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WELCOME TO ROOSEVELT
A Project Presented to the Faculty of the School of Education The University of Southern California
In Partial Fulfillment of the Requirements for the Degree Master of Science in Education
toy Lawrence A. Marquardt January 1950
UMI Number: EP45958
All rights reserved INFO RM A TIO N TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion.
UM I Dissertation Publishing
UMI EP45958 Published by ProQuest LLC (2014). Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code
ProQuest* ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 4 8 1 0 6 - 1346
T h is project report, w ritte n under the direction of the candidate's adviser and ap p ro ved by h im , has been presented to and accepted by the F a c u lty of the School o f E d u catio n in p a r t ia l fu lf illm e n t of the requirements f o r the degree o f M a s t e r of Science in Educatio n.
Date...J&nmrj...25*„.1.9.50..
A d v is e r
Dean
ii ACKNOWLEDGEMENTS The writer is grateful to the people who helped make this manual possible.
It is through their cooperation and
assistance that a great deal of information has been gathered, thus presenting procedures, policies, and facts based upon authentication. Special commendation is extended to Miss Blanche Taylor, Roosevelt High School principal, for the aid and encouragement offered during the handbook’s inception and forming.
Recognition is also presented to Mr. Martin Fox
and Mrs. Helen Tibby, b o y s ’ and girls’ vice principals re spectively, for their help in recording the chapters pertaining to their departments.
Mrs. Ruth Anderson, counselor; Mrs.
Grace Dunkley, librarian; Mrs. Pauline Abbott, audio visual chairman; and Mr. Howard Brown, attendance officer, are to be thanked for their guidance and assistance In presenting the directions for the chapters in their particular fields. Other teachers on the staff to be acknowledged for presenting approaches, information, inquiries, or problems are:
Mrs. Viola Bagwell, Mrs. Ida Mae Bell, Mrs. Ruth
Robenberg, Mrs. Ruth Gould, Mr. Robert Bosanko, Mr. William Healey, Mr. Arthur Elliott, Mr. Charles Ambellan, Mr. Willis Powers, Mrs. Doris Emery, clerk, and Mrs. Betty Howarth, librarian aide. Respectfully Lawrence Marquardt
iii PREFACE What can be more perplexing than becoming adjusted to a new position?
Certainly the new teacher coming into a
school feels a state of bewilderment.
Without some means of
information, the initiate gradually becomes familiar with the school's procedures by asking other teachers— his main source on how to approach a problem. This manual has been prepared to acquaint you with the daily routine, general procedures, and administrative policies of Roosevelt High School.
The selection has been
organized and initiated to help solve your problems as they are encountered during the school day and year.
In the
solution to these everyday questions which always confront new teachers, general information, policies, and a plan of action are presented. The material covers almost every phase in the organi zation at Roosevelt concerning the classroom teacher, including such departments as attendance, guidance, audio visual, athletic, vocational, and clerical.
It has been
developed according to the functional philosophy and is presented in outline form. You will find Roosevelt a friendly school and it is hoped you will have a pleasant teaching experience.
This
work should prove very beneficial during your first year of
iv teaching at Roosevelt High School,
For information and
instructions not contained in this manual please consult the office of the principal. Good sailing1
V TABLE OP CONTENTS CHAPTER
PAGE PART I. SCHOOL ORGANIZATION AND PROCEDURES HOW TO WORK WITH THE ENTIRE PLANT
1. 2. 3.
HAVE YOU A PERSONNEL PROBLEM?* How to utilize the guidance department. .....................
2
MR. ANTHONY: How to work with the boys’ vice principal . . . . . . .
13
PREPARING TODAY’S ADULTS: How to take part in P.T.A. activities . . . . . . . . ...............
21
4. BETWEEN BOOK ENDS:
How to use the library
...
26
GOOD HOUSEKEEPING: How to make classroom living more p l e a s a n t ....................................
32
How to handle text b o o k s ...............
37
PART II. CLASSROOM MANAGEMENT HOW TO TEACH EFFECTIVELY 5. 6.
SLATES:
7.
SPARE THE RODj SPOIL THE CHILD: d i s c i p l i n e ...................
8.
HOME BASE:
9.
"PRESENT, TEACHER":
10. 11*
How to
How to utilize the homeroom hours How to check attendance
45 .
.
53
.
.
61
HEARING AND SEEING: How to use the audio-visual f a c i l i t i e s .......... SIMPLY ROUTINE:
How to handle daily matters
•
67 .
72
PART III. TEACHER PROCEDURES HOW TO PERFORM OBLIGATORY RESPONSIBILITIES 12. 13.
HEADQUARTERS: How to transact business with the main o f f i c e ..........
79
SYMPHONIES: How to fulfill professional growth r e q u i r e m e n t s ....................................
32
Vi CHAPTER 14. 15. 16.
PAGE
PROFESSIONALLY SPEAKING: How to utilize services of the professional organizations ................
86
TEACHER ROLL CALL: How to make arrangements for ............................ absences . . . . . .
91
CLEARING HOUSE: How to,meet various personal problems . . . . . ................................
94
BIBLIOGRAPHY .......................
. . . . . . . . .
98
I N D E X .................................................
102
X
PART I.
SCHOOL ORGANIZATION AND PROCEDURES HOW TO KNOW THE SCHOOL PLANT
Becoming acquainted with activities outside the class room is many times very difficult for new teachers. One usually learns by the process of trial and error; only in the performance does learning actually develop. This section has been expanded so that you will not feel in a quandary when you handle matters not pertaining directly to the classroom. Practically every phase of the guidance department is covered as well as the b o y s ’ vice principal's duties. Read this section carefully before you take a class to the library or start a P.T.A. membership drive in homeroom. You will find a number of practical and helpful hints that will aid you in your teaching if you follow the suggested directions.
2 CHAPTER 1, HAVE YOU A PERSONNEL PROBLEM? HOW TO UTILIZE THE. SERVICES OF THE GUIDANCE DEPARTMENT Guidance has been advanced rather rapidly in the past few years.
Innumerable new avenues have opened up within
its own ranks since its appearance.
Guidance no longer
means simply informing students what subjects to take in order to graduate from high school or to enter college. In connection with guidance, a great deal of concern is being stressed today in working with the "special” classes, but it is possible to become so occupied with the 11except ionals" that the large average group is neglected. This situation is satirized in the following? Johnny Jones has lost a leg, Fanny's deaf and dumb, Marie has epileptic fits, Tom's eyes are on the bum. Sadie stutters when she talks, Mabel has T.B., Morris is a splendid case Gf imbecility. Billy Brown's a truant, And Harold is a thief, Teddy's parents gave him dope And so he came to grief. Gwendoline's a millionaire, Gerald is a fool? So everyone of these darned kids Goes to a special school. They've specially nice teachers, And special things to wear, And special time to play in, And a special kind of air. They've special lunches right in school. While I— it makes me wildJ— I haven't any specialties, I'm just a normal child.1 1 C . C. Ross, Measurement in Today's Schools (New York? Prentice Hall, Inc., 1947), pp. 442-43.
3 It is realized that an entire manual eould be written on guidance in itself.
This chapter is aimed mainly at the
classroom teacher, informing him of the procedures to be followed in handling guidance affairs. At Roosevelt four teachers are appointed as grade chairmen for the 7, 8, 9, and 10 grades. to the grade chairmen by the teachers.
Gases are referred The counselors can
assist you in many ways in approaching a difficult case.
The
main counselor is also ready to assist you with a problem and is in the office during the entire school day.
Make a call
to this office immediately and become acquainted with the counselor and grade chairmen. Conform to the directions in this chapter as they have been set up to assist you in performing the guidance pro cedures . A.
DIRECTIONSs
An outline on the functions and operations
of the guidance department. 1.
FOLDER r a.
How to use the guidance folder.
Look up alphabetically the name of any student about whom you wish information.
b.
Compare the actual grade placement with the achievement grade placement in each learning process.
c.
Use mental ability grade placement as an indicator to students* intelligence.
d.
Check any health information given.
e.
Determine particular weaknesses of individual student.
f.
Be sure you are familiar with above facts before referring to the office.
GRADE CHAIRMANS
How to employ the services of a
grad# chairman. a.
Contact your grade chairman by use of referral card after you firsts (1) Try to motivate pupil without success. (2) That the pupil is maladjusted in your particu lar subject or with a certain group. (3) Discover that the student is emotionally upset or unstable.
SURVEY- REQUESTS
How to request a guidance survey
concerning a student. a.
Secure referral card from counselor's office.
b.
Under item r,Type of Help Requested” state that you wish to learn of the status of the student in other classes in citizenship, scholarship or both.
PILLING OUT SURVEY-:
How to fill out a guidance
survey sheet. a.
Pill out a yellow or "trouble sheet” if the student's problem is to be confidential or used
only by school personnel. b.
Pill out a white "Program Report" if survey is to go home to the parents,
c.
Indicate citizenship grade.
d.
Give any pertinent information which will help in counseling the student.
e.
Be very frank but diplomatic in your comments.
f.
Indicate scholarship grade.
g.
Explain the reason for the grade given.
h.
Be sure to affix your signature.
i.
Be prompt in returning sheet to counselor.
\
UNSATISFACTORY SLIP:
»
How to make out an -unsatis
factory notice. a.
Date the notice.
b.
Indicate grade in which pupil is enrolled.
c.
Address the parents or guardian by their correct names.
(Check with attendance office or counselor
to ascertain this.) d.
Mark the check list provided, being careful not to check too many items and being sure that you can justify those items you do check.
e.
Write a carefully worded and well constructed comment in explanation of your checks.
f.
Try to mention some good factors about student's work or personality.
g.
Be sure to sign notice.
CHANNELING UNSATISFACTORY SLIPS:
How to direct an
unsatisfactory notice. a.
Send to counselor on scheduled day.
b.
After being recorded in this office they will
be
returned to you. c.
Give the notices to the students to take home parents with any verbal
to
explanation necessary.
d.
Make a list of students’ names receiving notices.
e.
Make sure that all notices are returned with parent1s s ignature.
f.
Alphabetize the notices and send them to the counselor’s office where they will be placed on file.
FAILURES:
How to report 9th and 10th grade failures
in compulsory subjects. a.
Use a sheet of foolscap paper.
b.
Label it with name of subjeet and grade.
c.
List students who failed.
d.
Turn the sheet into the counselor’s office well in advance of final grading period.
DEAR MR. JONES: a.
How to send a note home.
Check first to see if counselor's office has any special type of notice that suits your purpose.
b.
Have the note approved by the counselor's office.
7 c.
Send the note home by the pupil or mail it if deemed advisable.
d.
Be sure that any note sent in reply is filed in the counselor’s office.
9.
SEEING PARENTSr a.
How to request to see parents.
Use form mentioned under number three above and request conference with parent.
b.
Send this form to the counselor who will arrange an interview and substitute for your class when necessary.
10.
MEETING PARENTS: a.
How to meet parents.
Report to counselor’s office at appointed time. v
b.
Have grades and any papers or other information which you may need in conversing with parents.
c.
Be most diplomatic in all of your remarks.
d.
Get to the point as quickly as possible.
e.
Have some recommendations to offer to parents which will help remedy the problem.
f.
Terminate the interview at the proper psychological time.
g. 11.
Try
to leave parents in a friendly frame
ofmind.
TEACHER
INTERVIEWS:
How to request an interview with
all the
teachers of a student.
a.
Use
the form provided by the office.
b.
Request to see all teachers of student in question.
8 (Counselor will arrange scheduled time and provide substitutions when necessary.) c.
Indicate the type of information you are seeking.
d.
Prepare questions in advance to center dis cussion on what you wish to discover.
12
.
SCHOLARSHIPt
How to grade scholarship.
a.
Keep an accurate record of all daily work.
b.
