM I n th e f i r s t and f o u r th reports-*- from s u p e rv is in g te a c h e r s , th e y were asked what m ight be done to improve th e e x p e rie n c e s in s tu d e n t te a c h in g and to make su g g e stio n s t h a t m ight be u sed to improve th e program o f s tu d e n t te a c h in g . In th e f o u r th r e p o r t from s tu d e n t te a c h e r s 2 th e y were asked to make su g g e s tio n s t h a t m ight be u sed to improve th e s tu d e n t te a c h in g program . Of th e 63 s u p e rv is in g te a c h e rs on-cam pus, one hundred p e r c e n t r e tu r n e d b o th th e f i r s t and th e f o u r th r e p o r t s ; o f th e 33 s u p e rv is in g te a c h e rs o ff-cam p u s, 32 o r 96.97 p e r cen t r e tu r n e d th e f i r s t r e p o r t and 30 or 90.91 p e r ce n t r e tu r n e d th e f o u r th r e p o r t .

Of th e 226 s tu d e n t te a c h e rs one hundred

p e r c e n t r e tu r n e d th e f o u r th re p o rt* In o rd e r to c l a s s i f y th e su g g e stio n s which were o f f e r e d by b o th th e s u p e rv is in g te a c h e rs and th e s tu d e n t te a c h e r s , c a te g o r ie s had to be d e v ise d by means o f w hich th e d a ta could be s e p a ra te d and g ro u p ed .

Three c r i t e r i a were

u sed in e s ta b li s h in g th e s e c a te g o r ie s : (1) th e c a te g o r ie s must be b ro ad enough i n scope to in c lu d e a l l th e d a ta ; (2) th e c a te g o r ie s must be co n cise enough so as to be m ean in g fu l; and (3 ) th e c a te g o r ie s must be s p e c if ic enough to p re v e n t undue f o rc in g o f th e d a ta . ^Se© Appendix C % ee Appendix B

148 The#© c r i t e r i a h av in g b een e s ta b li s h e d f o r s e p a r a tin g and g ro u p in g th e d a t a , th e fo llo w in g c a te g o r ie s were e s ta b ­ l i s h e d to show th e n a tu r e and scope o f th e s u g g e s tio n s o f f e r e d by th e s u p e r v is in g te a c h e rs and th e s tu d e n t te a c h e rs co n cern ­ in g th e s tu d e n t te a c h in g program* 1*

S u g g e stio n s P e r ta in in g to th e S tu d e n t T eaching Progran as a Whole a*

P ro v id in g p r i o r e x p e rie n c e s in o b s e rv a tio n and p a r t i c i p a t i o n s In c lu d e s s u g g e s tio n s t h a t e x p e r i­ ences i n d ir e c te d o b s e rv a tio n

and lim ite d p a r t i ­

c i p a ti o n be engaged i n by s tu d e n ts p r i o r to t h e i r e x p e rie n c e s i n s tu d e n t te a c h in g , b e g in n in g as e a r l y as th e sophomore y e a r , b*

S ch ed u lin g a b lo c k o f tim e f o r s tu d e n t te a c h in g : in c lu d e s s u g g e s tio n s th a t s tu d e n t te a c h e rs have a h a l f day o r a f u l l day w hich can be d ev o ted e n t i r e ­ l y to th e e x p e rie n c e s o f s tu d e n t te a c h in g ; t h a t academ ic h o u rs c a r r ie d alo n g w ith s tu d e n t te a c h in g be red u ce d to a minimum o r e lim in a te d ,

c.

S e le c tin g te a c h e r s : in c lu d e s su g g e s tio n s t h a t s t u ­ d e n ts w ith low s c h o l a s t i c r e c o r d s , d e f i c i e n t p e r ­ s o n a l i t y t r a i t s , and la c k in g i n p r o f e s s io n a l a t t i ­ tu d e be p re v e n te d from stu d y in g f o r th e te a c h in g p r o f e s s io n .

d*

E s ta b lis h in g o b je c tiv e s o f s tu d e n t te a c h in g program : in c lu d e s s u g g e s tio n s t h a t o b je c tiv e s o r g o a ls o f

149 s tu d e n t te a c h in g program be d e f in e d , made known and u n d e rs to o d by a l l th e in d iv id u a ls concerned w ith th e program* ©*

Making s u p e rv is o ry v i s i t s : in c lu d e s s u g g e s tio n s t h a t more s u p e rv is o ry v i s i t s be made by U n iv e r s ity s u p e r v is o r s ,

f*

U n d ersta n d in g p o l i c i e s r e g a r d in g s tu d e n t te a c h e r s : in c lu d e s s u g g e s tio n s t h a t an tinders te n d in g o f th e r i g h t s and p r i v i l e g e s o f th e s tu d e n t te a c h e rs i n th e sc h o o l be d e fin e d and re c o g n iz e d by s tu d e n t te a c h e r , s u p e r v is in g te a c h e r , f a c u l t y , and ad m in is­ t r a t o r s as w e ll as th e U n iv e r s ity ; in c lu d e s u se of s tu d e n t te a c h e r as a s u b s t i t u t e te a c h e r ; th e r e s p o n s i b i l l t e s o f th e s tu d e n t te a c h e r ; th e a u th o r ­ i t y o f th e s tu d e n t te a c h e r ; s t a t u s o f s tu d e n t te a c h e r re g a r d in g p u p i l s , a tte n d a n c e a t p r o f e s s io n ­ a l m eetings*

g*

M a in ta in in g d e s ir a b le s tu d e n t te a c h e r - s u p e r v is in g te a c h e r r e l a t i o n s h i p s s in c lu d e s s u g g e s tio n s t h a t background in fo rm a tio n be fu rn is h e d b o th s tu d e n t te a c h e r and s u p e r v is in g te a c h e r so th a t each can b e t t e r u n d e rs ta n d th e o th e r ; t h a t a t t i t u d e s o f b o th tow ard s tu d e n t te a c h in g program be known; t h a t number o f s tu d e n t te a c h e rs a s s ig n e d t o one s u p e r v is in g te a c h e r be lim ite d ; t h a t good human r e l a t i o n s h i p s a re e s s e n t i a l to success*

S u g g e stio n s P e r ta in in g to P r e p a r a tio n and E x p erien c es P ro v id e d S tu d e n t T eachers a*

A c q u irin g needed s u b je c t m a tte r : in c lu d e s su g g e s­ tio n s .re g a rd in g k in d o f s u b je c t m a tte r needed; u se o f su p p lem en tary m a te r ia ls and r e s o u r c e s ; a c q u ain ­ ta n c e w ith t e x t s i n u se and c o u rse s o f s tu d y ; knowledge o f c u r r e n t even ts*

b#

P la n n in g and o rg a n iz in g le a r n in g m a t e r i a l s , a c t i v i ­ t i e s , and p ro c e d u re s : in c lu d e s s u g g e s tio n s re g a rd ­ in g th e need f o r knowing how to make u s a b le d a i ly le s s o n p la n s ; how to p la n u n its o f work; how to o rg a n iz e and p r e s e n t m a te r ia ls ; how to c o r r e la te and I n te g r a te u n its o f work; how to s e t up aims and o b je c tiv e s and o b ta in them; when and how to ap p ly v a rio u s te a c h in g te c h n iq u e s and p ro c e d u re s ; how to re c o g n iz e and use a le a r n in g s i t u a t i o n In th e classroom #

c*

Making o b s e r v a tio n s : in c lu d e s s u g g e s tio n s r e g a r d ­ in g making d ir e c te d o b s e rv a tio n s d u rin g s tu d e n t te a c h in g ; number o f o b s e rv a tio n s r e q u ir e d ; b e s t tim e to make o b s e rv a tio n s ; w ritin g up o f o b se rv a ­ tio n s «

d*

U n d erstan d in g p u p ils s in c lu d e s s u g g e s tio n s r e g a r d ­ in g th e need f o r u n d e rs ta n d in g c h i ld grow th and developm ent; u n d e rs ta n d in g and p ro v id in g f o r I n d i v i ­ d u a l d if f e r e n c e s ; u n d e rsta n d in g psychology o f

a d o le s c e n t and group b e h a v io r; knowing t h a t m o ti­ v a tio n i s dependent upon i n t e r e s t ; knowing ways to e s t a b l i s h s o c ia l c o n tro l* ©4

E v a lu a tin g p ro g re ss and grow th: In c lu d e s su g g es­ tio n s re g a rd in g making and g iv in g t e s t s ; e v a lu a t­ in g p u p il grow th; s e l f - e v a l u a t i o n ,

f4

P a r t i c i p a t i n g i n and d ir e c tin g e x tr a c u r r i c u l a r a c t i v i t i e s t in c lu d e s s u g g e stio n s t h a t more e x p e r i­ ences be p ro v id e d s tu d e n t te a c h e rs i n p a r t i c i p a t i n g and d i r e c t i n g e x tr a c u r r i c u l a r a c t i v i t i e s ,

g*

Q u e s tio n in g : in c lu d e s s u g g e s tio n s re g a rd in g th e e x p e rie n c e s s tu d e n t te a c h e r s need in le a r n in g to word and ask q u e s tio n s t h a t are c l e a r , c o n c is e , and to th e p o in t; le a r n in g to allow p u p ils to answer q u e stio n s#

h#

Knowing and u n d e rsta n d in g sc h o o l p o lic ie s and p r a c t i c e s : In c lu d e s s u g g e s tio n s th a t s tu d e n t te a c h ­ e r s and s u p e rv is in g te a c h e rs u n d e rsta n d sch o o l p o lic ie s

re g a rd in g r o u tin e m a tte rs such as p a s s e s ,

t a r d i e s , and a tte n d a n c e ; g e n e ra l sch o o l and de­ p a rtm e n ta l r e g u la tio n s re g a rd in g u s e , c a re , and amount o f equipm ent; s iz e o f c la s s e s ; l o c a ti o n and u se o f classro o m s; sc h e d u lin g o f c l a s s e s , convo­ c a tio n s , and a c t i v i t i e s * S u g g estio n s P e r ta in in g to th e P e rso n a l Q u a litie s and S k i l l s Needed by S tu d en t T eachers

152

P o sse s sin g a p r o f e s s io n a l a t t i t u d e : in c lu d e s sug­ g e s tio n s re g a rd in g a d e s ir a b le e d u c a tio n a l p h i l ­ osophy; a t t i t u d e tow ards p u p ils , f a c u l t y , ad­ m i n i s t r a t i o n , s c h o o l, and community; p r o f e s s io n a l e t h i c s ; s p i r i t o f se rv ic e * b*

Heeding good o r a l and w r i tte n e x p r e s s io n : in c lu d e s s u g g e s tio n s re g a rd in g th e need f o r c l e a r en u n c ia­ t i o n , c o r r e c t p ro n u n c ia tio n , freedom from d i s ­ t r a c t i n g m annerism s; a b i l i t y to ex p ress one*s s e l f c l e a r l y and c o n c ise ly w ith e a s e , a s su ra n c e , and f o r c e f u ln e s s ; c o r r e c t E n g lis h usage In c lu d in g s p e llin g ; good penm anship,

c.