Follow the grade curve system in a flexible rather than a rigid manner.
c.
(1) Approximately
10 per cent
will receive A*s.
(2) Approximately
22 per cent
will receive B's.
(3) Approximately
45 per cent
will receive C*s.
(4) Approximately
20 per cent
will receive D ’s.
(5) Approximately
3 per cent
will receive F's.
Inform the student he is being graded against his own achievement rather than as a class member.
d.
Write "Remedial" before the name of a subject on a report card if he is being graded on what he is capable of doing rather than what the class is doing.
13.
CITIZENSHIPS a.
How to grade citizenship,
Use grade of "C" as your starting point. (1) Give C*s to those people who are neutral, i.e. those who neither contribute actively to the class nor take anything away.
(2) Grade B fs to those who actually participate willingly in matters of citizenship# (3) Grade A's to those who are outstanding in proper attitude and contribute more than their share. (4) Grade D's to those who are disinterested and noncooperative. (5) Grade P's to those who fall under above classification as well as disturb or annoy others. FILLING OUT CARDS:
How to fill out report cards.
a.
Use only clear, accurately printed cards#
b.
Write in ink the name of student, surname first.
c#
Secure name of student's homeroom teacher and write it up in the upper right hand corner.
d.
Indicate homeroom section of student on line marked ’’grade.'1
e.
Write the subject.
f.
Be sure to indicate if the subject should be marked ’’Remedial."
g.
Sign your name or use your personal stamp under column of "Class Teacher." across the card.
(Do not stamp diagonal
The pupil may be transferred to
another class and his card should follow#) h.
Put down scholarship grade where designated#
i.
Indicate a number of times absent from your class.
15.
j.
Indicate number of times absent and tardy.
k*
Put down citizenship.
DISTRIBUTING CARDS:
How to distribute report cards.
a*
Have cards in alphabetical order.
b.
Give general explanation to the classof'how you grade in the subject.
c.
Give card to each student.
d.
Allow plenty of time for questionsfrom
the
pupils. e.
Be sure the students understand why they.received the assigned grades.
f.
Instruct class members to return signed cards the next day.
16.
COLLECTING CARDS:
How to collect report cards.
a.
Be sure to call for the cards the following day.
b.
Make sure that all cards are properly signed. (Check especially low grades.)
c.
All cards should be returned by the Friday following the Wednesday distributed.
d.
Send pupils to the office who have lost cards. ,(They must pay five cents for each card lost.)
17.
RECORDING GRADES: yellow sheets.
How to record grades on classroom
11 a.
Place scholarship grade under column so marked.
b.
Indicate only D and F citizenship grades on the next column.
(Other citizenship grades aren ’t
recorded.) 18.
HEALTH* a.
How to check on a student’s general health.
Secure forms from mailbox marked ’’Health Report Blanks•”
b.
Ask any particular items you wish to know.
c.
Send this form to the counselor or nurse.
d.
Check guidance folder for health information.
e.
Confer with the counselors who will in turn obtain further information from the nurse’s form.
f.
Physical examination and special attention will be given by the resident school nurse and school doctors.
19.
NURSE: a.
How to send a student to the nurse.
Make out ’’Permit To Leave Class” pass.
(Be sure
to fill in all blanks.) b.
Use discretion in sending students to the nurse. (Watch for those who use the least little excuse to evade the classroom.)
20.
HEALTH PROBLEMS:
How to report health problems of
students. a.
Use the provided form.
b.
Give any comment on symptoms that may be helpful.
c.
Consult ”Health Education Bulletins” whieh are sent out periodically to aid in guidance.
21.
USING HEALTH REPORTSi
How to use health information
in teaching. a.
Seat student- with poor vision where he can see the best and be away from glare of any kind.
b.
Place students with hearing difficulties where they will succeed best.
c.
Be most careful with students with nervous dis orders •
d.
Pay close attention to physical, mental, and emotional difficulties.
B.
SOURCESt 1.
References that may prove helpful.
Ross, C. C.r
Measurement in Today»s Schools.
Prentice-Hail, Inc., New York, 1947. 2.
Warters, Janes
High School Personnel Work Today.
McGraw-Hill Book Company, London, 1946.
13 CHAPTER 2. MR. ANTHONY HOW TO WORK WITH THE BOYS ’ VICE PRINCIPAL The duties of a hoys ’ vice principal are universally the same throughout schools.
Besides handling the major
problem of boys * discipline are the numerous duties associated with athletics and school equipment which he must oversee. ■ Men faculty members will have more occasions to work with the boys * vice principal, so give him your cooperation and best assistance when called upon to aid.
He has an ex
hausting job alone just supervising discipline in a school this size. Peel free to come in and Mair out" your problem cases with Roosevelt’s b o y s ’ vice principal as he will always be willing to hear your plight and give you additional facts and approaches to the cases. Abide by the following instructions in fulfilling the duties and matters pertaining to the b o y s ’ viee principal. A.
DIRECTIONSs
Suggestions on how to handle matters per
taining to the b o y s ’ vice principal. 1.
MONARCHSs a.
How to know the functions of the Monarehs.
The Monarehs are student government monitors on the grounds and in the halls.
b.
The service organization is sponsored by the boys* vice principal.
c.
The students work at the doors to the main halls in the mornings and at noon.
During the lunch
period they also patrol the grounds. d.
Inform your pupils that the Monarehs are to be obeyed.
Members have the authority to report t©
the b o y s ’ vice principal any student not abiding by school regulations. APPLICATIONSs a.
How to mark Monarch application cards.
D o n ’t approve any pupil’s card whom you feel can not be placed in a responsible position.
b.
Insert a letter grade under the citizenship and scholarship columns.
(This information is
valuable if a choice has to be made.) c.
Place a check under ‘’recommended” or ”not recom mended. ”
LEO THE LIONs a.
How to mark Leo application blanks.
Be sure to assign a specific grade for scholar ship and citizenship.
(Note on the card that a
D in either scholarship or citizenship will automatically make the pupil ineligible for application.) b.
Know that the Leos is a letterman organization said the boys are voted into the club by members. (Good citizens only are wanted.)
c.
Do not recommend any boy not worthy of assuming
leadership and does not display good sportsman ship in your class* FIREI:
How to execute fire drills*
a.
Read the fire drill instructions on the wall.
b.
Understand the instructions thoroughly and formu late in your mind the route your pupils will take.
e.
Inform your classes of the assigned route.
d.
Allow no talking, pushing, or running during a fire drill.
e.
Bring your class out in single file.
f.
Keep your pupils out of the room until a single bell rings signaling to return.
ASSEMBLIES:
How to manage discipline and seating at
assemblies. a.
Tolerate absolutely no discourteous behavior from your pupils.
b.
Check for gum chewing, eandy, slouching, boister ous laughter, or similar conduct.
Bring pupils
out of the assembly to the office for these offenses. c.
Consider assemblies as a period in school just like any other subject.
Assemblies can be a
teaching lesson in group conduct, leadership, or public speaking. d.
Instruct your pupils to come to immediate attention
when the marching music stops or when the chair man approaches the platform, e.
Do not hesitate in reprimanding pupils not in your group.
(They are perhaps out of the vision
of their teacher.) f.
Assign your pupils seats.
Be sure they know
exactly where they sit before the first assembly. If necessary take your group over to the assembly hall and seat them in the assigned section. g.
Take roll at every assembly,
h.
Talk occasionally about the accepted assembly conduct,
i.
Read carefully the assembly schedule when it is issued.
(It will appear shortly before the first
assembly.) PENCILS AND PAPER:
How to secure necessary school
supplies at once in order to start school. a.
Make arrangements to see the b o y s ’ vice principal.
b.
Request from him the necessary supplies on a requisition blank found in his mail box,
c.
Take a small container in which to earry the materials,
DESKS: a.
How to handle schoolroom furniture problems.
Report damaged furniture to the boys ’ vice principal.
17 b.
Request additional furniture through the same person.
8.
ACCIDENTS:
How to report an accident concerning a
pupil. a. ]
Send the pupil to the nurse, or send for the
b.
Get pupil’s name and an accurate account of the
nurse if the pupil is seriously injured.
accident. e.
Getxa witness to the accident.
Secure an accident report from the clerk in the office.
d.
Pill this out completely and return the report to the office.
e.
Be on the alert for accidents as the school district may be involved if not fully and accurately reported.
9.
HEAVY TRAFFIC: a.
How to perform hall duty.
Be on time to your station. (1) You will be notified when and where you will be stationed. (2) Check the station assignment with the master chart on the faculty bulletin board.
b.
Consider yourself on duty from: (1) 8:30 A.M. until homeroom convenes. (2) Passing periods. (3) After.school until 3:30 P.M.
18 e.
Be on the alert for the following misconduct: (1) Scuffling (2) Standing in groups in the halls (3) Walking with arms interlocked (4) Getting into lockers during passing periods
d.
Realize that supervision is necessary or the school district is held liable.
10
.
SPORTS:
How. to maintain order at athletic events*
a.
Arrive at your post just as soon as possible.
b.
Allow no smoking on the campus during the games. (Just a word to adults is all that is necessary.)
c.
Permit no "booing” whatsoever.
d.
Do not allow the students to stand and jump up and down on the bleachers.
(They are weather
beaten and need to be replaced.) e.
Check to see that the Roosevelt pupils keep on the proper side of the field.
f.
Watch for students throwing paper, sticks, or clods.
(Throwing of anything is not permitted
on the campus•) g.
Be on the alert for friendly arguments that may develop into an exchange of fists.
h.
Sit in the middle of the bleachers if assigned that area.
i.
Make certain that the students display at all
19 times a spirit of good sportsmanship.
11.
INELIGIBILITYs a.
How to make an athlete ineligible.
Place your initials after the pupil's name which appears on the athletic list posted on the faculty bulletin board.
b.
Signing the list will make the student ineligible the following week; not the week you sign the list.
c.
Have just cause for making the athlete ineligible in either scholarship or citizenship.
Check on
those not working to capacity. d.
Realize that the coaches will not interfere once you have signed the list.
(The boys' vice
principal will then deal with the case.) 12
.
CUSTODIANSt
How to cooperate with the school
custodians. a.
Help make the custodian's work light by following the suggestions in Chapter 5, directions 4.
b.
Do not ask the custodian to do major or large jobs directly.
e.
Channel any requests through the boys ' vice principal’s office.
d.
Seek at all times to be friendly.
(We take pride
in having.good rapport with our non-certified personnelf)
20 e.
Cooperate with the custodian in any possible way and he will in turn do many things up and above his line of duty for you.
B.
SOURCESS 1.
References worth checking.
Abbott, J. L . :
”An Analysis of 3,000 Cases of
Discipline in a Junior High School.”
(Unpublished
Master’s thesis, The University of Southern California, Los Angeles, June, 1934.) 2.
Doughtery, Francis L .t
”The Position of B o y s 1 Vice
Principal in the Senior High Schools of California.” (Unpublished Master’s thesis, The University of Southern California, Los Angeles, June, 1933.)
21 CHAPTER 3. PREPARING TODAY’S ADULTS HOW TO TAKE PART IN P.T.A. ACTIVITIES Since the beginning of the American school system in the seventeenth century, parents have played an important part in formulating, organizing, and executing school affairs. A decided need for education was felt by the early colonists, so the instituting of schools came from within the group, making our educational system stem from concerned and interested parents* This sincere interest is demonstrated today by the active part innumerable parents play in P.T.A. affairs. Many hours are sacrificed by conscientious parents to help further our educational progress. Today the American educational plan has matured to such proportions that it has developed into a science and is guided by skillful personnel.
Despite its gargantuan size,
however, the element of parental concern is not ignored in the operation of our schools. It Is the teacher’s obligation to work with parents in any manner to help the advancement of youth.
Extremely
good relationship with the Roosevelt parents has developed throughout the years. in any small way.
Cooperate when called upon to assist
Your rewards will be twofold.
Below is a draft to follow in carrying out the school’s P.T.A. policies and procedures.
22 A.
DIRECTIONS: 1.
DUES: a.
Proposals on how to conduct P.T.A. affairs* How to stress P.T.A* membership*
Bring to your pupils 1 attention the benevolent work accomplished by the P.T.A*
b.
Mention the following social work done by the P.T.A. (1) Dental care. (2) Welfare work--supplies,
shoes, clothes,
glasses to needy. (3) Aids handicapped children in special schools: sight saving, hard of hearing and spastic. c.
Point out that a special gift is presented each year to the school.
d.
Tell your pupils that cooperation in P.T.A. affairs helps their grades.
e.
Remind the students that the Roosevelt P.T.A. donates cokes for school dances.
f.
Require that the pupils return the membership applications signed by the parents. whether the parents join or not.
This applies
(You then know
the membership envelopes got home.) 2.
DINEROr
How to send P.T.A. membership money to the
office* a.
Secure an envelope from the office.
b.
Count the money accurately when inserting it into
23 the envelope.
(Membership is fifty cents per
person.) c.
Write on the envelopes (1) Homeroom. (2) Teacher. (3)- Amount enclosed. (4) Date.
d.
Send the money immediately after homeroom starts to the women’s faculty lounge.
e.
Be sure the P.T.A. membership envelopes are filled out on the backs.
Check the amount on
the envelope with the actual eash inside. f.
If two children from one family are in school, both get credit.
Write the student’s name on
the front who brought the money and his brother’s or sister's name and homeroom on the back. 3.
HUMBER, ttPIiEASEMt
How to select P.T.A. telephone
chairmen. a.
Inform your pupils of the duties of telephone chairman. (1) This person calls P.T.A. members from your homeroom two or three days before a P.T.A. meeting. (2) Generally two chairmen from each homeroom are nominated.
b.
Ask your pupils to relay this information to their parents.
c.
Tell your pupils a tea is given each year for the P.T.A* telephone chairmen.
(This may prove
a motivation for some mothers.) d.
Check shortly to see if any mothers volunteer for this position.
e.
Be sure to get the full name with husband.’s name and initial, complete street address, and phone number when receiving your telephone chairman name.
All this information is vital to the P.T.A
president and saves hours of research if properly submitted. f.
If you are unsuccessful in securing P.T.A. telephone chairmen report this fact to the office
RESTITUTION*
How to have P.T.A. notices returned.
a.
Insist that all P.T.A. notices are returned.
b.
Check to see that the notices are signed.
c.
Count heavily on the homeroom grade for the prompt return of notices. (1) The main office will request information con cerning various notices, so it is to your advantage to get the notices returned punctually.
PARTICIPATION:
How to take part in P.T.A. activities
25 a.
Beeome acquainted with Roosevelt’s P.T.A* officers.
b.
Attend all P.T.A. meetings, unless excused by the principal.
c.
Be friendly to parents at meetings.
Circulate
and meet as many as possible. d.
D o n ’t let one parent monopolize your time. Arrange a formal conference period to discuss any serious problem.
e.
Take part in any programs.
Teachers at Roosevelt
have been on panels, read the devotion, and given speeches. B.
SOURCE:
Where to get further instructions on P.T.A.
work. 1.
National Congress of Parents and Teachers, edited by Martha Mason.
Ginn and Company, 1928.
26 CHAPTER 4. BETWEEN BOOK ENDS HOW TO USE THE LIBRARY The library in any sehool should be a laboratory of learning and not a protected sanctum.
It should operate as
freely as any other vehicle of teaching in the school.
In
order to accomplish this, a decided operational plan and philosophy of library procedure must be formulated.
These
two steps have definitely been established at Roosevelt into a working plan and sound philosophy. The librarian is willing to discuss with you any special problem relating to your subject and the use of the *
library.
Feel free to utilize the library to its optimum.
Let the librarian show you the books in your field. Motivation for pupils to use the library is dependent upon you, so make the library a cooperative enterprise. Suggested are some percepts to follow in using the library’s facilities. A.
DIRECTIONSs 1.
A plan to carry out when using the library.
FUTURE PLANNING*
How to make arrangements for class
room use of the library. a.
Sign the ’’Library Reserve Chart” posted in the library at least a week in advance before you want to use the library.
This will reserve the
library for the period and for the entire class.
b.
Send, up to five pupils only from the classroom to cheek out books or to do research.
(If the
library is filled they will be returned with a note.) c.
Dispatch pupils with a ’’Permit to Leave Classroom” slip.
Be sure to write on the slip names, date,
and the time they left your room. d.
The use of the library is taught extensively in the seventh and eighth grades.
Lengthy units
should not be necessary in the upper grades. e.
Mondays and Fridays have been reserved for students to come to the library to check out books
’’FORWARD, MARCHi”s a.
How to take a group to the library
If all of your classes are meeting a particular day in the library, inform them well in advance. (Stress this point the day prior to your visit.)
b.. Meet with your class in your room and accompany it to the library if only one period is coming. c.
Keep some semblance of marching.
Maintain the
following ruless (1) Keep the class in a group. (2) Allow no "scouts” or "stragglers.” (3) Permit no loud talking. (4) Watch for evaders. CITIZENSHIPS
How to advise pupils on library conduct.
a.
Consider yourself responsible for disciplining your classes in the library*
(Individual cases
sent to the library will be referred to the classroom teacher for correction*) b*
Inform your pupils that good citizenship in the library is expected in the care of books, in the return of books on time, and in the respect for the rights of others in the library*
e.
Give your class a pep talk on the approved standard library rules before bringing the group*
d*
Be alert in enforcing the library rules with your class.
This will be greatly appreciated by the
librarian. PERSONAL USEs
How to check out library books and
magazines for your use. a.
Teachers may check out books and magazines for classroom or home use for an unlimited time.
b.
Return materials just as rapidly as possible and no monopolies, please, as a courtesy to other teachers and students*
c.
Turn in any library books left in your room or found around the campus.
REGULATIONSs
How to acquaint your pupils with library
regulations. a*
Remind the pupils of the following regulationst
(1) The library is open from 8tl5 A.M. until 3t45 P.M. (2) Students may cheek books out for two weeks. Beference books must be kept in the library. (3) Books may be returned before and after school and during periods if accompanied with a ^Permit to Leave Classroom” slip. (4) A fine of five cents per day is.assessed for overdue books.
Lost books must be paid for
by the pupil. (5) Magazines are for library use but may be cheeked out for overnight use. (6) Students may do research work before and after school and during periods with per mission of the classroom teacher. (7) All materials must be checked out at the desk before leaving. (8) Students will not be allowed to check out books if they have not paid library fines or for lost books* Instruct the pupils that the library is theirs and to use it well.
SOURCE? 1.
Holway, Elsie M.s
"The Use of a Library in a
Junior High School."
(Unpublished Master’s thesis
The University of Southern California, Los Angeles 1935).
31
PART II. CLASSROOM MANAGEMENT HOW TO TEACH EFFECTIVELY A number of factors contribute to a well run class room* Establishing this management depends entirely upon the teacher* Major matters such as planning lessons, or the relatively minor one of passing in papers, must be con sidered when a smooth and efficient operating situation is desired* All phases, no matter how routine, carefully planned help to make the room function easily without undue stress or strain* The ultimate reward for good management is the wholesome and pleasant atmosphere that prevails in a room where expert efficiency is demonstrated in all aspects of classroom direction. In this section is presented a number of suggestions to help you operate your room effectively and in accordance with the general policies at Roosevelt* Every teacher has his own techniques for handling his classes. The foregoing directions are established to supplement these techniques so that uniformity prevails throughout the school on general procedures.
32 CHAPTER 5. GOOD HOUSEKEEPING HOW TO MAKE CLASSROOM LIVING MORE PLEASANT Emphasis in education today is being placed in establishing pleasant and liveable classroom conditions. Rebuilding, reconditioning, and new architectural school designs are being developed by progressive school districts, as it is acknowledged that clean, well lighted, and attrac tive rooms are conducive to learning.
The teacher also has
a responsibility for creating this atmosphere. so barren as a neglected looking school room.
Nothing is Pictures,
posters, bookjackets, notices, flowers, and plants all con tribute to a room and arouse interest or stir the curiosity of the students.
Every teacher should be able to take pride
in the appearance of his room.
The following section will
give suggestions on how to make your room have that ’’lived in” look. A.
DIRECTIONSs
Suggestions on how to decorate and care for
your room. 1.
DECORATIONSi a.
How to decorate your room.
Center your pictures, posters, or drawings around the seasons, holidays, or some unit of study.
b.
D o n ’t crowd too many items on a small bulletin board.
It is better to have a few items with
periodic changes.
Keep current events up to date.
c.
Anchor down thoroughly all bulletin board material.
Plopping items detract and steal from
your class presentation. d.
Use large illustrative material so that the members in the back of the room can see.
e.
In using plain colors, make sure they are compli mentary.
In this manner proper color combinations
can be taught and the pupils will become color conscious. f.
Make use of student talent and handicrafts when ever possible.
This gives the pupil recognition
and esteem by his peers. g.
Decorate with nature.
Students will notice your
attractive flower arrangement or your artistic use of shrubbery.
By setting a good example,
perhaps it will carry over into their own homes. h.
Remove wilted flowers.
Drooped flowers are worse
than none at all. CLEANLINESS: a.
How to help keep your room clean.
Give definite instructions at the very first of the year on the necessity of keeping the floor clean.
b.
Tell the students that pride is taken
in our
clean school both inside and out. c.
Point out that the custodian’s duties
are
numerous and that his job is lightened by their thoughtfulness and cooperation. d.
Instruct the students that such things as respect for others, as in this case, is a mark of good citizenship.
e.
Train the pupils not to tear paper up into small pieces as these are extremely difficult to pick up.
f.
D o n ’t allow the pupils to stand at the blackboard and put their feet on the wall as they face the clas s.
OPENINGS
How to open your room.
a.
Unlock the nightlatch.
b.
Check the thermometer.
It should range from 68
to 74 degrees. c.
Adjust Venetian blinds to uniformity and keep them so throughout the day.
d.
Open windows for proper ventilation.
e.
Write the calendar for the day on the blackboard. (During the homeroom hour the calendar and general announcements for the day are presented.)
f.
Get your seating chart ready.
CLOSINGS a.
Here they comei
How to leave your room at the end of the day.
Make sure all doors, windows, and transoms are closed and locked.
b.
Direct students in the last period to turn up seats at the end of the hour.
(This facilitates
sweeping the room for the janitor.) c.
Clear your desk- of all unnecessary materials. (Remember the janitor and his dusting problems.)
d.
Erase all information from the blackboard that is not needed.
e.
Turn off lights.
f.
Cheek the room for any materials adrift.
g.
Turn off radiators.
EQUIPMENT: a.
How to care for classroom equipment.
Appoint a monitor to open and close windows upon your direction.
(This applies especially to the
windows in the main building as many window mechanisms have been broken because of improper usage by pupils.) b.
Develop respeet for school property. (1) Wateh particularly marring of desks. (2) Remind the pupils that pencil sharpener is breakable.
(It’s no fun to write with a
blunt pencil.) e.
Adjust the radiator yourself,
d.
Make sure that all district property in every department is handled in the most careful manner.
36 B.
SOURCE; 1.
Sears, Jesse B .t
Classroom Organization and Control*
Houghton Mifflin Company, New York, 1928*
37 CHAPTER 6. SLATES HOW TO HANDLE TEXT BOOKS School children in California are blessed with free text books from the day they enter the first grade until the day they graduate from high school.
This is a decided con
trast to the situation that prevails in many states.
Because
parents in such states are responsible for providing texts, books appear on many families* back-to-school lists.