A cq u irin g a classroom p e r s o n a l i t y : in c lu d e s sug­ g e s tio n s re g a rd in g th e need f o r s e lf - c o n f id e n c e , en th u siasm , i n i t i a t i v e , f r i e n d l i n e s s , o r i g i n a l i t y , le a d e r s h ip , d e p e n d a b ility , c o n s id e r a te n e s s , u n d er­ s ta n d in g , c o u rte s y , and ta c t*

T able XXI shows th e su g g e stio n s o f f e r e d by b o th th e s u p e rv is in g te a c h e rs and th e s tu d e n t te a c h e rs co n cern in g th e s tu d e n t te a c h in g program*

The su g g e stio n s in th i s ta b le a re

l i s t e d in d escen d in g o rd e r of freq u en cy of m en tio n .

153 TABLE XXX. SUGGESTION OFFERED BY SUPERVISING TEACHERS AND STUDENT TEACHERS LISTED IN DESCENDING ORDER OF FREQUENCY

S u g g estio n s S ch ed u lin g a b lo c k o f tim e f o r s tu d e n t te a c h in g P la n n in g and o rg a n iz in g le a r n in g m a te r ia l s , a c t i v i t i e s , and p ro ced u res U n d erstan d in g p u p ils P ro v id in g p r i o r e x p e rie n c e s o f o b s e rv a tio n and p a rtic ip a tio n A c q u irin g needed s u b je c t m a tte r Making o b s e rv a tio n s M a in ta in in g d e s ir a b le s tu d e n t te a c h e r s u p e rv is in g te a c h e r r e la tio n s h i p s U n d erstan d in g p o l i c i e s w ith re g a rd to s tu d e n t te a c h e rs A c q u irin g a classro o m p e r s o n a lity U n d erstan d in g sch o o l p o l i c i e s and p r a c t ic e s N eeding good o r a l and w r itte n e x p re s sio n E s ta b lis h in g o b je c tiv e s o f th e s tu d e n t te a c h in g program S e le c tin g te a c h e rs E v a lu a tin g p ro g re s s and grow th P a r t i c i p a t i n g In and d ir e c tin g e x tr a c u rric u la r a c tiv itie s P o sse s sin g a p r o f e s s io n a l a t t i t u d e Q u e stio n in g Making s u p e rv is o ry v i s i t s TOTAL

Num­ ber

P er cent

152

25.94

100 53

17.07 9 .0 4

48 47

8.19 3 .0 3

31

5.29

50

5.12

24 16 16

4.10 2 .73 2 .7 3

15

2.56

13 11 9

2 .21 1 .8 8 1 .5 4

7

1 .1 9

7 5 2

1 .1 9 0 .8 5 0 .3 4

586

100,00

I t can be se en in T able XXI th a t th e su g g e stio n s w hich d e a lt w ith "S ch ed u lin g a b lo c k o f tim e f o r s tu d e n t te a c h in g " were 2 5 .9 4 p e r c e n t o f a l l th e 586 s u g g e stio n s o f fe re d by b o th th e s u p e rv is in g te a c h e rs and th e s tu d e n t te a c h e rs to g e th e r .

154 In second p la c e were th e su g g e stio n s p e r ta in in g to " P la n n in g and o rg a n iz in g le a r n in g m a te r ia l s , a c t i v i t i e s , and p ro c e d u re s ."

These su g g e s tio n s com prised 1 7 .0 7 p e r ce n t o f

a l l th e 586 su g g e stio n s* S u g g estio n s w hich were concerned w ith "U n d erstan d in g p u p ils " composed 9 .0 4 p e r c e n t o f a l l th e s u g g e stio n s o f fe re d by b o th th e s u p e rv is in g te a c h e rs and th e s tu d e n t te a c h e r s . " P ro v id in g p r io r e x p e rie n c e s o f o b s e rv a tio n and p a r ­ t i c i p a t i o n " made up 8 .1 9 p e r ce n t o f a l l th e 586 s u g g e s tio n s o ffe re d *

A nother group of su g g e stio n s w hich com prised 8 .0 3

p e r ce n t o f a l l th e s u g g e stio n s o f fe re d were th o s e w hich were concerned w ith "A cq u irin g needed s u b je c t m a tte r ." The su g g e s tio n s In th e s e f iv e c a te g o r ie s : (1) S ch ed u l­ in g a b lo c k o f tim e f o r s tu d e n t te a c h in g ; (2) P lan n in g and o rg a n iz in g le a r n in g m a te r ia l s , a c t i v i t i e s , and p ro c e d u re s ; (3) U n d erstan d in g p u p ils ; (4) P ro v id in g p r io r ex p e rie n c e s o f o b s e rv a tio n and p a r t i c i p a t i o n ; and (5) A cq u irin g needed sub­ j e c t m a tte r; c o n ta in e d 68.27 p e r c e n t o r more th a n twot h i r d s o f a l l th e 586 s u g g e stio n s o f fe re d by b o th th e s u p e r­ v is in g te a c h e rs and th e s tu d e n t te a c h e rs *

The rem a in in g 32

p e r c e n t, o r o n e - th ir d , were w e ll d i s t r i b u t e d th ro u g h o u t th e o th e r 13 c a te g o r ie s . A com parison o f th e su g g e stio n s o f fe re d by th e su p e r­ v is i n g te a c h e rs w ith th o s e o f f e r e d by th e s tu d e n t te a c h e rs i s shown In T able XXII.

155 TABLE XXIX* COMPARISON OP SUGGESTIONS OEFERED BY SUPERVISING TEACHERS AND BY STUDENT TEACHERS Super v is in g te a c h e rs

S tu d e n t te a c h e rs

S u g g e stio n s Hum­ ber

P er cent

Num­ b er

P er cent

30

12*15

18

5.31

33 9

1 3.36 3 .6 4

119 2

35.10 0 . 59

4 2

1 .6 2 0.81

9 0

2.66 0 .0 0

2

0.81

22

6 .49

4 38

1 .6 2 15.39

26 9

7 .6 7 2.66

37 0

14.98 0 .00

63 31

18.58 9 .1 4

U n d erstan d in g p u p ils E v a lu a tin g p ro g re ss and grow th P a r t i c i p a t i n g in and d i r e c t i n g e x tra c u rric u la r a c tiv itie s Q u e stio n in g Knowing and u n d e rsta n d in g sc h o o l p o l i c i e s and p r a c t ic e s

38 4

15.39 1 .6 2

15 5

4 .4 2 1 .4 8

5 5

2 .0 2 2 .0 2

2 0

0 .5 9 0 .0 0

6

2 .4 3

10

2.95

P o sse s s in g p r o f e s s io n a l a t t i t u d e Weeding good o r a l and w r i tte n e x p re s s io n A cq u irin g a classro o m p e rso n ­ a lity

5

2.02

2

0.59

14

5.67

1

' 0 .2 9

11

4.45

5

1 .4 8

247

100.00

339

100.00

P ro v id in g p r i o r e x p e rie n c e s in o b s e rv a tio n and p a r t i c i p a t i o n S c h e d u lin g a b lo c k o f tim e f o r s tu d e n t te a c h in g S e le c tin g te a c h e rs E s ta b lis h in g o b je c tiv e s o f s t u ­ d e n t te a c h in g program Making s u p e rv is o ry v i s i t s U n d erstan d in g p o l i c i e s w ith r e ­ g ard to s tu d e n t te a c h e rs M a in ta in in g d e s ir a b le s tu d e n t te a c h e r - s u p e r v is in g te a c h e r re la tio n s h ip s A c q u irin g needed s u b je c t m a tte r P la n n in g and o rg a n iz in g le a r n in g m a t e r i a l s , a c t i v i t i e s , and p ro c e d u re s Making o b s e rv a tio n s

TOTAL

156

A s tu d y of T able XXIX shows th a t 35*10 p e r c e n t o f a l l th e 339 s u g g e stio n s o f f e r e d by t h e s tu d e n t te a c h e rs p e r ta in e d to S c h e d u lin g a b lo ck o f tim e f o r s tu d e n t te a c h in g *"

Prom

th e s u p e rv is in g te a c h e r s , 13*36 p e r c e n t o f t h e i r 247 su g g es­ tio n s were i n t h i s same category* Of th e 247 s u g g e s tio n s made by th e s u p e rv is in g te a c h ­ e r s , two c a te g o r ie s : "A cq u irin g needed s u b je c t m a tte r" and "U n d erstan d in g p u p ils " each c o n ta in e d 38 o r 15*39 p e r ce n t o f a l l th e s u g g e s tio n s .

Prom th e s tu d e n t te a c h e r s , 9 su g g es­

tio n s o r 2*66 p e r cen t o f t h e i r t o t a l o f 339 s u g g e stio n s were co n cern ed w ith "A cq u irin g needed s u b je c t m a tte rs " 15 o r 4 .4 2 p e r c e n t d e a lt w ith "U nd erstan d in g p u p i l s ." S u g g e stio n s co n cern in g "P lan n in g and o rg a n iz in g l e a r n ­ in g m a t e r i a l s , a c t i v i t i e s , and p ro c e d u re s ," were in second h ig h e s t p la c e o f a l l th e su g g e stio n s from th e s tu d e n t te a c h ­ e rs % 65 o r 18*58 p e r c e n t o f t h e i r 339 s u g g e s tio n s were in t h i s categ o ry *

T his c a te g o ry was in t h i r d p la c e of a l l th e

s u g g e s tio n s re c e iv e d from th e s u p e rv is in g te a c h e r s ; 37 o r 14*98 p e r c e n t o f a l l t h e i r 247 s u g g e s tio n s p e r ta in e d to "P lan n in g and o rg a n iz in g le a r n in g m a t e r i a l s , a c t i v i t i e s , a id p r o c e d u r e s ." About 9.14 p e r c e n t o f th e 339 s u g g e s tio n s made by th e s tu d e n t te a c h e rs were concerned w ith "Making o b se rv a ­ tio n s * "

Ho s u g g e stio n s were re c e iv e d from th e s u p e rv is in g

te a c h e rs co n cern in g t h i s categ o ry *

157

" M a in ta in in g d e s ir a b le s tu d e n t te a c h e r - s u p e r v is in g te a c h e r r e l a t i o n s h i p s " com prised 7*67 p e r c e n t of th e 339 s u g g e s tio n s o f f e r e d by th e s tu d e n t te a c h e r s , b u t o n ly 1*62 p e r c e n t o f th e 247 s u g g e stio n s from th e s u p e rv is in g te a c h e rs were in t h i s categ o ry *

A nother c a te g o ry "U nderstanding p o l i ­

c ie s w ith r e g a rd to s tu d e n t te a c h e rs " c o n ta in e d 6*49 p e r ce n t o f th e s u g g e stio n s from th e s tu d e n t te a c h e r s ; only 0*81 p e r c e n t o f th e su g g e stio n s from th e s u p e rv is in g te a c h e rs were in t h i s c a te g o r y . The d e s i r a b i l i t y o f " P ro v id in g p r i o r e x p e rie n c e s o f o b s e rv a tio n and p a r t i c i p a t i o n " com prised 12*15 p e r cen t of th e 247 s u g g e s tio n s from s u p e rv is in g te a c h e rs and 5.31 p er c e n t of th e 339 s u g g e stio n s from s tu d e n t te a c h e r s . S u g g estio n s p e r ta in in g to th e re ed f o r good o r a l and w r i t t e n e x p re s s io n composed 5.67 p e r c e n t o f a l l th e 247 s u g g e stio n s from s u p e rv is in g te a c h e r s .