Funds
that could be used for replenishing worn out school clothing must then be spent for books. Despite the fact that school books in California are loaned to pupils, a number of students do not regard them as state property or consider it a privilege to use them.
Now
is the opportune time to instill these concepts of responsi bility and gratitude.
The grasshopper’s philosophy of "the
world owes me a living" is very contagious.
Make your pupils
immune to this lethargic disease. Throughout the school year consistently remind your pupils of the proper care of text books.
Make the pupils
feel solely responsible for their books until they are checked back in with you. The text book problem can be a knotty one and most painful if you do not tackle it from the correct approach. Below are some guide posts on how to face it*
38 A.
DIRECTIONS? 1.
Techniques of handling text books.
REQUISITION: a*
How to order books*
Order a pad of "Requisition for Books" from the boys 1 vice principal*
b«
Pill out every blank on the slip.
(Author, text,
and number desired, room, and period desired.} c*
Submit your request to the clerk in charge of text books.
(The clerk is generally in the book
room located in the main hall across from the library.
After the first week of school you ean
locate her in the library.) d*
Make a careful study of your book needs and order only the number absolutely necessary*
e.
Use room copies only when necessary.
Best
teaching results when a pupil has his own book. Book collection takes time, is distracting, and ereates "situations." f.
Your orders will be filled within a day.
(Insert
on your request the day and period you can receive them.) g.
Requisitions will be filled in the order they are received.
2,
TRANSPORTATION: a.
How to transport texts.
Call for the books the first day if possible. (Supplies are then accessible the first day when the pupils arrive.)
b.
Someone designated by the b o y s ’ vice principal will be available to assist in carrying the texts.
c.
Consult the b o y s ’ vice principal.. He may have some carts or wagons for this purpose.
d.
Do not swamp the textbook room the first school day by sending a stream of pupils each period for books.
DISTRIBUTIONS
How to distribute books to pupils in
class. a.
Check over the books to see if they are satis factory for distribution.
(By oversight, a book
could slip by inspection.) b.
Send back to the bookroom any books not suitable to be issued.
c.
Order 300-400 textbook charging cards from the b o y s ’ vice principal.
d.
Junior division teachers should fill out the pupils’ cards.
Depending upon the situation,
senior division teachers could supervise the procedure. e.
Fill in every blank.
f.
Insert the entire number of the book on the card. This reveals the life of the book and proves very helpful if the text is lost.
40 g*
Evaluate the book and put a reasonable account under "Condition."
h.
Check to make sure the number on the card is the same as the book's.
i.
Walk around the room before the class.is over and see that all names have been written on the inside cover.
j.
Inform the pupils to copy over their names in ink later.
Check in about five days.
(A mark
against citizenship would be justified for those not listening and following directions.) k.
Send surplus books back to bookroom, but keep an operating supply in your.room.
4.
CAREs
How to instruct your pupils on the care of
books. a.
Remind the pupils that the books are state property.
(The texts are only loaned to the
pupils.) b.
Stress that willful marking, defacing,
or negli
gence in handling of books will result in a fine. c.
Make strong the point that the pupil who handles his books with care.and consideration is the person with good citizenship qualities.
(This
could be another factor in determining the citizenship grade.)
d.
Do not allow the pupils to put their books on the floor*
e.
See that books are covered.
Book covers cost
one cent in the book store. LOST? a.
How to turn in lost books.
Take books left around the room constantly to the lost and found.
b.
Detention will be assigned*
Send pupils to the lost and found to check on lost books.
(The lost and found is open before
and after school.) e.
Inform a pupil that he should see the girls » vice principal on his own time concerning a lost book.
d.
Send a pupil from class to the girls ’ vice principal only when he has the money to pay for the fine.
TRANSFERRINGr
How to collect a pupil's text book
when transferring. a.
Make sure the b o o k ’s number checks with the card 1s.
b.
Check the general condition of the book.
c.
Do not sign the clearance card if the student not returning the correct book.
d.
Insert the text's title and number under ,,materials,, if the book has not been returned.
is
j i
42 e*
Cross off the pupil's name on textbook charging card*
7.
DAILY USEs a.
How to use books to the optimum.
Insist that books are brought to class each day* Classes operate more smoothly when each pupil has his own book*
b.
Be sure that you have the pupils use the books when brought.
Just making a reference to the
text will justify bringing them on days when the activity is not centered around the text* c*
Check daily to see that the pupils are handling their books carefully.
An occasional word of
censure about someone's poorly kept book will be a reminder. d.
Check occasionally throughout the school year to see If the pupils have their own books.
(Charg
ing cards against books.) 8.
COLLECTION!
How to collect texts at the end of the
school year* a.
Prepare the pupils a few weeks ahead of the close of school by checking your textbook charging cards against their textbooks.
b*
Do not collect the texts too far In advance as the students too readily get a feeling of "completion.”
43 c.
If several classes are using the same series, the texts may be cleared by the teacher and all except one room set dispatched to the book room, (Be sure to notify the clerk in advance so that she may be there to receive them.)
d.
Examine each book carefully as it is turned into you.
Any book deemed treated carelessly, levy a
fine. e.
Put aside the texts that need to be rebound or repaired.
Label them before returning to the
book room. f.
Stack the books.all the same way when sending them back.
g.
Send all books to the book room as you have to be cleared on text books before checking out of school.
9.
PINES: a.
How to levy fines on mistreated books.
Take to the girls1 vice principal a few books so you can see how she would evaluate them.
b.
Determine if it was an old or new book when issued.
c.
Judge the extent of the damage.
d.
On defaced, broken backs, or damaged edges levy about twenty-five cents per offense.
e.
Write out a. student receipt for money received.
Fill in all blanks, f.
Give the original receipt to the pupil and turn the duplicate slip into the girls* vice principal.
g.
Send pupils to the girls* vice principal with books severely multilated.
B.
SOURCE? 1.
Where to get additional assistance.
Carrell, Thomas C . r
**Some Problems Involved in the
Use of the Textbook.11
(Unpublished Master’s thesis,
The University of Southern California, Los Angeles, 1932).
45 CHAPTER 7.
SPARE THE ROD; SPOIL THE CHILD HOW TO DISCIPLINE
Perhaps one of the most perplexing problems to the new teacher in any school is discipline and how to maintain it*
The key to success, of course, depends upon the ability
of the teacher as no definite set of rules can be levied* Being able to control a class of high school pupils is a prime requisite to effective teaching--that must be acknow ledged.
It is a sorrowful fact that many promising teachers
have forsaken the profession or have been dismissed because they could not control classes* Knowing child behavior, it is normal for a group of pupils to corner a naive "Mr. Chips" and take charge of the class.
The experienced teacher will take full command from
the start and loosen the reins gradually as the school year progresses* The rules on how to discipline are difficult to formu late because one is forced into the realm of generalities* A specific discipline problem must be presented before a solution or approach can be offered*
The following sugges
tions were offered to help you get the feel of how disciplin ing is approached at Roosevelt* There is an old adage which states, "Disciplinarians are born, not made."
If you are not one of the chosen,
perhaps the foregoing tips will prove fruitful.
46 A.
DIRECTIONS;
Suggestions on how to discipline in the
classroom. 1.
INDUCTIONS
How to present the need of approved
conduct. a.
Inform the pupils at the first of the school year what is expected of them in regard to classroom conduct.
b.
Stress that the regulations have been established because of operating difficulties that arise in running a large ’’family.”
c.
Advise that approved group conduct is important in our society and that school situations help to train us.
(Point out how rude some people
can be in a public assembly.) «
d.
Be careful in presenting your dietums that the pupils do not feel that their rights as individuals have been infringed upon.
They must see the need
of classroom rules and regulations. e.
Stick to your regulations and be consistent in their enforcement.
2.
CODE BOOK:
How to set up classroom rules consistent
with regulations now in force on the campus. a.
Make all rules reasonable.
b.
Be sure the pupils see a reason and purpose of each.
Set up rules for the pupils similar to the following: (1) Do not talk out In class without first re questing permission by raising hand* (2) Do not get up to sharpen pencils while the teacher is talking to the class* (5) Do not ’’march’? to the wastepaper basket during the class to discard papers.
Throw
papers away upon leaving the class* (4) Do not wad up papers handed back by the teacher immediately upon receiving them* Save them and look them over carefully* (5) Do not tamper with the windows or heaters* If you want them regulated, please ask the teacher. (6) Bring all classroom materials to class each day.
This includes paper, pencil, notebook,
and text, (7) If late to class, a written excuse from the attendance office is required*
If a teacher
detains a pupil a written excuse from the teacher is necessary. (8) Throwing of any materials is not allowed in class* (9) Gum is absolutely not allowed in class*
(10) Wait to be dismissed by the teacher when the bell rings. MANAGEMENT;
How to control the class with the
policies of Roosevelt. a.
Establish first a professional relationship with the class.
b.
Keep an adult reserve of formality.
In referring
to teachers demand that pupils use titles; always Mrs., Miss, or Mr., never just Smith. c.
Solve a problem analytically.
Depend upon your
judgment as well as an impersonal or nonchalant manner in dealing with eases. d.
Be firm, just, and fair.
e.
Do not make the entire class suffer for the actions of a few.
Reprimand those obstreperous
pupils individually. f.
Check your ’’pulse0 throughout the day.
Do not
make period II unpleasant because period I had an unfortunate, unforeseen incident. g.
Never quibble or argue vehemently with a pupil in class.
Refuse to pursue the point further
under classroom conditions and take the matter up later during a conference period. h.
Tolerate no impertinence or insolence in the form of ’’back talk.”
i.
Avoid situations where one or two pupils monopo lize the class1 time each day by being trouble some or obnoxious.
No teaching develops and the
problem child revels in the attention he is receiving.
Isolation is one answer to exhibition
ists. 4.
AFTER SCHOOL HOURS: a.
How to keep a pupil after school.
Feel free to keep any pupil after school who is not behaving properly.
Caution:
if he rides the school bus.
check to see
If the student rides
the school bus have him come in the mornings. b.
Ask the pupil if he has office detention.
If so,
he must still report to you and take a note to office detention the next day. c.
Follow up a case that fails to report after school.
Remind the.pupil a second time and if
again he neglects to report, do not let the student enter class without a slip from the attendance office.
In the meantime notify the
office of the pupil's intentional ignorance so that they will be cognizant of the facts behind the case. d.
Do not detain a pupil longer than one hour after the school day.
e.
Insist that pupils report with work.
f.
Office detention is not assigned by classroom teachers.
Most classroom situations must be
handled by teachers. OFFICE DISCIPLINE:
How to send a pupil to the office
for disciplinary action. a.
Generally, the boys are sent to the boys * vice principal and the girls to the corresponding administrator.
b.
Exercise the following check off list before sending a pupil to the office. (1) Have a conference with him. (2) Take away his privileges. (3) Ask for a counselors report. (4) Keep friendly relations by having him do errands. (5) Converse with him on nonrelated school subjects. (6) Notify parents via note.
(Make sure the note
reflects professional training.) (7) Have a conference with the parents. (8) Learn not to see everything. (9) Go with him on an appointment to the vice principal for a conference. e.
If an extremely disturbing incident arises in the class and you deem immediate action is necessary
expedite the student to the office. (1) Do not send him alone. (2) Escort him personally. (3) Assign the class work. (4) Step across to a neighbor and ask him to occasionally check your class. (5) Do not argue with the pupil enroute to the office, (6) If the vice principal is out, leave him with the clerk. (7) Present the facts to the clerk so that she can convey them to the vice principal. VIGILANCES
How to assume undelegated responsibility
on the campus. a.
React immediately upon seeing an infraction of any school rule.
b.
Do not feel that you are not on yard duty and are exempt.
c.
Escort the pupil to the duty yard teacher or to the office for serious offenses.
d.