Only one su g g e s tio n

o r 0 .2 9 p e r c e n t o f th e 339 su g g e s tio n s from s tu d e n t te a c h e rs p e r ta in e d to t h i s categ o ry * A pproxim ately 7 6 .9 4 p e r c e n t of th e 247 su g g e stio n s made by th e s u p e rv is in g te a c h e rs were in s i x c a te g o r ie s : (1) A c q u irin g needed s u b je c t m a tte r; (2) U nderstanding p u p ils ; (3) P la n n in g and o rg a n iz in g le a r n in g m a te r ia ls , a c t i v i t i e s , and p ro c e d u re s ; (4) S ch ed u lin g a b lo c k of tim e f o r s tu d e n t te a c h in g ; (5) P ro v id in g p r i o r ex p e rien ce s i n o b s e rv a tio n and p a r t i c i p a t i o n ; and (6) H eeding good o r a l and w r i tte n e x p re s­ s io n .

The rem ain in g 23 p e r c e n t o f th e su g g e stio n s were w e ll

158

d i s t r i b u t e d th ro u g h o u t 11 o th e r c a te g o rie s *

No su g g e stio n s

were made co n c ern in g "Making o bservations#® Of th e 339 su g g e stio n s made by t h e s tu d e n t te a c h e r s , a p p ro x im a te ly 76*98 p e r c e n t o f them were in f iv e c a te g o r ie s : ( l ) S c h e d u lin g a b lo c k o f tim e f o r s tu d e n t te a c h in g ; (2) P la n n in g and o rg a n iz in g le a r n in g m a te r ia l s , a c t i v i t i e s , end p ro c e d u re s ; (3) Making o b s e rv a tio n s ; (4) M a in tain in g d e s i r ­ a b le s tu d e n t te a c h e r - s u p e r v is in g te a c h e r r e l a t i o n s h i p s ; a id (5) U n d erstan d in g p o lic ie s w ith re g a rd to s tu d e n t te a c h e rs * The rem ain in g 23 p e r ce n t o f th e su g g e stio n s were w e ll d i s ­ t r i b u t e d among 11 o th e r c a te g o rie s*

H0 su g g e stio n s were made

co n cern in g "Q u estio n in g " and "Making s u p e rv is o ry v i s i t s * "

159 CHAPTER V II GENERAL SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS The p u rp o se o f t h i s in v e s tig a tio n was to an a ly ze th e s tu d e n t te a c h in g program in th e seco n d ary sc h o o ls a t In d ia n a U n iv e r s ity .

I n co n d u c tin g t h i s s tu d y an a n a ly s is was made

o f (1 ) th e o b je c tiv e s o f th e s tu d e n t te a c h in g program ; (2) th e a c t i v i t i e s i n w hich s tu d e n t te a c h e rs engaged d u rin g t h e i r e x p e rie n c e s In s tu d e n t te a c h in g ; (3) th e problem s and d i f f i c u l t i e s which s tu d e n t te a c h e rs en c o u n tered w hile p a r t i c i p a t i n g In s tu d e n t te a c h in g ; and (4) th e su g g e stio n s w hich were o f f e r e d f o r th e improvement o f th e program o f s tu d e n t te a c h in g a t In d ia n a U n iv e r s ity . D ata were c o lle c te d by means o f fo u r p e r io d ic reports**w hich were re q u e s te d from 226 s tu d e n t te a c h e rs engaged i n s tu d e n t te a c h in g i n e le v e n i n s t r u c t i o n a l a re a s o f th e second­ a ry sc h o o ls a t In d ia n a U n iv e r s ity d u rin g th e second se m ester o f th e academ ic y e a r 1948-1949.

D ata were a ls o c o lle c te d

from th e 96 s u p e r v is in g te a c h e rs o f th e s e 226 s tu d e n t te a c h ­ e r s i n a s e r i e s o f f o u r r e p o r ts ^ which were re q u e s te d a t th e same tim e as th e r e p o r ts from th e s tu d e n t te a c h e r s .

The

Committee on S econdary E d u ca tio n o f th e f a c u l t y o f th e S chool o f E d u c a tio n a t In d ia n a U n iv e r s ity a ls o p a r t i c i p a t e d by g iv in g

3-See Appendix B % ee Appendix C

160 t h e i r r e a c tio n s to a l i s t o f o b je c ti v e s 3 f o r a program o f s tu d e n t te ach in g * The v a rio u s a s p e c ts o f t h i s in v e s t i g a t i o n as w e ll as th e b a s ic assum ptions w hich were made, th e d e f i n i t i o n o f te rm s , d e l i m i t a t i o n o f th e problem , and th e p ro ced u re u se d , a re given i n C hapter I* r e s e a r c h i s review ed*

I n C hapter I I a su rv ey o f r e l a t e d The f in d in g s r e l a t i v e to th e o b je c ­

t i v e s o f th e s tu d e n t te a c h in g program are g iv en i n C h ap ter III*

C h ap ter IV c o n ta in s th e f in d in g s co n c ern in g th e a c t i v i ­

t i e s i n w hich th e s e s tu d e n t te a c h e rs engaged*

The fin d in g s

r e l a t i v e to th e problem s and d i f f i c u l t i e s en co u n tered by th e s e s tu d e n t te a c h e rs a re g iv e n in C hapter V*

The n a tu re

and scope o f th e s u g g e s tio n s o f f e r e d by th e s e s tu d e n t te a c h ­ e r s and t h e i r s u p e rv is in g te a c h e rs p e r ta in in g to th e im prove­ ment o f th e s tu d e n t te a c h in g program In th e secondary sc h o o ls a t In d ia n a U n iv e r s ity a re g iv e n in C hapter VI*

The co n c lu ­

s io n s and recom m endations which fo llo w a re b ased on th e f in d ­ in g s o f t h i s i n v e s t i g a t i o n which a re p re s e n te d In th e s e p r e ­ c e d in g c h a p te rs*

C onclusions R eg ard in g o b je c ti v e s . — S tu d e n t te a c h e r s , s u p e rv is in g te a c h e r s , and th e F a c u lty Committee on Secondary Educa­ t i o n a re i n g e n e ra l agreem ent re g a rd in g th e o b je c tiv e s t h a t 3See Appendix

161

sh o u ld g u id e th e s tu d e n t te a c h in g program*

For exam ple, a t

l e a s t 75 p e r ce n t o r more o f th e members o f a l l th r e e groups ag ree d w ith o u t r e s e r v a tio n s w ith 20 o f th e 28 o b je c tiv e s (T ab le VI)*

The 20 o b je c tiv e s w ith w hich th e r e was an a g re e ­

ment o f 75 p e r c e n t o r h ig h e r a r e : To p ro v id e e x p e rie n c e s w hich w i l l le a d th e s tu d e n t to r e c o g n iz e , a d ju s t t o , and make p r o v is io n f o r in d iv id u a l d if f e r e n c e s and grow th o f p u p ils * To p ro v id e e x p e rie n c e s In which th e s tu d e n t w i l l le a r n to e s t a b l i s h and m a in ta in a h e a l t h f u l sc h o o l e n v iro n ­ ment* To p ro v id e e x p e rie n c e s t h a t w i l l g iv e th e s tu d e n t th e o p p o r tu n ity t o dev elo p th e a b i l i t y to work w ith o th e rs* To p ro v id e e x p e rie n c e s t h a t w ill g iv e th e s tu d e n t th e o p p o r tu n ity to p la n u n its o f work and to make d a i ly le s s o n p lan s* To p ro v id e e x p e rie n c e s i n which th e s tu d e n t le a r n s to d ev elo p th e a b i l i t y to h a n d le classro o m ro u tin e * To p ro v id e e x p e rie n c e s In which th e s tu d e n t le a r n s to d i r e c t p u p ils * s tu d y . To p ro v id e e x p e rie n c e s i n which th e s tu d e n t d ev elo p s th e a b i l i t y to guide le a r n in g th ro u g h d em o cratic p ro ­ ced u res « To p ro v id e e x p e rie n c e s w hich w i l l d evelop th e s t u d e n t 's a b i l i t y to d i r e c t classro o m d is c u s s io n and to s tim u la te and g u id e p u p i l s 1 growth* To p ro v id e e x p e rie n c e s In w hich th e s tu d e n t e s ta b li s h e s le a r n in g s i t u a t i o n s d esig n ed to develop c r i t i c a l th in k ­ ing on th e p a r t o f th e p u p ils . To p ro v id e e x p e rie n c e s in w hich th e s tu d e n t has th e o p p o rtu n ity to u se many methods o f I n s t r u c t i o n and to dev elo p te a c h in g s k i l l s to th e p o in t where he Is com­ p e te n t o f h a n d lin g many te a c h in g s i t u a t i o n s independ­ e n tly . To p ro v id e e x p e rie n c e s i n w hich th e s tu d e n t le a r n s to e v a lu a te p u p il g ro w th .