Check for the following which need constant supression. (1) Running (Safety measure). (2) Pushing or fighting. (3) Suspicious actions.
52 B.
SOURCES: 1*
A good supplement reference.
Perry, Arthur G,t
Discipline As a School Problem*
Houghton Mifflin Company, New York, 1915* 2.
Pringle, Ralph W, s Discipline,
3*
The Psychology of High School
D. C. Heath and Company, New York, 1931,
Roosevelt High School Faculty Bulletins 1948.
September,
53 CHAPTER 8. HOME BASE HOW TO UTILIZE THE HOMEROOM HOUR The homeroom hour is an innovation that has been treated very flexibly in education.
It has been delegated
numerous responsibilities throughout its career.
In some
schools the homeroom has been incorporated into academic subjects like social studies.
Other schools have devoted
lengthy periods to the homeroom alone.
Variety even appears
in the time that it is inserted into the day's schedule. Perhaps one of its best features Is this quality of elasticity, as it can be used to fill the needs of the school.
If it is to function well, it certainly must be
injected into a school's program where it will operate most effectively. At Roosevelt the homeroom period starts the school day.
It lasts from 8t45 to 9rOO A.M.
During this period
the teacher must sandwich in a number of activities.
In the
main, the purpose of the homeroom Is to counsel the pupils and to disseminate pertinent information to them.
It is here
also that the teacher has an opportunity to implant an espri de corps for Roosevelt. Make your homeroom work as a team.
Complete harmony
between the teacher and pupils should be a goal.
Good rela
tionship is most vital because a good homeroom teacher can help to make the school day begin pleasantly for both himself and the pupils.
54 Following are some suggestions to help you make your homeroom operate smoothly, A.
DIRECTIONSs
Tips on how to make the homeroom period
function effectively. 1.
ACTIVITY CHARTSs a.
How to make out activity charts,
Secure the charts from the counselor.
She will
tell you how to use them, b.
Use the charts as a basis for a grade or evaluation,
c.
Inform the pupils of the use and purpose of the eharts,
d.
Have the class secretary keep the charts up to date,
e.
Request the pupils to report their activities to be recorded,
f.
Point out the fact that activities around the campus need support.
Pupils get eredit In home
room for participation in them. g.
Post the chart in a conspicuous place in the homeroom.
2,
NOMINATIONS 5 a.
How to make student body nominations,
Send to the girls » vice principal not more than five names for president, vice president, secretary, and treasurer.
b.
Pupils may submit names of students not in your homeroom,
c•
Requirement s s (1) president - 10th grade. (2) vice president - 10th grade. (3) secretary - 9th or 10th grade. (4) treasurer - 9th or 10th grade.
d.
Have elected a committee from your homeroom to nominate the candidates.
Use the same system in
electing homeroom officers. POLITICS: a.
How to hold homeroom elections.
Elect the following officers. (1) president. (2) vice president. (3) secretary. (4) treasurer. (5) homeroom council representative, (6) Lionews reporter - keeps school newspaper posted on activities. (7) song and yell leaders.
b.
Have the officers conduct the homeroom business* (1) The leadership ability of your officers determines their ability, however, to carry out this function. (2) The point is, permit the officers to assume
56 as much responsibility as they can carry* 4.
MESSENGERS s a.
How to send a pupil to the main office,
Inform the pupil to go to the main hall and transact the business through the glass door by the counter,
b.
If it is necessary to have the pupil go into the office, inform the pupil to enter by the front door and wait patiently until the clerk can take care of him,
5,
HEAR Y E J : a.
How to make announcements,
Bring to the attention of the pupils every announce ment made in the faculty meeting which affects them,
(A pupil may get into trouble later in the
day because he didn’t receive the word in home room, ) b.
Do not present an announcement coldly, especially when it pertains to school regulations,
c.
Give each announcement warmth and backing. Explain the reason behind the ruling*
d.
Answer questions pertaining to the announcement. Do not have the pupils leave your room with any questions or doubt,
e.
The smooth operation of a complex school day is assured through clear and concise announcements made in homeroom.
PARTY TIMEr a.
How to hold a homeroom party.
Discourage off campus parties. (1) Houghton Park in North Long Beach is the only approved off campus site. (2) Written permits from parents must be signed and returned. (3) Get permit pads from the boys * vice principal. (4) Report your party to the office to get it on the calendar. (5) Transportation must be provided by the pupils.
b.
Make plans well in advance.
c.
Limit parties to one or two a year.
Christmas and
spring parties are the two traditional gatherings. d.
Do not have pupils exchange elaborate gifts at Christmas.
e.
Caution should be used during the Christmas season in employing decorations. decorate. bum.
f*
Do not over
Use only crepe paper which will not
Christmas trees must be sprayed.
See the main office if you desire-to use the cafeteria.
g.
Do not over assess-for parties.
h.
Leave your room clean after a party. party debris left adrift.
Do not have
nGIVE,M THE A X tt:
How to conduct songs and yell3 in
homeroom. a.
Restrict songs and yells to Fridays.
b.
Allow no stamping of feet.
c.
Keep yells within reason, especially around the main halls where the noise resounds and carries.
r,QNE DOZEM ROSESMs
How to bring flowers for the
offices. a.
Bring flowers to the attendance office on the specified day.
(The schedule is posted on the
teacher's bulletin board.) (1) Flowers are arranged and then placed in various main offices. b.
Inform the pupils that each homeroom is assigned a day for bringing flowers.
c.
Instruct the pupils that most cut flowers from home ean be beautifully arranged.
(Often the
pupils fail to see the potentialities of common garden flowers, so stress that they bring some.) LULLS: a.
How to fill up gaps in the homeroom period.
Go over some of the most important school regula tions during any lull in your homeroom. is not wasted time at this age level.
b.
Suggested topicst (1) Assembly procedure.
Repetition
59 (2) Locker procedure--keys, cleanliness, locking, etc. (3) Hall traffic, (4) Cleanliness on grounds, (5) Game conduct. (6) Attendance. (7) Future parties. (8) Parlimentary procedure, c.
Use it as a counseling period.
Assign the class
to study and then work individually with pupils who are having adjustment problems* 10,
REFRESHMENTS:
How to order food from the cafeteria
for your homeroom parties. a.
Contact the cafeteria at least a week in advance.
b.
The cafeteria may purchase a number of items for
e.
you
such as candy, ice cream, and soft drinks,
Use
this service as you will find it most con
venient to drop by the cafeteria and pick up your refreshments. 11,
BOOK JACKETS:
How to take care of overdue library
notices in homeroom, a.
You
will find in mail boxes overdue library slips,
b.
Give
the slips out in homeroom the very first of
the period. c.
Send the concerned pupils immediately to the
library.
(Speed is essential because the home
room period is short.) d.
Make a mark against citizenship for overdue notices.
B.
SOURCE? 1.
Excused absences are an exception.
A most helpful booklet.
The Roosevelt Redbook, September, 1948.
61 CHAPTER 9. "PRESENT, TEACHER” HOW TO CHECK ATTENDANCE It has been stated that a school is as good as its attendance.
Interested pupils want to attend} disinterested
pupils manufacture every feasible excuse for escaping school. It behooves every teacher then to strive to make his classes as interesting and magnetic as possible in order to make school a happy environmental factor.
Poorly planned lessons,
disorganized classroom routine, and a disinterested attitude are readily detected by pupils and certainly contribute to a state of lethargy in a school.
If teachers do not appear to
enjoy teaching, then how can young people be inoculated with the desire to attend school.
Make your classes so appealing
that your pupils will hate to be absent.
Good attendance
stems from the classroom! Presented below is the manner in which attendance is handled.
Pride is taken at Roosevelt in the outstanding
record established in dealing with attendance.
Do your
utmost at all times to help maintain this high standing. A.
DIRECTIONS? 1.
Recommendations on how to check attendance.
CHECKING IN:
How to handle the enrollment cards the
first day. a.
Keep the pupils in their seats during the period. Do not allow the pupils to crowd around your desk.
b.
Be sure to initial each card by your name.
c.
Write down the pupil’s name as you sign each enrollment card.
(Walk around the room to do
this.) FIRST ROLL: a.
How to eompile your rolls the first day.
Pass out small sheets of paper to the pupils and instruct them to write their names on them.
b.
Collect them alphabetically.
Recite
the
alphabet and gather in the slips. c*
Compile your roll from these*
d*
Check this roll with the names you wrote.
TEMPORARY ROLLSs a.
How to use the temporary roll sheets*
Write your pupils f names in alphabetical order on the temporary sheets provided by the office,
b*
Use these sheets for the first two weeks until your classes become stable*
c.
Enroll and transfer pupils on this roll.
MARKINGS a*
How to mark permanent enrollment sheets*
Transfer in ink or typewriter the names from your temporary roll sheet.
(Be sure to transfer
the absences also.) b*
Leave out the pupils1 names who transferred*
c*
Fill out every blank on the top of the roll sheet*
d*
Put the dates across the top on Mondays,
Write late entries at the bottom of your rolls.
e.
Put a red E in the square of the day a new pupil enrolls and draw a line through all the squares from his name to the E. (1) Examples
f.
Jones, John ----------------®
Place a red T on the day a pupil leaves your class.
Draw a line from the T across to the
right edge of the sheet. (1) Examples g.
Cross out name.
Jones, John
T -----------------
Mark a pupil transferred only when you receive a yellow transfer card.
h.
Draw a line across absences when a pupil returns to your class.
i.
If a pupil is in school but excused from your class, mark an Ex. on your roll after the student name.
j.
Give only your homeroom and first period rolls to the messenger.
(The master list will be com
piled from these.) k.
Never mark absences in ink.
1.
Count an Ex. inserted on your roll by the office as an absence.
MASTER LISTS a.
How to use the master attendance sheets
Read the master attendance sheet upon receiving it second period.
b.
Put a check by your pupils’ names appearing on the sheet.
64 c.
Draw a line through the names as you mark them absent on your rolls.
d.
Send an absence notice to the attendance office if a pupil is absent and not on the master absent list.
e.
Cross out Absent and write Present if a pupil’s name is on the list and the pupil is attending your class.
6.
ROLLS BOOKS:
How to acquire a roll book.
a.
Secure a roll book from the b o y s ’ vice principal.
b.
Keep close track of your roll book, especially when you have recorded a number of grades and near grading periods.
7.
RETURNING;
How to readmit a pupil to class after an
absence. a.
Cheek as you take roll those absent the previous day.
b.
Request to sign their absence notices.
c.
Initial after your period.
d.
Draw a line through the A on your roll.
e.
Do not permit anyone back in class without a readmittance slip.
f.
Pupils returning to homeroom with readmittance slips after the tardy bell rings are late.
They
are released early enough to reach homeroom on
time.
Send such pupils back to the attendance
office for a tardy 3lip. 8.
LATE: a.
How to admit a tardy pupil to class.
Check the signature and the time on the pupi l ’s slip.
b.
Allow no one in class late without a written excuse from a teacher or the attendance office.
c.
Place an
on your rolls when a pupil comes in
tardy; even with an excuse.
Follow this procedure
in every class. 9.
RETENTION: a.
How to keep a pupil out of class.
Notify the attendance office if the pupil is to be out of a number of classes.
b.
Post a list of the pupils’ names on the teacher’s bulletin board if the list involves a number of pupils.
e.
Write a note to the pupil’s teacher requesting to detain the student.
d.
Do not make it a practice of keeping pupils out of class.
10.
PASSES: a.
How to permit a child to leave the class.
Do not allow pupils to go wandering around aimlessly around the campus.
b.
Issue a hall pass to each pupil leaving your room. (It reflects on you if your pupils are out of
class without written authorization,) c.
Be sure to fill in all the blanks--date, name, hour, period, and teacher.
11.
MOVING* a.