16 2

To p ro v id e e x p e rie n c e s i n w hich th e s tu d e n t le a r n s to s e l e c t , u s e , and i n t e r p r e t o b je c tiv e d a ta and re c o rd s so as to u n d e rsta n d and guide p u p il growth* To p ro v id e e x p e rie n c e s w hich w ill en ab le th e s tu d e n t to become f a m il ia r w ith p r o f e s s io n a l l i t e r a t u r e , te x tb o o k s , r e f e r e n c e m a t e r i a l s , and te a c h in g eq u ip ­ ment p a r t i c u l a r l y i n th e f i e l d s i n which he i s i n t e r ested * To p ro v id e e x p e rie n c e s i n which th e s tu d e n t a c q u ire s s k i l l i n t r a n s f e r r i n g th e e d u c a tio n a l th e o ry he has le a r n e d in to a c tu a l p r a c tic e * To p ro v id e e x p e rie n c e s which w i l l en ab le th e s tu d e n t to se e th e sc h o o l as a Tjfoole and to le a r n h is r e ­ s p o n s i b i l i t i e s i n c a rr y in g o u t a d m in is tr a tiv e p o lic ie s and i n acco m p lish in g th e g e n e ra l o b je c tiv e s o f th e sc h o o l program* To p ro v id e e x p e rie n c e s w hich w i l l en ab le th e s tu d e n t to l e a r n how th e sch o o l and community can work t o ­ g e th e r • To p ro v id e e x p e rie n c e s in which th e s tu d e n t le a r n s to u se community re s o u rc e s i n le a r n in g - te a c h in g s itu a tio n s * To p ro v id e e x p e rie n c e s which w i l l en a b le th e s tu d e n t t o d ev elo p a p h ilo so p h y o f l i f e and o f e d u c a tio n t h a t i s d e m o c ra tic , sound, grow ing, and workable* To p ro v id e e x p e rie n c e s which w i l l s tim u la te th e s t u ­ d e n t 's d e s ir e f o r co n tin u o u s p r o f e s s io n a l and academic grow th. To p ro v id e e x p e rie n c e s o f s t i f f i c l e n t number, k in d , and d u r a tio n t h a t w i l l en a b le th e s tu d e n t to a c q u ire a m a ste ry o f h im s e lf , s u b je c t m a tte r , and p r o f e s s io n a l s k i l l to a l e v e l where he can in d e p e n d e n tly d i r e c t and guide th e le a r n in g o f p u p i l s . The c o n c lu sio n re g a rd in g th e g e n e ra l agreem ent w ith th e s e o b je c tiv e s among s tu d e n t te a c h e r s , s u p e rv is in g te a c h e r s , and th e F a c u lty Committee i s su p p o rted f u r t h e r by th e f a c t t h a t th e p e rc e n ta g e s o f agreem ent w ith th e rem ain in g e ig h t o b je c tiv e s I n no case were below 57 p e r c e n t among th e

163 th r e e groups (T able V I).

These e ig h t o b je c tiv e s a r e :

To p ro v id e e x p e rie n c e s w hich w i l l g iv e th e s tu d e n t th e o p p o r tu n ity to work w ith p u p ils o f th e age th e s tu d e n t d e s ir e s to te a c h . To p ro v id e e x p e rie n c e s which c r e a te an u n d e rsta n d in g o f human developm ent: p h y s ic a l and m ental* To p ro v id e e x p e rie n c e s t h a t w i l l en a b le th e s tu d e n t to d ev elo p I n to a w e ll-b a la n c e d in d iv id u a l $ a p e rso n p o s s e s s in g a p le a s in g p e r s o n a lity and d e s ir a b le p e r ­ so n a l c h a r a c t e r i s t i c s . To p ro v id e e x p e rie n c e s t h a t w i l l g iv e th e s tu d e n t th e o p p o r tu n ity to work w ith p a r e n ts , te a c h e r s , and o th e rs i n pro m o tin g th e e d u c a tio n and g e n e ra l w e lfa re o f th e p u p ils , To p ro v id e e x p e rie n c e s i n w hich th e s tu d e n t w i l l work w ith p u p ils under many sch o o l s i t u a t i o n s , n o t o n ly in th e c la ssro o m , b u t a ls o i n homeroom, e x t r a - c u r r i c u l a r a c t i v i t i e s , a s s e m b lie s , f i e l d t r i p s , e x h i b i t s , and s o c ia l a c t i v i t i e s . To p ro v id e e x p e rie n c e s In w hich th e s tu d e n t works w ith te a c h e r s i n th e many p r o f e s s io n a l a c t i v i t i e s In which a l l te a c h e rs engage b o th in th e classro o m and i n o th e r sc h o o l a c t i v i t i e s * T© p ro v id e e x p e rie n c e s In w hich th e s tu d e n t le a r n s to e s t a b l i s h c o r d ia l r e la tio n s h i p s w ith th e a d m in is tra ­ tio n . To p ro v id e e x p e rie n c e s d esig n ed to a c q u a in t th e s tu d e n t w ith th e p r o f e s s io n a l o r g a n iz a tio n s w ith w hich he sh o u ld be a f f i l i a t e d . I t can be n o te d f u r t h e r th a t in th o se o b je c tiv e s where th e p e rc e n ta g e s o f agreem ent were lo w e s t, th e p e rc e n ta g e s o f agreem ent w ith r e s e r v a t i o n were h ig h (T able V I) .

I n o th e r

w ords, th e la c k o f agreem ent among s tu d e n t te a c h e r s , su p e r­ v is in g te a c h e r s , and th e F a c u lty Committee does n o t n e c e s­ s a r i l y in d ic a t e d is a g re e m e n t.

164

Among a l l th r e e groups — s tu d e n t te a c h e r s , s u p e r­ v i s i n g te a c h e r s , and th e F a c u lty Committee — th e p e rc e n ta g e o f d isa g re em e n t was s m a ll.

I n no ca se d id i t exceed 1 2 .8

p e r c e n t and t h i s was th e h ig h e s t p e rc e n ta g e o f d isa g re em e n t among th e s tu d e n t te a c h e rs (T able V I) .

Among th e F a c u lty

Committee th e h ig h e s t p e rc e n ta g e o f d isag reem en t was 1 2 .5 p e r c e n t (T ab le V I).

The h ig h e s t p e rc e n ta g e o f d isag reem en t

among th e s u p e rv is in g te a c h e rs was 9 .5 p e r c e n t (T ab le V I). R egarding a c t i v i t i e s . — There was a wide v a r i a t i o n i n th e n a tu re and scope o f t h e a c t i v i t i e s i n w hich s tu d e n t te a c h e rs engaged.

Some s tu d e n t te a c h e rs p a r t i c i p a t e d i n each

o f th e 39 a c t i v i t i e s , how ever, th e p e rc e n ta g e o f p a r t i c i p a ­ t i o n v a r ie d from a h ig h o f 9 9 .1 p e r c e n t i n one a c t i v i t y "O bserving my s u p e rv is in g te a c h e r ” to a low o f 2 .6 p e r ce n t i n " V is itin g homes o f p u p i l s ” (T able X).

T his shows, f u r ­

th e rm o re , t h a t a l l o f th e s tu d e n t te a c h e r s d id n o t engage i n th e same a c t i v i t i e s . The v a r i e t y o f a c t i v i t i e s i n w hich most o f th e s tu d e n t te a c h e rs p a r t i c i p a t e d d id n o t v a ry to any marked e x te n t d u r­ in g th e th r e e p h ases o f s tu d e n t te a c h in g — e a r l y , m id d le, and l a t e (T able X ).

The h ig h e s t p e rc e n ta g e s o f p a r t i c i p a t i o n

d u rin g a l l th r e e p h ases o f s tu d e n t te a c h in g were In th e sane f iv e a c t i v i t i e s : 1.

O bserving s u p e rv is in g te a c h e rs

2.

O bserving o th e r te a c h e rs

3.

Making le s s o n p la n s

165 4.

W ritin g up o b s e rv a tio n s

5,

T each in g an e n t i r e c la s s p e rio d *

D uring th e e a r l y p h ase o f s tu d e n t te a c h in g , 8 7 .6 t o 9 9 .1 p e r c e n t o f a l l th e s tu d e n t te a c h e r s engaged i n th e s e f i v e a c t i ­ v itie s *

D u rin g th e m iddle p h a s e , 8 6 .3 t o 9 8 .2 p e r c e n t o f

a l l th e s e s tu d e n t te a c h e r s engaged in th e s e f iv e a c t i v i t i e s . D u rin g th e l a t e p h a s e , 89*4 to 98*8 p e r c e n t o f a l l th e s tu d e n t te a c h e r s engaged i n th e s e f i v e a c t i v i t i e s (T ab le X ). I n g e n e r a l, th e s e s tu d e n t te a c h e r s engaged In th e same a c t i v i t i e s i r r e s p e c t i v e o f th e i n s t r u c t i o n a l a r e a i n w hich th e y d id s tu d e n t te a c h in g *

I t i s obvious t h a t some o f th e s e

39 a c t i v i t i e s a re more t y p i c a l o f some a re a s than o f o th e r s , b u t th e o v e r - a l l group o f 39 a c t i v i t i e s showed some p a r t i c i ­ p a tio n by th e s tu d e n t te a c h e rs I n a l l th e i n s t r u c t i o n a l a re a s d u rin g th e th r e e p h a se s o f s tu d e n t te a c h in g (T ab les V II, V III, and IX ).

An example o f an a c t i v i t y w hich is t y p i c a l o f most

a r e a s , b u t n o t a l l , i s th e a c t i v i t y o f "Making a s e a tin g c h a r t.”

S e a tin g c h a r ts a r e seldom u se d i n th e a r e a o f p h y s i­

c a l e d u c a tio n e x c e p t i n h e a l t h c la s s e s o r o th e r s i m i l a r c la s s e s w hich a r e a sm a ll p a r t o f th e whole a r e a of p h y s ic a l e d u c atio n *

Knowledge o f t h i s s i t u a t i o n makes more m ean in g fu l

th e low p e rc e n ta g e o f p a r t i c i p a t i o n in th e a c t i v i t y o f m sking a s e a t i n g c h a r t by th e s tu d e n t te a c h e rs i n th e a r e a o f p h y s ic a l e d u c a tio n . The s tu d e n t te a c h e r s off-cam pus engaged i n a g r e a t e r v a r i e t y o f a c t i v i t i e s th a n th e s tu d e n t te a c h e r s on-cam pus. I n a l l th r e e p h ases o f s tu d e n t te a c h in g — e a r l y , m id d le ,

166

and l a t e — betw een 7 1 ,0 and one hundred p e r cen t o f th e s tu d e n t te a c h e r s on-campus engaged I n th e same sev en a c t i v i ­ t i e s (T ab le X I).

These a c t i v i t i e s w ere:

1,

O bserv in g s u p e rv is in g te a c h e rs

2.

O bserving o th e r te a c h e rs

3.

O b serv in g o th e r s tu d e n t te a c h e rs

4,

W ritin g up o b s e rv a tio n s

5,

Making le s s o n p la n s

6.

T each in g an e n t i r e c la s s p e rio d

7.

R eading p r o f e s s io n a l m agazines o r books a p a rt from a s s ig n e d work.

I n a l l th r e e p h ases o f s tu d e n t te a c h in g — e a r l y , m id d le , snd l a t e — betw een 7 2 ,7 and one h u ndred p e r c e n t o f th e s tu d e n t t e a c h e rs off-cam pus engaged in th e fo llo w in g ac­ t i v i t i e s (T ab le X I). 1.

O bserving s u p e rv is in g te a c h e rs

2.

O bserv in g o th e r te a c h e rs

3.

O bserv in g homeroom a c t i v i t i e s

4.

O bserving e x t r a c u r r ic u la r a c t i v i t i e s

5.

Making s e a t i n g c h a r ts

6.

C hecking t e s t p ap ers

7,

A s s is tin g i n d ir e c te d stu d y a c t i v i t i e s

8.

P a r t i c i p a t i n g i n c la s s d is c u s s io n

9.

Making le s s o n p la n s

10.

T eaching p a r t o f a c la s s p e r io d

11 ,

T eaching an e n t i r e c la s s p e rio d

12.

M eeting o th e r f a c u l t y members

167

13.

Checking school library for supplementary materials

14*

Attending school assemblies

15.

Heading professional magazines or books apart from assigned work*

These f in d in g s s u b s t a n t i a t e th e c o n c lu s io n t h a t d u rin g a l l t h r e e p h ases o f s tu d e n t te a c h in g , th e s tu d e n t te a c h e r s off-cam pus p a r t i c i p a t e d i n a g r e a t e r v a r i e t y o f a c t i v i t i e s th a n th e s tu d e n t te a c h e r s on-campus* R eg ard in g problem s and d i f f i c u l t i e s . — S tu d e n t te a c h e r s en c o u n te re d a wide v a r ie ty o f problem s and d i f f i ­ c u l t i e s d u rin g s tu d e n t te a c h in g .

I n a l l , 2,246 problem s and

d i f f i c u l t i e s were r e p o r te d by th e s tu d e n t t e a c h e rs and th e s u p e r v is in g te a c h e rs *

These 2,246 problem s and d i f f i c u l t i e s

were c l a s s i f i e d I n to 44 c a te g o r ie s (T ab le X I I I ) ,

About

f i f t y p e r c e n t o f a l l th e s e problem s and d i f f i c u l t i e s which th e s e s tu d e n t te a c h e r s en c o u n tered f e l l w ith in s i x c a te g o r ie s . T hese problem s and d i f f i c u l t i e s l i s t e d i n d escen d in g o rd e r o f fre q u e n c y o f m en tio n a r e : 1.

H andling problem s o f p u p il c o n tr o l and d i s c i p l i n e

2*

P r e s e n tin g th e le s s o n and g u id in g p u p il d is c u s s io n

3.

A dapting to th e n e e d s, i n t e r e s t s , and a b i l i t i e s o f p u p ils

4*

P la n n in g and o rg a n iz in g le a r n in g a c t i v i t i e s , m a t e r i a l s , and p ro ced u res

5*

M o tiv atin g p u p il i n t e r e s t and re sp o n se

168 6,

t»ack o f p o is e , s e lf - c o n f id e n c e , a s s u ra n c e , and em o tio n al s t a b i l i t y *

I n g e n e r a l, th e same problem s and d i f f i c u l t i e s rem ained th ro u g h o u t a l l th r e e p h ases o f s tu d e n t te ach in g *

The p ro b ­

lems and d i f f i c u l t i e s w hich were r e p o r te d most f r e q u e n tly by s tu d e n t te a c h e r s and s u p e rv is in g te a c h e rs d u rin g a l l th r e e phase® — e a r l y , m id d le , and l a t e — o f s tu d e n t te a c h in g were (T ab le XIV): 1*

H andling problem s o f p u p il c o n tr o l and d i s c i p l i n e

2*

P re s e n tin g th e le s s o n and g u id in g p u p il d is c u s s io n

3*

A dapting to th e n e e d s, I n t e r e s t s , and a b i l i t i e s o f p u p ils

4*

P la n n in g and o rg a n iz in g le a r n in g a c t i v i t i e s , m a t e r i a l s , and p ro ced u res*

T here were some problem s and d i f f i c u l t i e s w hich were c h a r a c t e r i s t i c o f one o f th e p h ases and d id n o t seem to be p r e s e n t to any marked e x te n t i n a n o th e r p h a s e .

F or exam ple,

problem s d e a lin g w ith " la c k o f p o is e , s e lf - c o n f id e n c e , a s s u ra n c e , and e m o tio n a l s t a b i l i t y ” com prised a la r g e p e r ­ ce n ta g e o f th e problem s and d i f f i c u l t i e s in th e e a r l y phase o f s tu d e n t te ach in g *

However, th e p e rc e n ta g e o f problem s and

d i f f i c u l t i e s r e p o r te d i n t h i s c a te g o ry i n th e m id d le phase dropped to s e v e n th p la c e o f a l l th e problem s and d i f f i c u l t i e s r e p o r te d f o r t h a t p h a s e , and, d u rin g th e l a t e p h a s e , th e s e problem s o f la c k o f p o is e and s e lf - c o n f id e n c e composed about th r e e p e r c e n t o f a l l th e problem s and d i f f i c u l t i e s r e p o r te d fo r th a t phase.

Problem s concern ed w ith "Lack o f , o r f a i l u r e

169 to d ev o te enough tim e to r e a l i z e th e p o s s i b i l i t i e s i n s tu d e n t te a c h in g # ” w ere r e p o r te d i n g r e a t e r number d u rin g th e m id d le p h ase th a n d u rin g th e e a r l y o r l a t e phases*

Problem s d e a lin g

w ith " M o tiv a tin g p u p il i n t e r e s t and response*1 formed a la r g e p e rc e n ta g e o f th e problem s and d i f f i c u l t i e s o f th e m id d le and l a t e p h ases o f s tu d e n t te a c h in g # b u t were n o t r e p o r te d as f r e q u e n tly i n th e e a r l y ph ase o f s tu d e n t te a c h in g (T ab le XIV). I n g e n e ra l# th e problem s and d i f f i c u l t i e s en c o u n tered by th e s e s tu d e n t te a c h e r s in th e e le v e n i n s t r u c t i o n a l a re a s w ere s im ila r*

The d a ta d id n o t r e v e a l any marked d if f e r e n c e s

i n th e problem s and d i f f i c u l t i e s en c o u n tered by th e s tu d e n t te a c h e r s i n one i n s t r u c t i o n a l a re a as compared w ith a n o th e r (T a b le XV).

The problem s and d i f f i c u l t i e s most f r e q u e n tly

e n c o u n te re d i n a l l th e i n s t r u c t i o n a l a re a s w ere: 1*

H andling problem s o f p u p il c o n tr o l and d i s c i p l i n e

2.

P r e s e n tin g th e le s s o n and g u id in g p u p il d is c u s s io n

3*

A dapting to th e n e e d s, i n t e r e s t s , and a b i l i t i e s o f p u p ils

4*

P la n n in g and o rg a n iz in g le a r n in g a c t i v i t i e s , m a t e r i a l s , and p ro c e d u re s

5*

M o tiv a tin g p u p il i n t e r e s t and resp o n se

6.

Lack o f p o is e , s e lf - c o n f id e n c e , a s s u ra n c e , and em o tio n al s t a b i l i t y *

T here was one o b s e rv a b le d if f e r e n c e , th e problem s and d i f f i ­ c u l t i e s co ncerned w ith ^H andling r o u tin e d u tie s i n th e c l a s s ­ room” were r e p o r te d to a g r e a t e r e x te n t by th e s tu d e n t te a c h ­ e r s and s u p e rv is in g te a c h e r s i n th e a re a o f p h y s ic a l ed u c atio n ,

170

b o th men and women# th a n I n any o f th e o th e r i n s t r u c t i o n a l a r e a s (T ab le XV). In g e n e ra l# th e problem s and d i f f i c u l t i e s en c o u n te re d b y th e m ale s tu d e n t te a c h e rs as compared w ith th e problem s and d i f f i c u l t i e s e n c o u n te re d by th e fem ale s tu d e n t te a c h e rs were s im ila r *

The s i x problem s and d i f f i c u l t i e s r e p o r te d

m ost f r e q u e n tly by b o th groups were (T ab le X V II): 1«

H an d lin g problem s o f p u p il c o n tr o l and d i s c i p l i n e

2*

P r e s e n tin g th e le s s o n and g u id in g p u p il d is c u s s io n

3.

A dapting to th e n e e d s, I n te r e s t s # and a b i l i t i e s o f p u p ils

4*

P la n n in g and o rg a n iz in g le a r n in g a c t i v i t i e s # m a te r ia ls # and p ro ced u res

5*

M o tiv a tin g p u p il i n t e r e s t and re sp o n se

6#

Lack o f p o is e , s e lf-c o n fid e n c e # a s s u ra n c e , and e m o tio n a l s t a b i l i t y *

T here were two problem s and d i f f i c u l t i e s In w hich th e r e was a n o tic e a b le d if f e r e n c e In th e fre q u e n c y o f o c c u rre n c e b e ­ tw een th e two groups — m ale and fe m a le .

Problem s and d i f f i ­

c u l t i e s co n cern ed w ith wLack of# o r f a i l u r e to d ev o te enough tim e to r e a l i z e th e p o s s i b i l i t i e s in s tu d e n t t e a c h i n g , ” o c c u rre d more f r e q u e n tly among th e fem ale s tu d e n t te a c h e rs th a n among th e m ale s tu d e n t te a c h e r s .

Problem s and d i f f i ­

c u l t i e s concerned w ith " D e f ic ie n c ie s i n spoken E n g lis h ” o c c u rre d more f r e q u e n tly among th e male th a n among th e fem ale s tu d e n t te a c h e rs (T ab le XVII)* T here were some s i m i l a r i t i e s and some d if f e r e n c e s in

171 th e problem s and d i f f i c u l t i e s en c o u n te re d by th e s tu d e n t te a c h e r s on-campus as compared w ith th e s tu d e n t te a c h e rs o f f campus*

The th r e e problem s and d i f f i c u l t i e s en c o u n tered most

f r e q u e n tly by th e s tu d e n t te a c h e rs on-campus were th e same th r e e problem s and d i f f i c u l t i e s w hich were en c o u n te re d most f r e q u e n tly by th e s tu d e n t te a c h e r s off-cam pus (T ab le X V III). These problem s and d i f f i c u l t i e s w ere: 1.