How to transfer a pupil.
Check in his books. assigned texts.
b.
Sign his card.
Be sure hereturns the
(See Chapter 6, Do not assign a
section 6.) grade if you have
not had the pupil long enough to appraise his standing. c.
Cross his name off your rolls.
Follow directions
in this chapter under Marking. SOURCE* 1.
A good reference to use frequently.
Roosevelt High School Faculty Bulletin, September, 1949.
67 CHAPTER 10. HEARING AND SEEING HOW TO USE THE AUDIO-VISUAL FACILITIES The fact that audio visual materials give an impetus and acceleration to the learning process has been realized in all phases of education in recent years.
The Importance
of this aspect of education was strengthened in California last year by the additional requirement attached to teaching credentials, that is, making a course in audio visual obligatory for future teachers. During the last major conflict audio visual aids were used extensively in teaching servicemen.
All branches
learned its importance and have continued to employ audio visual aids throughout the services. Do not restrict audio visual aids in your thinking to machines and elaborate equipment. phases of hearing and seeing.
This field includes all
The blackboard, bulletin board,
and displays are all a part of the department.
These can
play the major role in presenting visual aids. Before audio visual materials can be used effectively, training should precede employing the audio-visual method. Without the proper procedure of handling films, filmstrips, or records no teaching can develop.
Too often a film turns
into ’’movie time” for both the pupils and teacher.
The
accepted method of previewing, discussing, and evaluating a film should be followed when presenting a film.
To get the
68 optimum use of your film be sure that you conform to this approved method. Presented is the procedure of showing films at Roosevelt*
These suggestions should prove helpful in
guaranteeing a smooth teaching situation when using audio visual equipment* A.
DIRECTIONS?
Key points on how to take advantage of
available audio-visual equipment. 1.
REQUISITIONING? a.
How to order films for classroom use.
Borrow the two main catalogues from the audio visual chairman and look over the available films. (1) Audio-visual Catalogue for Compton Secondary Schools. (2) Los Angeles County Film Catalogue.
b.
Make a wise selection of movies.
Know where and
how the movie will fit into your course of study. c.
Order your films early.
Your request should be
submitted in September as the county office demands our requests shortly after the opening of school. d.
Submit your requests to the audio-visual chairman. Be sure to supply all the necessary information.
2.
BELL AND HOWELL? showing a movie.
How to acquire equipment for
a.
All arrangements for operator, projector, or other machines are made by the audio-visual chairman.
b.
Films arrive and are sent back on Thursdays. When your film arrives, you will be notified in order to know when you can preview and show the film.
e.
Your equipment and operator should arrive at your room without any prompting.
SNEAK SHOWING!
How to preview a movie.
a.
Do not show a movie without first previewing it.
b.
Preview the film during your free period the day before presenting it to your class.
e.
Check the following points when previewing a movie. (1) The technical correctness of the film. (2) The important points you want to emphasize. (3) The parts which need additional explanation for pupil comprehension. (4) The vocabulary which might need explanation. (5) The role It will play in your unit.
d.
Appointing a committee of pupils to assist in previewing a film has been suggested as a teaching device.
e.
Arrangements for the equipment for the previewing will be handled by the audio-visual chairman.
CONDITIONINGS
How to prepare your pupils for a
movie. a.
Direct your people to look for definite points in the movie.
b.
Give them questions or problems they can solve while viewing the film*
c.
Present these orally in an interesting warm up session or by writing the questions on the board.
OUTCOMESs a.
How to evaluate a movie after a showing.
Be sure all questions presented before showing are answered either orally or written.
b.
Discuss the film thoroughly and clear up any parts not understood.
e.
Check to see if the film fulfilled your estab lished purposes.
d.
Keep running notes on the film so that you may refer to them the following year when ordering films.
LISTINGSs
They will help to refresh your memory. How to know what audio-visual equipment
is available. a.
Up to date the following equipment is at your disposal. (1) Two 16 MM sound projectors - Movie Mite. (2) One 16 MM sound projector - with amplifying system and microphone - De Vry.
71 (3) One tape recorder - Recordio. (4) One wire recording play back. (5) Two phonographs - 78 and 33^- r.p.m, with public address systems.
Play 14 inch
records. (6) One 3x4 slide projector. (7) One tri purpose strip film projector. (8) One public address system with phonograph. (Installed permanently.) (9) Consult with the audio-visual chairman for new equipment supplementing this list. b.
The librarian may have illustrative material such as book jackets or periodicals,
c*
Please contact visual aids chairman for a list of free visual aids in your field.
7.
MAPS*
How to learn the procedure for obtaining
charts, maps, globes, and similar visual material. a.
Most visual material is distributed through your department chairman.
b. c.
See him personally to get your assigned material. Do not try to monopolize the materials.
Scarcity
means that the equipment must be widely distributed. B.
SOURCE? 1.
A helpful reference for audio-visual usage.
Dale, Edgars
Audio Visual Methods in Teaching.
Dryden Press, New York, 1946.
The
72 CHAPTER 11. SIMPLY ROUTINE HOW TO HANDLE DAILY MATTERS Routine matters can sometimes be stumbling blocks. In performing them no great inspiration is needed, yet how embarrassing the outcome can be if executed incorrectly. Because some matters are routine, it does not necessarily mean they are not important.
Give these matters your close
attention when performing them.
Such things as meeting
deadlines for the main office, submitting counseling survey slips on time, or taking accurate roll are labeled routine, yet how important they can become*
When you take care of
little things properly, big things often take care of them selves.
Be alert and attentive in handling these daily
matters. , Submitted are some proposals on how to approach these recurring items. A.
DIRECTIONSs 1.
Suggestions on how to handle daily matters.
STENCILSt
How to have material mimeographed.
a.
Make a neat, accurate eopy of the material.
b.
Take your copy to the main office and submit it to the clerk.
Tell her how many copies you
desire. c.
Turn your work in at least two days before you want to use it.
d.
Pick up your mimeographed material immediately after you are notified it is finished.
JONES IN FOR SMITH:
How to substitute for a teacher.
a.
Arrive on time— very essential.
b.
Take accurate roll.
c.
Carry out as closely as possible the instructions left by the regular teacher.
d.
Do not allow any privileges, as pupils incline to take advantage of a substitute.
OFFICE GIRLSs a.
How to receive student messengers.
Do not permit your pupils to converse with messengers.
b.
In return, do not allow messengers to initiate conversation with your pupils.
c.
Release the messengers as quickly as possible so that they may finish their route.
d.
Report to the girls* vice principal any un becoming messenger conduct.
READINGS
How to request a remedial reading class
for a pupil. a.
Consult with the girls * vice principal about any pupil you deem needing remedial reading instruc tion.
b.
In the meantime refrain from having the pupil read orally in class.
TESTSs a.
How to give examinations*
Notify pupils well in advance of any lengthy examinations*
Snap quizes can be upsetting at
this age• b*
Review material the day before,
c*
Tolerate no cribbing on examinations*
Penalize
severely those yielding to temptation. HOMEWORKs
How to assign homework.
a.
Assign no homework to 7th and 8th grade pupils*
b.
Allow time in these classes for work, however, if pupils do not finish, it can be considered homework*
c*
Delegate homework up to one half hour to 9th and 10th grade pupils,
d.
Be sure to evaluate and credit completed homework*
PUPIL PARTICIPATIONS
How to use pupil talent in
classrooms* a*
Know your pupils so that you can use their talents,
b*
Have pupils read orally general school instructions*
c*
Permit pupils to do routine work such as checking room
temperature or keeping homeroom activity
chart* d.
Assign as many duties as possible to various pupils.
e.
Keep in mind that a class can become too '’teacher"
75 centered^ so get pupils up in front of the class whenever the opportunity presents itself. 8.
READY, BEGINS
How to open your class.
a.
Be in your room when the class begins.
b.
A commanding position for a teacher is to be standing in the front of the room when the class arrives.
c.
Allow talking before the bell rings, but demand silence upon its ringing.
d.
Permit no boisterous or loud talking in your room. Frown also upon pupils stamping into the room and slamming books down on desks.
e.
Do not have pupils crowd around your desk to the extent that they are still there when the bell rings•
f.
Stall off those pupils who want a permit to leave the class.
Get the class organized and then take
care of them. g.
Condition your pupils on the manner in which you open your class.
9.
ADIOSs a.
How to dismiss your class.
Be alert so that the hour does not end abruptly for you.
b . . Do not have to assign homework after the dis missal bell.
Assign it before J
76 c*
Plan your work so that you do not have to pick up papers, collect books or perform similar duties before dismissing the class#
d.
Train your pupils to wait until they are dismissed formally by you.
Do not have them rush out of
the door as the bell rings.
"Class dismissed" is
the customary closing phrase# e..
Remember that a smooth closing is just as impor tant as a polished beginning#
10.
CALLERSs a.
How to receive visitors.
Ask for a visitor's permit from any stranger coming into your class.
b..
Send people to the main office not possessing a visitor's permit.
c.
Do not entrust a pupil to any stranger.
Only
school administrators have this authority. 11.
OFFICIAL COMMUNIQUESt
How to read a bulletin to a
class. a.
Read slowly, especially dates, hours, and room numbers.
b.
Ask if the bulletin pertains to any of your pupils.
c.
If so, ask them if they understand it#
Substantiate the report in the bulletin by your own comments.
Just a few moments additional
comments may. help tremendously.
77 12.
WHEN DAY IS DQNEs
How to feel rested at the close
of a school day. a*
Start Immediately to iron out any of your class room wrinkles.
(Detect at once problem cases and
work toward a satisfactory adjustment.) b.
Regulate your pupils immediately to your class room routine.
c.
Don't over assign your pupils.
You too can be
unnecessarily taxed. d.
Watch your class presentations.
Lecturing five
full periods can be very exhausting in itself. e.
Warning 1
It takes thirty years before you can
be pensioned in California. B.
SOURCE? 1.
Good classroom management reference.
Sears, Jesse B.:
Classroom Organization and Control.
Houghton Mifflin Company, New York, 1928.
78
PART III. TEACHER PROCEDURES HOW TO PERFORM OBLIGATORY RESPONSIBILITIES The duties of teachers are not restricted to the classroom. Other demands are made upon them such as meeting professional growth requirements or attending institute sessions. There are also a number of personal business matters to which a teacher must attend. All of these re quirements must be properly fulfilled. In the following section you will find the directions on how to manage these outside classroom affairs. Discussed is attendance to various meetings, teacher absences, liability insurance, teacher loans, and similar items which will undoubtedly confront you before the school year is over. Browse through this part and know how to approach your problem when it arises.
79 CHAPTER 12. HEADQUARTERS HOW TO TRANSACT BUSINESS WITH THE MAIN OFFICE Duties outside the classroom are vital and should be executed as properly as those performed inside the room. Establish a good reputation with the various offices for getting reports, notices, and similar items in on time and accurately executed. The matter of handling main office procedures correctly cannot be over emphasized.
There are so many
responsibilities demanding the clerks’ attention, that speed and exactness on the teacher’s part help to make the entire office run more smoothly. Suggested are some points that may help you establish good ’’publie relations” with the offices. A.
DIRECTIONSt
Proposals on how to take care of matters
pertaining to the main office. 1.
CONTRACTSs a.
How to sign contracts.
You will reeeive your contracts the first few days at school.
b.
Read it thoroughly.
c.
Sign all copies, if the contract is according to your satisfaction.
d.
Make an immediate appointment with the Director of the High Schools if your contract does not meet your approval.
e.
Be sure to keep a copy of your contract*
PAY DAY: a.
How to get paid*
A notice will appear on the bulletin board when the warrants arrive*
b.
Rely on your warrants to arrive every four weeks.
c.
Secure your checks from the clerk in the main office.
d.
See Chapter 14 under directions 2 on how to receive your check on a twelve month basis*
IDENTIFICATION:
How to cash a personal check.
a.
Make the check out to "Cash.M
b.
Be sure to sign the check.
c.
Leave your check in the attendance office with the clerk.
d.
Insert your check in an envelope.
e.
Write your name on the envelope.
f.
Caution:
do not leave an endorsed check just
anyplace in the attendance office. NEWMARK 1-1165:
How to make a personal phone call.
a.
Use the phone in the main hall for personal calls.
b.
Incoming calls will be received by the office. (Messages will be relayed to you.)
c.
The lines have to be kept open for incoming and outgoing school messages.
POSTAL SERVICE:
How to use the school mail service.
81 a*
Take your letters to the main office,
b.
Stamps will be sold to you by one of the clerks,
e. 6,
Insert the letters in the small box by the door,
"TAKE A LETTER, MISS JONES":
How to carry on
official correspondence, a.
Make certain the letter is perfect; sentence structure, spelling, and form,
b.
Type the correspondence,
c.
Channel the letter through the principal’s office for her approval,
d.
Official stationery should be used with dis cretion and only at the principal's instigation,
B.
SOURCE? 1,
A reference that may prove helpful.
Columbia University Contribution to Education, Teachers College Series:
No. 246, 1927,
82 CHAPTER 15. SYMPHONIES HOW TO FULFILL PROFESSIONAL GROWTH REQUIREMENTS Become familiar with the requirements established by the local evaluation committee in regard to professional growth requirements.
There are numerous ways in which you
can get credit, but a thorough knowledge of just what counts is necessary.
Promotions can even be frozen if the pro
fessional growth requirements have not been met. Read this chapter to see how you can fulfill the requirements and have them compiled when the time for advanee comes. A.
DIRECTIONS?
Suggestions on handling professional growth
requirements. 1.
OBLIGATION?
How to know the required professional
growth stipulations. a.
Twelve points must be earned in a three year period.
(These must be fulfilled before salary
increments beyond the three year period are granted.) b.
Reports to evaluation committee should be made by May 1.
c.
Four points of professional growth are required each year, so the teacher entering on step three would thus present four points of credit by May;, 1 of the school year.
d.
Pour points in university level must be presented by all teachers below the maximum on the salary schedule.
e.
Non-fulfillment of the professional growth require ment holds the teacher at the attained salary without advancement.
f*
Points can not be carried over from one period to another.
TABULATING* a.
How to count professional growth points.
University credit. (1) Count four points for each two unit course. (2) All points may be earned in university level.
b.
Professional service. (1) Forty hours of service is required for four points. (2) Organizations such as Teachers Club, Parent Teachers Groups, and American University Women are recognized.
c.
Community service. (1) Forty hours service receives four points. (2) Examples of this type of service are church work, Red Cross, Service Clubs, and Boy Scout activities.
d.
Course reorganization. (1) Ten hours work receive one point.
e.
Personal Improvement. (1) Travel. (2) Performances. (3) Adult education. (4) Private tutoring. (5) Employment in trades and professions. (6) (Submit a complete report of the above to the Evaluation Committee and points will be accessed.)
RECORDING POINTS*
How to record professional growth
points. a.
Secure a form from the Evaluation Committeeman.
b.
Be sure to submit the record by May 1 of your third year.
INSTITUTES*
How to schedule institutes. \
a*
Ten credits are required.
b.
Be selective.
c.
Fill out your tentative selection and submit it to the clerk in the main office.
d.
(Try to keep
to this choice, but you
can deviate from
Try to get most of your
credit the first semester.
REPORTING ATTENDANCE*
How to report institute
attendance. a.
Use the form in
the institute booklet.
b.
Fill it out completely.
it.)
c.
Submit it to the clerk in the office,
d*
Turn it in during the month of May, as your final check can be held up if your institute credit hasn't been reported.
6.
BACK TO SCHOOLS a.
How to schedule university classes.
Advanced training is encouraged but do not let it interfere with your school responsibilities.
b.
Select days which are not too heavily scheduled around the campus. Wednesday.
These days are Tuesday and
Monday afternoons are reserved for
curriculum meetings and Thursday and Fridays are generally set aside for athletic events. B.
SOURCE;
An important bulletin which would inform you
completely. 1.
Compton Union Secondary District Professional Growth Requirements Revised:
May, 1949.
86 CHAPTER 14. PROFESSIONALLY SPEAKING HOW TO UTILIZE SERVICES OF THE PROFESSIONAL ORGANIZATIONS A number of serviees are at your dlspoaal by being a teacher in the Compton Union High School District.
One of
the primary agencies which you should, become familiar with is the Compton District School Federal Credit Union. office can make and save money for youJ
This
You may buy shares
in the union, borrow money, join the salary club, and take out insurance. The credit union is a cooperative. its members.
It is owned by
Its purpose is not to make money for a few but
to help all members in financial matters by having their own resoureeful organization.
Both the investor and borrower
profit because one earns a higher rate of return on savings than available elsewhere and charging the other a lower rate on borrowings than similar loan agencies. The Credit Union is subject to Federal laws regarding business transactions and is examined periodically by Federal agents.
It is managed by a Board of Directors consisting of
fifteen members some of whom are administrators, teachers, and non-certified personnel. Also covered in this chapter is membership in pro fessional organizations.
Become familiar with the organi
zations and know the privileges and services of each.
When
meetings are scheduled show an interest by attending them* Submitted are some suggestions which, if followed, may save you money. A.
DIRECTIONS;
A draft to follow when dealing with the
professional organizations. 1.
JOINING! a*
How to join an organization*
Pill out the pledge in your folder presented to you upon registering* (1) A majority of the teachers become members of the unified plan, i.e. the Compton Teachers Club, California Teachers Association, National Education Association, and contribute to the Welfare Fund*
b*
Give your pledge to the Teachers Club Representa tive promptly,
c.
Pay your pledge to the representative as soon as possible*
2*
TWELVE CHECKS A YEARs a*
How to join the Salary Club,
Familiarize yourself with the following facts about the Salary Club. (1) The club is sponsored by the Federal Credit Union, Compton District Schools located at 417 W. Olive St., Compton* (2) You can receive your checks in twelve equal installments in the first calendar day of each
month. (5) The club receives warrants directly from the school districts, credits each member’s account with the amount of the warrant, and deposits all the warrants to the eredit of the club’s account in the union. (4) On the first day of each month one twelfth of the annual salary is withdrawn and paid to the teacher, either in the form of a check or a bank deposit according to the desire of the teacher. (5) Loan payments can be made by deduction from the teacher’s check, and payment share investments in the credit union can be handled the same way. (6) Dues are $3.p0 per year# b.
Drop by the credit union office very
soon if you
wish to take advantage of the salary
plan.
STOCK MARKET:
How to buy shares in the Credit Union#
a#
Make money by investing in the Credit Union#
b.
Look at these dividends. (1) Your money is secure# (2) In the past, 4 per cent interest has been paid. (3) Shares are only $5.00.
(4) Shares may be cashed at any time. (5) Dividends are paid at end of each calendar year. (6) You are making money while at the same time helping a fellow teacher. c.
Contact the treasurer of the Credit Union to buy your shares in the club.
LOANS* a.
How to borrow money from the Credit Union.
Drop by the Credit Union and talk to the treasurer concerning your loan.
b.
Save money by borrowing from the local club. (The interest rates are far below those of other loan agencies.)
c.
On loans over $300, some form of security is required*
d.
Use the services of this agency freely, as it is one of your privileges as a teacher of the district.
LIABILITY: a*
How to take out personal insurance,
Guard against a law suit by looking over these facts. (1) The insurance rates are only $3.00 a year for $50,000 protection. (2) The California Teacher’s Association handles the plan.
90 (3) The insurance is a group liability insurance covering liabilities of teachers for acts performed during the course of their employ ment* (4) Incidences arise many times spontaneously and such coverage would certainly be comfort ing and assuring* b.
Write to the C.T.A. directly, 612 South Figueroa Street, Los Angeles, giving your name, address, position, school, and C.T.A* membership number for further information*
c.
Check with your Teachers Club ^Representative for other personal liability insurance plans if you are concerned about this problem*
B»
SOURCE; 1*
A useful bulletin*
Put *n Taker
Compton District Schools Federal Credit
Union Bulletin, September, Oetober, and November, 1949 issues*
91 CHAPTER 15. TEACHER ROLL CALL HOW TO MAKE ARRANGEMENTS FOR ABSENCES Besides knowing the correct procedures in regard to classroom activities, it is also vital to know how to handle matters pertaining to your own welfare. This chapter is concerned mainly with your attendance in school.
Read it carefully because you never know when it
will be necessary for you to be out of school.
Follow
carefully the procedure in returning to school after an absence. A.
DIRECTIONS:
Dlctums concerning your personal responsi
bilities. 1.
TEACHER ABSENCES a.
How to report your absence.
Notify Miss Taylor before 7:30 A.M. of the morning you cannot report.
b.
Call NE 1-7086.
Call the school by 3:30 P.M. the day before you are able to return; otherwise the substitute will report the next day.
2.
SUBSTITUTE: a.
How to leave plans for a substitute.
Insure that the following items are left for a substitute. (1) Lesson plans. (2) Seating chart. (3) Keys to your room.
b.
Leave your lesson plans and seating chart on your desk and your keys in the office.
c.
Be prepared to give some instructions to Miss Taylor when you call as to your lesson plans and general instructions.
(Sometimes your necessity
to be absent will come up quickly and you c a n ’t fulfill the directions in a and b. TEMPORARY ABSENCESs
How to make arrangements to be
absent one or two periods. » a.
See the b o y s ’ vice principal and explain your reason.
b.
Be sure to leave lesson plans and seating chart for the substitute.
SICK LEAVES a.
How to compute sick leave,
Know the following about sick leave. (1) You are allowed ten working days each year for sickness. (2) If you do not use the sick leave one year, it will carry over until the next year. (3) Your sick leave will accumulate until you have sixty days and then it stops. (4) If you are out over ten days, your pay will then be the difference between your d a y ’s salary and a substitute's.
IN AND QUTs
How to sign the daily time schedule.
93 a.
Log yourself in and out*
(Complications have
often set in when someone else has signed a teacher in or out.) b*
The school day begins for teachers at 8:15 and ends at 3:45.
e.
Notify the clerk in the main office if you have to leave the campus for a short period* report your return.
Also
(This information proves
helpful if you are wanted during the interim.) d.
Be sure to sign the register, not primarily as check on your arriving and departing time, but as a means of knowing if you are actually on the campus*
6.
GOODBYE:
How to check out at the end of the school
year* a.
Be sure to have your completely empty room' locked.
b.
Have all charged text books returned to the book room.
c.
Be ready to turn your keys into the boys 1 vice principal.
d.
Allow time in the afternoon for a conference with the principal.
(The students do not attend the
last day.) B.
SOURCE: 1*
A helpful bulletin.
Roosevelt Faculty Bulletin:
September, 1948.
94 CHAPTER 16. CLEARING HOUSE HOW TO MEET VARIOUS PERSONAL PROBLEMS Becoming acquainted with the personal factors of a school are extremely important. a school is checked with time.
Most always the ’’pulse” of On a number of occasions a
new teacher questions himeslf, ’’Should I take my coat off in the classroom,” or ’’How can I find a plaee to live.”
It is,
hoped that this chapter will answer such questions and also help you to adjust to Roosevelt* You will find the faculty ready to help you meet some of your beginning problems, so d o n ’t hesitate to ask. Look over the directions in this chapter to see if any of your questions are answered.
The right answer now
may save embarrassment later. A.
DIRECTIONS? 1.
Proposals on personal factors.
TUESDAYS, 7:50 A.M.: a.
How to attend faculty meetings.
Report to room 29 upon the notice of a faculty meeting.