H andling problem s o f p u p il c o n tr o l and d i s c i p l i n e

2*

P re s e n tin g th e le s s o n and g u id in g p u p il d is c u s s io n

3.

A d ap tin g to th e needs# i n t e r e s t s , and a b i l i t i e s of p u p ils .

Problem s d e a lin g w ith "Lack o f command over s u b je c t m a tte r ” com prised a g r e a t e r p e rc e n ta g e o f th e problem s and d i f f i c u l ­ t i e s o f th e off-cam pus group o f s tu d e n t te a c h e r s th a n o f th e on-campus g ro u p .

Problem s w hich were concern ed w ith "Lack o f,

o r f a i l u r e to d ev o te enough tim e to r e a l i z e th e p o s s i b i l i t i e s o f s tu d e n t te a c h in g " composed a l a r g e r p e r ce n t o f th e p ro b ­ lem s and d i f f i c u l t i e s o f th e on-campus group th a n o f th e o f f campus group (T ab le X V III), B ased on th e r e p o r ts o f th e s tu d e n t te a c h e rs and th e s u p e r v is in g te a c h e r s th e r e were problem s and d i f f i c u l t i e s o f s tu d e n t te a c h e rs w hich were n o t d is c u s s e d i n s u p e rv is o ry con­ fere n c e s.

I n a l l , 108 problem s and d i f f i c u l t i e s were r e p o r te d

as n o t h av in g b een d is c u s s e d i n s u p e rv is o ry co n fe re n c e s and th e s e were c l a s s i f i e d i n t o 18 c a te g o r ie s (T ab le XIX). A pprox im ately 56 p e r c e n t o f th e s e problem s and d i f f i c u l t i e s were i n fo u r c a te g o r ie s :

172

1* D ifficulties involving student teacher-supervising teacher relationships 2,

Planning and organizing learning activ ities, materials# and procedures

3*

H an d lin g b ro a d e r a s p e c ts o f te a c h in g te c h n iq u e

4*

Lack o f a b i l i t y o r w illin g n e s s to c o o p e ra te w ith o th e rs •

Based on th e r e p o r ts o f th e s tu d e n t te a c h e rs th e r e were problem s and d i f f i c u l t i e s w hich rem ained u n so lv e d a t th e c o m p le tio n o f s tu d e n t te a c h in g .

One hundred s ix te e n

problem s and d i f f i c u l t i e s were r e p o r te d as b e in g u n so lv ed and th e s e problem s and d i f f i c u l t i e s were c l a s s i f i e d in to 26 d i f f e r e n t c a te g o r ie s (T ab le XX).

Over 55 p e r c e n t o f th e s e

problem s and d i f f i c u l t i e s were i n fo u r c a te g o r ie s :

1,

Handling problems of pupil control and discipline

2.

M o tiv a tin g p u p il i n t e r e s t and re sp o n se

3* Adjusting to deficiencies in school equipment, physical conditions, and materials 4.

A d ju s tin g to th e n e e d s, I n t e r e s t s , and a b i l i t i e s of p u p ils .

R eg ard in g s u g g e s tio n s . — A wide v a r i e t y o f s u g g e s tio n s were o f f e r e d b y th e s tu d e n t te a c h e rs and th e s u p e rv is in g te a c h e r s co n c e rn in g th e s tu d e n t te a c h in g program i n th e se co n d ary sc h o o ls a t In d ia n a .U n iv e rsity .

The s u g g e s tio n s

o f f e r e d p e r ta in e d t o ; (1 ) th e s tu d e n t te a c h in g program as a w hole; (2) th e p r e p a r a tio n and e x p e rie n c e s p ro v id e d s tu d e n t

173

te a c h e r s ; and (3) th e p e rs o n a l q u a l i t i e s and s k i l l s needed b y s tu d e n t t e a c h e r s ,4 Based on th e combined fre q u en cy o f a l l th e s u g g e s tio n s o f f e r e d by th e s tu d e n t te a c h e rs and th e s u p e rv is in g te a c h e r s , more th a n tw o - th ir d s (6 8 ,2 7 p e r c e n t) o f a l l th e s u g g e s tio n s r e l a t e d to f i v e o f th e 18 c a te g o r ie s in to which th e su g g e s­ tio n s were grouped (T ab le XXI),

These f iv e ty p e s o f su g g es­

t i o n s l i s t e d i n d escen d in g o rd e r o f fre q u e n c y o f m ention a r e : 1*

S c h e d u lin g a b lo c k o f tim e f o r s tu d e n t te a c h in g

2*

P la n n in g and o rg a n iz in g le a r n in g m a te r ia l s , a c t i v i t i e s , and p ro ced u res

3,

U n d erstan d in g p u p ils

4*

P ro v id in g p r i o r e x p e rie n c e s o f o b s e rv a tio n and p a rtic ip a tio n

" 'W ^ A c q u irin g needed s u b je c t m a tte r . The s u g g e s tio n s o f f e r e d by th e s tu d e n t te a c h e rs con­ c e rn in g th e s tu d e n t te a c h in g program a re i n g e n e ra l a g re e ­ ment w ith th e s u g g e s tio n s o f f e r e d by th e s u p e rv is in g te a c h e rs . Over h a l f (5 3 ,6 8 p e r c e n t) o f th e s u g g e s tio n s o f f e r e d by th e s tu d e n t te a c h e rs were o f two ty p e s (T able X X II): 1*

S c h e d u lin g a b lo c k o f tim e f o r s tu d e n t t ea ch in g

2,

P lan n in g and o rg a n iz in g le a r n in g m a t e r i a l s , a c t i v i t i e s , and p ro c e d u re s .

^See C h ap ter V I, S u g g e s tio n s C oncerning th e S tu d e n t T each in g P ro g ram .” p p . 148-52*

174 A pprox im ately 71 p e r ce n t o f th e s u g g e s tio n s o f f e r e d by th e s u p e r v is in g te a c h e rs were about e q u a lly d iv id e d among f iv e c a te g o r ie s (T ab le X X II):

1,

Understanding pupils

2,

Acquiring needed subject matter

3*

P la n n in g and o rg a n iz in g le a r n in g m a t e r i a l s , a c t i v i t i e s , and p ro ced u res

4,

S c h e d u lin g a b lo c k o f tim e f o r s tu d e n t te a c h in g

5*

P ro v id in g p r i o r e x p e rie n c e s i n o b s e rv a tio n and p a rtic ip a tio n ,

A com parison o f th e s u g g e stio n s o f f e r e d by th e s tu d e n t te a c h e r s and th e s u p e rv is in g te a c h e rs w ith th e r e a c t i o n of th e s e two groups to th e o b je c tiv e s o f th e s tu d e n t te a c h in g program shows g e n e ra l agreem ent betw een th e o b je c tiv e s and th e su g g e s tio n s *

For exam ple, when th e o b je c ti v e , "To

p ro v id e e x p e rie n c e s which w i l l le a d th e s tu d e n t to re c o g n iz e , a d ju s t t o , and make p r o v is io n f o r in d iv id u a l d if f e r e n c e s and grow th o f p u p i l s ," i s compared w ith th e s u g g e s tio n p e r ta in in g t o "U n d erstan d in g p u p i l s ," I t can be seen t h a t 9 3 .4 p e r c e n t o f th e s tu d e n t te a c h e rs and one hundred p e r c e n t o f th e s u p e rv is in g te a c h e rs ag reed w ith t h i s o b je c tiv e (T ab le V I); 4 ,4 p e r c e n t o f th e s u g g e s tio n s from th e s tu d e n t te a c h e rs and 1 5 .3 p e r c e n t o f th e su g g e s tio n s from th e s u p e rv is in g te a c h e r s were co n cern ed w ith u n d e rs ta n d in g p u p ils (T able X X II). A com parison o f th e o b je c ti v e , "To p ro v id e e x p e rie n c e s t h a t w i l l g iv e th e s tu d e n t th e o p p o rtu n ity to p la n u n i t s o f work and t o make d a i l y le s s o n p la n s ," w ith th e s u g g e s tio n ,

175 "P la n n in g and o rg a n iz in g le a r n in g m a t e r i a l s , a c t i v i t i e s , and p ro c e d u r e s ," re v e a le d th e f a c t t h a t 7 5 .2 p e r c e n t of th e s tu d e n t te a c h e rs and 9 0 ,5 p e r c e n t o f th e s u p e r v is in g te a c h e r s ag re e d w ith th e o b je c tiv e (T ab le V I).

Of th e

s u g g e s tio n s o f f e r e d , 1 8 .5 p e r c e n t o f th o s e o f f e r e d by th e s tu d e n t te a c h e r s and 14*9 p e r c e n t o f th o s e o f f e r e d by th e s u p e r v is in g te a c h e rs were concerned w ith t h i s s u g g e s tio n o f p la n n in g and o rg a n iz in g le a r n in g m a te r ia l s , a c t i v i t i e s , an d p ro c e d u re s (T ab le X X II). The s u g g e s tio n , "A cq u irin g needed s u b je c t m a tte r ," when compared w ith th e o b je c ti v e , "To p ro v id e e x p e rie n c e s w hich w i l l en a b le th e s tu d e n t t o become f a m i l i a r w ith p r o ­ f e s s i o n a l l i t e r a t u r e , te x tb o o k s , r e f e r e n c e m a t e r i a l s , and te a c h in g equipm ent p a r t i c u l a r l y in th e f i e l d s i n w hich he i s i n t e r e s t e d , " shows t h a t 8 8 ,1 p e r c e n t o f th e s tu d e n t te a c h e rs and 7 6 ,2 p e r c e n t o f th e s u p e rv is in g te a c h e rs ag reed w ith th e o b je c tiv e (T ab le V I) ,

T his s u g g e s tio n com prised 1 5 .3 p e r c e n t

o f a l l th e s u g g e s tio n s made by th e s u p e rv is in g te a c h e rs and 2 .6 p e r c e n t o f th e s u g g e s tio n s from s tu d e n t te a c h e r s (T ab le X X II). Comparing th e o b je c ti v e , "To p ro v id e e x p e rie n c e s o f s u f f i c i e n t number, k in d , and d u r a tio n t h a t w i l l en a b le th e s tu d e n t to a c q u ire a m a stery o f h im s e lf , s u b je c t m a tte r , and p r o f e s s io n a l s k i l l to a l e v e l where he can in d e p e n d e n tly d i r e c t and g u id e th e le a r n in g o f p u p i l s ," w ith th e s u g g e s tio n o f "S ch e d u lin g a b lo c k o f tim e f o r s tu d e n t te a c h in g ," i t can be o b se rv e d t h a t 9 2 ,0 p e r c e n t o f th e s tu d e n t te a c h e rs and

176 85*7 p e r c e n t o f th e s u p e r v is in g te a c h e rs ag reed w ith t h i s o b je c tiv e (T a b le V I); and t h a t 35*1 p e r c e n t o f th e su g g e s­ t i o n s from th e s tu d e n t te a c h e r s and 1 3 .3 p e r c e n t o f th e s u g g e s tio n s from th e s u p e r v is in g te a c h e rs were concerned w ith t h i s s u g g e s tio n (T able X X II). The s u g g e s tio n s o f f e r e d by th e s tu d e n t te a c h e rs and th e s u p e r v is in g te a c h e r s a re te n a b le from an a d m in is tr a tiv e p o in t o f v iew .