(Meetings are held Tuesday mornings at
7:50 A.M.) b.
Be prompt.
c.
Bring writing materials to faculty meetings as a number of announcements are always made and exact notations should be made.
d.
Use discretion, do not relate every matter
95 discussed in a professional gathering, such as a faculty meeting# 2.
ENGLISH, MATH, SCIENCE:
How to attend department
meetings# a#
Be on time#
The meetings are short so must
begin promptly, b.
Give forethought to notices passed out on what the meeting will cover#
c#
Be prepared to present any problems encountered in your subject#
3#
MONDAYS: a#
How to attend district curriculum meetings#
Report to the Compton College on the designated day.
b.
Arrange a replacement if you cannot attend,
c#
Make necessary preparations before attending meetings#
d.
Read the bulletin announcing the meeting very carefully.
e. 4.
Meetings are held on Monday afternoons#
HOUSE FOR RENT:
How to post a notice on the faculty
bulletin board. a#
Write in ink or type the notice#
b*
Be sure it is worded and expressed well,
c.
Secure the principal»s permission before posting your notice.
96 5.
NOW HEAR THISXs
How to get a notice into the
bulletin, a.
Make sure your notice is expressed very clearly,
b.
Be sure you mention the following points in announcing -meetings, (1) Time. (2) Day. (3) Room number,
c.
Cheek your notice with the principal.
d.
Submit your approved notice to the clerk in the main office the day before your notice should appear in the bulletin.
(At the. very latest,
turn in your notices before homeroom.) 6.
VQGTJE AND ESQUIREt
How to dress.
a.
Have your dress reflect professional bearing,
b*
Do not dress in extremes.
(Extremities in any
thing always bring comment.) c.
Be careful not to over dress, as some pupils feel inferior in such instances.
d.
Except in warm weather, men usually wear coats around the campus.
e.
Dressy sport shirts without ties are permitted in cases.
f.
Wearing Informal clothes the last two days has become an established tradition at Roosevelt so
97 you can break out your pinafore or ’’Bing Crosby” sport shirt. B.
SOURCE: 1.
A reference that may prove helpful.
Perry, Arthur C.s
Discipline As a School Problem.
Houghton Mifflin and Company, New York, 1915. pp. 149-150.
BIBLIOGRAPHY
99 BIBLIOGRAPHY 1.
Abbott, J. L.* "An Analysis of 3000 Cases of Discipline in a Junior High School." (Unpublished Master's thesis, The University of Southern California, Los Angeles, June, 1934.) This selection presents a good study in juvenile discipline at the awkward "growing pains" stage*
2*
Campbell, William G. t Form Book for Thesis Writing* Houghton Mifflin Company, Boston, 1939. 26-29 pp. This is a manual for thesis and dissertation writing and presents the universally accepted style.
3.
Carrell, Thomas C • t "Some Problems Involved in the Use of the Textbook." (Unpublished Master's thesis, The University of Southern California, Los Angeles, June, 1932.) This thesis discusses almost every phase of textbook usage. An extremely good source on how to use the text book effectively.
4.
Columbia University Contribution to Education, Teachers College Series* No. 246, 1927. A good reference for the study of teacher contracts. Discusses such topics as duties of the teacher both in and out of school, the legal status of contracts, and tenure provisions.
5.
Compton Union Secondary District Professional Growth Requirements* Revised, May, 1949. Lists in detail the requirements and computation of professional growth points for the Compton secondary and junior college teaehers.
6.
Crawford, Claude C., et al.: Guide for Curriculum Projects. C. C. Crawford, 1949. An excellent reference for functional curriculum building, based upon the "how to" method originated by Dr. Crawford.
7.
Dale, Edgar* Audio-Visual Methods in Teaching. The Dryden Press, Waw York, 1946. A very practical and useful reference for classroom use of audio-visual materials. It presents techniques in employing audio-visual methods for a number of academic subjects.
100 8.
Dougherty, Francis L. • ’’The Position of B o y s ’ Vice Principal in the Senior High Schools of California.” (Unpublished M a s t e r ’s thesis, The University of Southern California, Los Angeles, June, 1933.) This source relates the,duties and responsibilities of a b o y s ' vice principal in California. It gives an insight to both the junior and senior school administrative position.
9.
Holway, Elsie M. r ’’The Use High School.” (Unpublished of Southern California, Los A composite presentation of of a high school library*
of the Library in a Junior Master's thesis, The University Angeles, 1935.) the functions and purposes
10.
National Congress of Parents and Teachers, edited by Martha MasonT Ginn and Company, 1928. Presents a survey of organized cooperation among home, school, and community. It states very clearly the position of the P.T.A. in a school*
11.
Perry, Arthur C.t Discipline As a School Problem. Houghton Mifflin and Company, New York, 1915. Offers a very good discussion on the old subject of ’’spare the rod and spoil the child.” It also presents a sound approach to the problem of schoolroom organization.
12.
Pringle, Ralph W. : The Psychology of High School Discipline. D. C. Heath and Company, New York, 1931. Deals mainly with the psychology of adolescent behavior. It discusses such topics as instincts, impulses, habits, and groups.
13.
Put'n Take: Compton District Schools Federal Credit Union Bulletin. September, October, and November, 1949 issues.
14.
Roosevelt Faculty Bulletin: September, 1948. A bulletin containing information and instructions to Roosevelt High School teachers in Compton. It has detailed Instructions for the.first day.
15.
Ross, C. C.: Measurements in Today’s Schools. Prentice Hall, Inc., New York, 1947. One of the most recent editions dealing with measurements In the classroom.
16.
Sears, Jesse B. : Classroom Organization and Control. Houghton Mifflin Company, New York, 1928.
101 Recognizes almost every phase of classroom management* Would be helpful to any teacher in setting up a working plan for the classroom. 17.
The Roosevelt Handbook: This reference, is a small condensed booklet containing student body activities and information about Roosevelt High School in Compton.
18.
Warters, Jane: High School Personnel Work Today. McGraw-Hill Book. Company, London', l§46l A practical approach to everyday guidance. Beals realistically with student problems and offers solutions.
University of Southern California
Library
INDEX
103 INDEX Page A absences - t e a c h e r s ................. . ............ accidents - reporting pupil . . . . after school - keeping p u p i l s ....................... announcements - m a k i n g .............................. assemblies - c o n d u c t ................................ athietic events - conduct .......................... attendance . ......................................... 1. compiling first day r o l l s .................... 2. enrollment c a r d s .............................. 3. hall p a s s e s .......... ....................... 4.‘ master attendance s h e e t s ..................... 5. marking rolls.................................. 6. readmittance to class . ...................... 7. roll books ......................... 8. tardiness ......................... 9. temporary rolls . . . . . . . 10. transferring rolls ............................ audio visual ................................ 1. acquiring e q u i p m e n t ......................... 2. equipment a v a i l a b l e ............ 3. evaluating f i l m s .............................. 4* ordering f i l m s ................................ 5. previewing f i l m s ................
91 17 49 56 15 18 61 61 62 65 63 62 64 64 65 62 66 67 68 70 69 68 69
beginning class period............................... books . ........................................ . 1. c a r e .............. 2. collections at end ofs c h o o l .................. 3. collecting when t r a n s f e r r i n g ................ 4. daily use .............................. 5. l o s t .......................................... b u l l e t i n s ........................................... 1. getting notices in . ......................... 2. reading to class . . . . .
75 37 40 42 41 42 41 96 96 76
checks - cashing personal . . . . . . checking of out school - t e a c h e r .................... cleanliness - r o o m ............... closing - room .......... contract - s i g n i n g ................................ . . counseling ........................................... credit union ......................................... 1. loans ......................... 2. s h a r e s ........................................ curriculum m e e t i n g s ................................
80 93 33 34 79 2 86 89 88 95
B
C
104 D decorations - r o o m .......... department m e e t i n g s ..................... dismissing the class . . . . . . . ................. .......... discipline 1* classroom r u l e s ......................... 2* general r e m a r k s .............................. 3* on g r o u n d s .................................... dress - how t o ......................................
32 95 75 45 46 45 51 96
equipment - room c a r e ■-................. e x a m i n a t i o n s .........................................
35 74
failures - reporting 9th and 10th graders in com pulsory subjects .................................. ................... . . . . . faculty bulletin boards faculty meetings ........................... . . . . . fire drills - e x e c u t i o n ............................ f u r n i t u r e ........................................... 1. reporting additional .......................... 2. reporting damaged . . . . . . ..................
6 95 94 15 16 17 16
grade c h a i r m a n ....................................... ....................................... grading 1. c i t i z e n s h i p .................................. 2. scholarship . . . . . ....................... group c o n d u c t ............ groups to library ............ guidance 1. f o l d e r ........................................ 2. survey - filling o u t .......................... 3. survey - r e q u e s t .....................
4 8 8 8 15 27 2 3 4 4
H ” hall d u t y .............................. health ............ 1. checking on pupil .......................... 2. information - using ....................... 3. reporting p r o b l e m s ............................ h o m e r o o m s ................................ 1. activity charts . . . . . . . . ............. 2. elections ......................... 3. flowers for office . . . . . ................. 4. library overdue a L i p s .............. 5. l u l l s ......................................... 6. p a r t i e s .......... .............. 7. refreshments for parties
17 11 11 12 11 53 54 55 58 59 58 57 57
E
G
105 8* songs and y e l l s .............. homework - a s s i g n m e n t s ..............................
58 74
ineligible - athletes ........................ institute . . . . . 1. credits recording . . . . . . . • 2. s c h e d u l i n g .................................... insurance - personal liability ...................... interviews - teachers of certain pupils ...........
19 83 S3 84 89 7
I
J “ janitorial service . ................................
19
L l i b r a r y ............................................. 1. arrangements to use ..................... ....................... 2. conducts 3. checking out p e r s o n a l ....................... 4. r e g u l a t i o n s ..................................
26 26 27 28 28
mail service .......... messengers to main office ........... . . . . . . . mimeographed material .............................. monarchs .......................
80 56 72 13
notes nurse
6 11
M
N home - sending pupils
............................. ..........................
0 official correspondence . . . . . opening room . . . . . . . . . . . .
• ...............
81 34
p a r e n t s ................................ 1. meeting .......... 2. requesting to s e e .................. pay d a y ............................................. phone calls - p e r s o n a l .............................. professional growth ....................... 1* counting the p o i n t s ......................... 2* recording points ................... . . . . . 3. r e q u i r e m e n t s ................ professional organizations - joining P.T.A. • • • • 1. membership money too f f i c e .................... 2. membership - stressing ................. 3* notices - returning . . . . . . . ............. 4. social w o r k .......... ....................... 5. telephone chairmen ................. . . . . .
7 7 7 80 80 82 83 84 82 87 22 22 24 22 23
P
106 pupil participation in c l a s s ........................ pupils to office - discipline . . . . . ...........
74 50
R “ receiving v i s i t o r s ....................... remedial reading . . . . . . . . . . . report c a r d s ......................... 1. collecting .............................. 2* distributing ........................ 3« filling out . . . . . . . .................... ..................... 4. lost
76 73 9 10 10 9 10
S salary club ............ school inventory ..................................... school supplies - acquiring • ...................... sick leave - computing ................... signing in and o u t ....................... student body - nominations ................. student messengers ................. substitutes - plans f o r ............................ s u b s t i t u t i o n s .......................................
87 93 16 92 92 54 73 91 73
T ~ text books ................. 1. d i s t r i b u t i n g ................................... 2. ordering . . . . . . .......................... 3« transporting .................... . . . . . . .
37 39 38 38
£ *” university classes - s c h e d u l i n g ................... unsatisfactory notices . . . . . . . . ............. 1. c h a n n e l i n g ..................................... 2. making o u t ..........
85 5 6 5
U niversity o f S o u th ern California