However, in o rd e r to make p r o v is io n f o r a l l

o f th e s u g g e s tio n s o f f e r e d , some r e o r g a n iz a tio n o f th e s t u ­ d e n t te a c h in g program i n th e seco n d ary sc h o o ls a t In d ia n a U n iv e r s ity m ight be n e c e s s a r y , b u t i n th e lo n g -ra n g e p la n n in g o f th e program th e s e s u g g e s tio n s may be f e a s i b l e and v a lu a b le .

Recommendat Ions The recom m endations f o r th e improvement o f th e s t u ­ d e n t te a c h in g program i n th e se co n d ary sc h o o ls a t In d ia n a U n iv e r s ity w hich seem m ost re a s o n a b le and j u s t i f i e d i n th e l i g h t o f th e f in d in g s o f t h i s I n v e s ti g a ti o n a r e : ft,***.**',

1.

C’’ ( \

The o b je c tiv e s

o f th e s tu d e n t te a c h in g program

sh o u ld be e s ta b li s h e d th ro u g h th e c o o p e ra tiv e / e f f o r t s o f a l l th o s e concerned w ith th e program — s tu d e n t te a c h e r s , s u p e rv is in g te a c h e r s , ad m in is­ t r a t o r s o f th e program , f a c u l ty o f th e S chool o f E d u c a tio n . 2*

The o b je c tiv e s

sh o u ld be r i g i d enough to g iv e

form and shape to th e program so t h a t a l l o f th o s e co n cern ed w ith th e program a re aware o f

177 i t s aims and p u rp o s e s , b u t th e o b je c tiv e s sh o u ld b© f l e x i b l e enough to allo w f o r th e grow th and developm ent o f an im proved program b ased on r e s e a r c h and e x p e rie n c e s as w e ll as s o c i a l , p o l i ­ t i c a l , and economic changes# 3#

T hat a p la n o r p la n s o f s tu d e n t te a c h in g be de­ v is e d in w hich each s tu d e n t has an o p p o rtu n ity to p a r t i c i p a t e I n some f u l l - t i m e te a c h in g and th e o p p o r tu n ity to see th e sc h o o l as a w orking u n i t — th e a c t i v i t i e s and i n t e r a c t i o n o f te a c h e r s , p u p ils , a d m in is tr a to r s , p a r e n t s , and community w ith in th e framework o f th e school#

4#

T hat s tu d e n ts who a re p r e p a r in g to become te a c h e rs be g iv e n th e o p p o rtu n ity to become a c q u a in te d w ith th e s c h o o l, as a te a c h e r , p r i o r to t h e i r e x p e r i­ ences i n s tu d e n t te a c h in g .

T his m ight be accom­

p lis h e d by p ro v id in g th e s e p r o s p e c tiv e te a c h e rs w ith th e o p p o r tu n itie s s (1 ) to make many d ir e c te d o b s e rv a tio n s o f classro o m a c t i v i t i e s fo llo w ed by a d is c u s s io n o f th e a c t i v i t i e s o b serv ed ; (2 ) to p a r t i c i p a t e , i n a lim ite d way, in th e a c t i v i t i e s o f a te a c h e r#

These e x p e rie n c e s i n d ir e c te d

o b s e rv a tio n and lim ite d p a r t i c i p a t i o n sh o u ld b e g in as e a r l y as p o s s ib le I n th e stu d e n ts * c o lle g e c a r e e r and sh o u ld be in te g r a te d and d i s t r i b u t e d th ro u g h o u t t h e i r p r o f e s s io n a l p r e p a r a tio n and ex p erien ce*

178 5*

T hat a c o n c e rte d e f f o r t be made to g u id e p ro sp e c ­ t i v e te a c h e r s e i t h e r th ro u g h p r i o r e x p e r ie n c e s , p r o f e s s io n a l co u rses# o r th e e x p e rie n c e s o f s t u ­ d e n t te a c h in g to th e u n d e rsta n d in g t h a t c r e a tin g i n t e r e s t and m o tiv a tio n on th e p a r t o f le a r n e r s ( p u p ils ) a re b a s ic to e f f e c t i v e s o c i a l c o n tr o l and th e h a n d lin g o f d i s c i p l i n e .

Furtherm ore#

th e s e p r o s p e c tiv e te a c h e rs need to develop th e a b i l i t y to c r e a te i n t e r e s t and m o tiv a tio n among p u p ils . 6*

T hat th e p r o s p e c tiv e te a c h e r dev elo p an u n d er­ s ta n d in g o f p u p ils and l e a r n th e ways and means a v a ila b le f o r g u id in g and d i r e c t i n g them .

T h is

m ight be accom plished by th e s tu d e n t t e a c h e r rs a c q u ir in g an i n s i g h t In to th e whole c h ild th ro u g h a stu d y o f h is grow th and developm ent. 7.

That every student teacher# before he begins his student teaching# be familiar with a group of textbooks and the supplementary materials avail­ able for use in his instructional areas in the secondary schools as well as be familiar with the rang© of activ ities, information, and experiences generally offered in his instructional areas in the secondary schools.

^ 8.

T hat s u p e r v is in g te a c h e rs be made aware o f th e problem s and d i f f i c u l t i e s which most s tu d e n t te a c h e rs e n c o u n te r and t h a t arrangem ents be made,

179 H

p erh ap s th ro u g h an i n - s e r v i c e program , to h e lp th e s u p e rv is in g te a c h e r a id th e s tu d e n t t e a c h e r to f in d s a t i s f a c t o r y s o lu t io n s f o r h is problem s.

S u g g e stio n s f o r F u r th e r S tu d y The f in d in g s i n t h i s i n v e s t i g a t i o n seem to in d ic a t e th e need f o r th e fo llo w in g ty p e s o f s tu d ie s i n t h i s same a r e a o f te a c h e r ed u catio n * 1*

These a r e j

A s tu d y o f e x p e rie n c e s w hich co u ld b e p ro v id e d f o r s tu d e n t te a c h e r s b o th p r i o r to s tu d e n t te a c h in g and d u rin g s tu d e n t te a c h in g v h ic h meet th e o b je c ­ t i v e s o f th e s tu d e n t te a c h in g program .

2.

A fo llo w -u p s tu d y o f th e s tu d e n t te a c h e rs who p a r t i c i p a t e d i n t h i s in v e s t i g a t i o n in o rd e r to d eterm in e th e problem s and d i f f i c u l t i e s th e y e n c o u n te re d and th e a c t i v i t i e s i n w hich th e y engaged as b e g in n in g te a c h e r s , w ith th e p u rp o se o f com paring th e s e p ro b lem s, d i f f i c u l t i e s , and a c t i v ­ i t i e s w ith th o se w hich th e y en c o u n te re d as s tu d e n t te a c h e rs #

3.

An a n a ly s is o f s u p e rv is o ry c o n fe re n c e s , e s p e c i a l l y th e c o n fe re n c e s u sed d u rin g s tu d e n t te a c h in g , to d eterm in e why some problem s and d i f f i c u l t i e s are n o t d is c u s s e d i n c o n fe re n c e s , what re c o rd s a re needed f o r th e proper guidance o f s tu d e n t te a c h e r s , how d e s ir a b le r e l a t i o n s h i p s betw een s tu d e n t te a c h e rs

180 and s u p e rv is in g te a c h e rs can be e s ta b li s h e d and m a in ta in e d . 4*

S tu d ie s o f th e v a rio u s f a c t o r s in v o lv e d i n th e s e l e c t i o n o f in d iv id u a ls f o r th e te a c h in g p ro ­ f e s s i o n in o rd e r to d eterm in e c r i t e r i a f o r th e more e f f e c t i v e s e l e c t i o n o f te a c h e r s .

5.

A stu d y w hich w i l l an a ly ze th e program o f te a c h e r e d u c a tio n w ith a view tow ard d eterm in in g th e a d v i s a b i l i t y o f expanding th e program f o r th e t r a i n i n g o f te a c h e r s .

6.

S tu d ie s s im ila r to th e p r e s e n t i n v e s tig a tio n need to be c a r r ie d on p e r i o d i c a l l y i n t h i s and o th e r te a c h e r e d u c a tio n i n s t i t u t i o n s .

181

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1948*

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188 T ro y e r, M aurice E . ”S e lf - E v a lu a tio n in T eacher E d u c a tio n .” J o u rn a l o f E d u c a tio n a l R esearch 3 5 :5 2 8 -4 3 , March, I m w t --------------------------------------------------------*----------------------------------T ro y e r, M aurice B. and F ace, C. R o b e rt. E v a lu a tio n in T eacher E d u c a tio n . American C ouncil on E d u c a tio n . Commission on T eacher E d u c a tio n , 1944. 369 pp. T y le r , R alph W. ’’T rends in T eacher E d u c a tio n .” Review 5 1 :2 0 7 -2 1 2 , A p r il, 1943.

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W hitehouse, W. W. ’’R ep o rt o f th e Commission on T eacher E d u c a tio n .” A s s o c ia tio n o f American C o lleg es B u l le t in 3 4 :l H ^ 7 ”IarcETTSlST; W illia m s, E. I . F. The A ctu al and P o te n ti a l Use o f L a b o ra to ry S ch o ols! C d n lrib u tio n s to E d u c a tio n , n o . 346. T each ers C o lle g e , Columbia U n iv e r s ity New Y ork, 1942. 259 pp . W oodruff, A sahel D. ”An E x p lo ra to ry E v a lu a tio n o f T eacher E d u c a tio n .” E d u c a tio n a l A d m in is tra tio n and S u p e rv is io n 3 2 :1 -1 8 , Ja n u a ry ! 1&46. Z e ig e l, W illiam H. ’’T eacher E v a lu a tio n O b je c tiv e s a t th e D e lta S ta te T each ers C o lle g e .” Peabody J o u rn a l o f E d u catio n 2 1 :3 6 0 -3 7 4 , May, 1944.

189

AFPESDIX A

Tot

190 Members o f th e F a c u lty Committee on S econdary E d u ca tio n

D u rin g th e p a s t se m e ste r we have b e e n i n th e p ro c e s s o f a n a ly z in g th e S tu d e n t te a c h in g program* Because you a re i n t e r e s t e d i n te a c h e r e d u c a tio n and a ls o b ec au se you a re i n t e r e s t e d i n th e developm ent o f th e program o f S tu d e n t T eaching* we a re m ost anxious to o b ta in your o p in io n co n c ern in g th e o b je c tiv e s o f th e S tu d e n t T each in g program . On th e fo llo w in g pages you w i l l f in d a l i s t of tw e n ty -e ig h t o b j e c t i v e s . S in c e th e S tu d e n t T eaching program i s an e x p e ri­ ence program , t h i s l i s t o f o b je c tiv e s has b een com piled in term s o f e x p e rie n c e s to be p ro v id e d . You may ag ree w ith th e o b je c tiv e s as th e y a re s t a t e d , you may d is a g r e e w ith them , o r you may ag ree w ith them i n l i g h t o f c e r t a i n r e s e r v a t i o n s . P le a s e g iv e us your o p in io n co n c ern in g th e s e o b je c ti v e s , fo r we f e e l t h a t an in d iv id u a l w ith your background and e x p e rie n c e can c o n t r ib u t e an u n d e rs ta n d in g and an i n s i g h t t h a t i s n e c e s­ s a r y f o r a f u l l and com plete c o n s id e r a tio n o f th e s e o b je c ti v e s . We a re d e s iro u s o f racking our S tu d e n t T eaching program one o f th e b e s t and we need your h e lp to do i t . I f th e r e a re o th e r o b je c tiv e s w hich you th in k sh o u ld be added, p le a s e f e e l f r e e to add thom i n th e sp ace p ro v id e d a t th e end o f th e l i s t u n d er "OTHERS*. D ir e c t io n s : 1.

I f you a g ree t h a t th e o b je c tiv e as s t a t e d i s a d e s ir a b le one f o r ’ "the"~Student T eaching program , p u t an x i n th e f i r s t column o p p o s ite th e o b je c ti v e .

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I f you d is a g r e e t h a t th e o b je c tiv e i s a d e s ir a b le one f o r th e S tu d e n t T eaching program , p u t an x i n th e second column o p p o s ite th e o b je c ti v e .

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I f you ag ree t h a t th e o b je c tiv e i s a d e s ir a b le one f o r th e S tu d en t- "Teaching program , b u t w ish to q u a lif y i t w ith s p e c i f i c r e s e r v a t i o n s , p u t an x in th e t h i r d column o p p o s ite th e o b je c tiv e and WHITE A STATEMENT OF YOUR RESERVATION IN THE SPACE PROVIDED BELOItf EACH OBJECTIVE.

4.

I f th e r e a re one o r more o b je c tiv e s w hich you th in k sh o u ld be In c lu d e d b u t a re n o t on t h i s l i s t , p le a s e add th e s e o b je c tiv e s to th e end o f th e l i s t u n d er "OTHERS” .

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To p r o v id e e x p e rie n c e s w hich w i l l g iv e th e s tu d e n t th e o p p o r tu n ity to work w ith p u p ils o f th e age th e s tu d e n t d e s i r e s to te a c h * * *****

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To p ro v id e e x p e rie n c e s w hich w i l l le a d th e s tu d e n t t o re c o g n iz e * a d j u s t to* and make p r o v is io n f o r I n d iv id u a l d if f e r e n c e s and gro w th o f p u p i l s •***,«****» * • * # • RESERVATION*

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To p ro v id e e x p e rie n c e s w hich c r e a te an u n d e r­ s ta n d in g o f human developm ent* p h y s ic a l and m e n ta l# « * • • • • • • ......... ....................................................... RESERVATION*

4*

To p ro v id e e x p e rie n c e s in w hich th e s tu d e n t w i l l l e a r n to e s t a b l i s h and m a in ta in a h e a l t h f u l sc h o o l en v iro n m e n t•* •« ••* « .» * * •* * RESERVATION*

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To p ro v id e e x p e rie n c e s t h a t w i l l e n a b le th e s tu d e n t to d ev e lo p in to a w e ll-b a la n c e d in d i v i d u a l ; a p e rs o n p o s s e s s in g a p le a s in g p e r s o n a l i t y and d e s i r a b l e p e rs o n a l c h a r a c t e r i s t i c s ##**#■*#**#**.***#«••***■.*****•••• RESERVATION*

6*

To p ro v id e e x p e rie n c e s t h a t w i l l g iv e th e s tu d e n t th e o p p o r tu n ity to d evelop th e a b i l i t y to work w ith o t h e r s * ,* ,* •« •* * * * •* RESERVATION*

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To p ro v id e e x p e rie n c e s t h a t w i l l g iv e th e s tu d e n t th e o p p o r tu n ity to work w ith p a r e n t# , t e a c h e r s , and o th e rs in prom oting th e e d u c a tio n and g e n e r a l w e lfa re o f th e p u p ils* * .,* RESERVATION:

8*

To p ro v id e e x p e rie n c e s t h a t w i l l g iv e th e s tu d e n t th e o p p o r tu n ity to p la n u n i t s of work and to make d a i l y le s s o n plan s* * **^** RESERVATION

To p ro v id e e x p e rie n c e s i n w hich th e s tu d e n t le a r n s to d ev elo p th e a b i l i t y to h an d le classro o m r o u tin e * *•****•*••*******. *.* *. * * RESERVATIONS

10*

To p ro v id e e x p e rie n c e s i n w hich th e s tu d e n t le a r n s t o d i r e c t p u p ils * s tudy ****** *•* * ** * RESERVATION:

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To p ro v id e e x p e rie n c e s i n which th e s tu d e n t d ev elo p s th e a b i l i t y to gu id e le a r n in g th ro u g h d em o cratic p ro c e d u re s * • » * . . * . . . « * • « RESERVATION:

12*

To p ro v id e e x p e rie n c e s w hich w ill d evelop th e s t u d e n t s a b i l i t y to d i r e c t classro o m d is c u s ­ s io n and to s tim u la te And gu id e p u p ils * grow th RESERVATION:

13*

To p ro v id e e x p e rie n c e s In which th e s tu d e n t e s t a b l i s h e s le a r n in g s i t u a t i o n s d esig n ed to d ev elo p c r i t i c a l th in k in g on th e p a r t of th e ......... ................... .. p u p ils *• • **»*•*• • RESERVATION:

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To p ro v id e e x p e rie n c e s in which th e s trid e n t h a s th e o p p o r tu n ity t o use many methods o f i n s t r u c t i o n and to d evelop te a c h in g s k i l l s to th e p o in t where he i s com petent to h a n d le many te a c h in g s i t u a t i o n s in d ep en d en tly * • *,* • * • RESERVATION?

15*

To p ro v id e e x p e rie n c e s i n w hich th e s tu d e n t le a r n s to e v a lu a te p u p il growth* RESERVATION*

16*

To p ro v id e e x p e rie n c e s i n w hich th e s tu d e n t l e a r n s to s e le c t* use* and i n t e r p r e t o b je c ­ t i v e d a ta and re c o rd s so as to u n d e rsta n d and gu id e p u p il grow th****«*•*»*»*»«*• ***** RESERVATION!

17*

To p ro v id e e x p e rie n c e s i n w hich th e s tu d e n t w i l l work w ith p u p ils un d er many s c h o o l s i t u a t i o n s * n o t o n ly i n th e classroom * b u t a ls o I n homeroom* e x t r a c u r r i c u l a r a c t i v i t i e s * a s s e m b lie s , f i e l d t r i p s * e x h ib its * and s o c i a l a c t i v i t i e s »*»**• *••«. »**»*»»*•• »*• ***•»»«•»»• RESERVATION?

18*

To p ro v id e e x p e rie n c e s which w i l l en a b le th e s tu d e n t to become f a m i l i a r w ith p r o f e s s io n a l l i t e r a t u r e * te x tb o o k s , r e f e r e n c e m a te r ia ls * and te a c h in g equipm ent p a r t i c u l a r l y in th e f i e l d s i n w hich he i s i n t e r e s t e d * ************ RESERVATION?

19*

To p ro v id e e x p e rie n c e s i n w hich th e s tu d e n t a c q u ir e s s k i l l i n t r a n s f e r r i n g th e e d u c a tio n a l th e o ry h© has le a r n e d in to a c tu a l p ra c tic e * * * RESERVATION:

20,

To p ro v id e e x p e rie n c e s i n w hich th e s tu d e n t works w ith te a c h e r s i n th e many p r o f e s s io n a l a c t i v i t i e s i n w hich a l l te a c h e rs engage b o th i n th e cla ssro o m and in o th e r s c h o o l a c t i v i t i e s , , , . . * ,, , , , * , . . . . * • . RESERVATIONS

21*

To p ro v id e e x p e rie n c e s i n w hich th e s tu d e n t le a r n s to e s t a b l i s h c o r d ia l r e l a t i o n s h i p s w ith th e a d m i n i s t r a t i o n , , , * , * . . , . * * , **• • ' , , , RESERVATION:

22,

To p ro v id e e x p e rie n c e s w hich w i l l e n a b le th e s tu d e n t to se e th e sc h o o l as a whole and to l e a r n h i s r e s p o n s i b i l i t i e s i n c a rr y in g o u t a d m in is tr a tiv e p o l i c i e s and in acco m p lish in g th e g e n e ra l o b je c tiv e s o f th e sc h o o l program , RESEBYATXODT!

23*

To p ro v id e e x p e rie n c e s w hich w i l l e n a b le th e s tu d e n t to l e a r n hew th e sc h o o l and community can work to g e th e r* RESERVATION:

24*

To p ro v id e e x p e rie n c e s in w hich th e s tu d e n t le a r n s to u se community re s o u rc e s in le a r n in g te a c h in g s i t u a t l o n s RESERVATION:

25*

To p ro v id e e x p e rie n c e s w hich w i l l e n a b le th e s tu d e n t to dev elo p a p h ilo s o p h y o f l i f e and o f e d u c a tio n t h a t i s d e m o c ra tic , sound, grow ing, and w o rk a b le . . RESERVATION*

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