DOCUMENT RESUME

ED 042 733 SP 004 207

TITLE New Teachers: New Education. Student ImpactOccasional Paper.

INSTITUTION National Student Education Association, Washington,D. C.

PUB DATE May 70NOTE 31p.AVAILABLE FROM Publications- Sales Section, NEA, 1201 16th Street,

N.W., Washington, D.C. 20036 ($1.50)

EDRS PRICEDESCRIPTORS

EDRS Price MF-$0.25 HC Not Available from EDRS.American Indians, Cooperating Teachers, CooperativePrograms, *Educational Innovation, *EducationCourses, Elementary School Teachers, Ethnic Groups,Inner City, *Internship Programs, Navaho, StudentCollege Relationship, Student Participation,*Teacher Education, Teaching Experience

ABSTRACTNine innovative programs, using different kinds of

internship, are described by the students taking part in them. TheElementary Education Intern Program at Brigham Young University usesgradual immersion in school activities rather than a sudden plun9e.The Sausalito Teacher Elucation Project is an experimental on-siteteacher preparation program sponsored by San Francisco State Collegeto train teachers to be more effective in multi-ethnic, inner cityclassrooms. The University of Wisconsin at Milwaukee is developing aprogram to increase the responsibility and involvement of students.Northwestern University sl-udent teachers have been living andteaching at the Navajo Rough Rock Demonstration School in Arizona togain insight into another culture. Excerpts from logs detail theexperiences of two interns from Antioch-Putney Graduate School ofEducation in schools in Montgomery Co., Md., and Washington, D.C. AtNew Mexico State University a co-operative program in teachereducation ene.bling students to learn on the job is now in its fifthyear. In Kanawha Co., W. Va., seven colleges and universitiescooperate with the school system in teacher education programs. TheUniversity of Washington's Tri-University Project has developed aprototype for elementary education, while Wayne State Universityprepares students for the inner city by giving them greater classroomresponsibility. (MBM)

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NewTeachers:

NewEducation

Probably one in ten of the hundreds ofeducation students who have usedStudent Impact as a forum during thepast two and a half years have taken apositive view of their teacher prepara-tion. Invariably the reason icr thisoptimistic (although not uncritical)approach has been because theseprograms stress, to a greater or lessdegree, student participation in curricu-lum development and academie reform;freedom of choice for students todecide on their own goals and how toreach them; the process of humandevelopment rather than the educationalproduct of a teaching certificate; and astructure fluid and flexible enough tocontinually respond to the differingneeds of the community,

The programs these students havedescribed so enthusiastically are largelyexperimental, existing and evolvingapart from their respective colleges ofeducation which pursue more traditionalroutes to graduation and certification.But, although such projects Involverelatively few students, their Impact Isbeing felt by the large bulk of studentsin the regular programs who arebeginning to ask, "if so-and-so can helpdevelop the curriculum, choose hisown courses, get credit for communitywork, why can't It" The "apathetic"students have gotten beyond the gripeslag.. They are wanting to know whatthey can do about their own education.

Student Impact has reflected thischange In attitude on the part or StudentNEA membership. Largely concernedwith frustrations and grievances to beginwith. each succeeding issue has shownthe students' growing realization that Ifanything Is going to happen in teachereducation, it Is largely going to bedue to the students' own efforts. ThoseIn experimental models whose edu-cation Is becoming Int:teasingly more"relevant" are going to have 13 helpthose who do not as yet even realize howM-equipped they are for today's class-rooms and today's tuned -out students.

There are a large number of publica-tions giving Information on innovative

teacher preparation programs (such asNCTEPS -NEA, Innovative Programs inStudent Teaching) and on student-initiated reform measures (such as ERICClearinghouse on Higher Education,Student Participation in AcademicsGovernance). But there are few thatpresent the students' own viewpoint onthese pteg rams. Here are nine,described by the stuc:ants themselvesor their close associates. Three othersare described in Student Impact, Vol. II,No. 2. The aim Is not to present the"best" but the advantages and dis-advantage" of a variety of approachesto meet this challenge of "relevance."

Students who believe that they arebeing better prepared than their fellowshave the obligation to share theirknowledge with others. Thla occasionalpaper is Intended to be the forerunnerof a contirwing dialogue on howstudents can have an Impact oneducational reform.

Contributors: Judith Beyer, University ofWashington; Russell E. Bishop, 84ham YoungUniversity; Kent Bowden. Centro I MichiganUniversity; Chris Buethe, New Mexico SlateUniversity; Court Crow, Cypress.FairbanksSchool District, Houston; Gloria Cruz, NewMexico Clete University; Thomas Davidson,Wayne State University; Suzee Edwards,Brigham Young University; Alan Godshaw.University of Wisconsin-1A itwa ukee; Terry

N.w Mexico Slats University; BonnieHost., New Mexico Stale University; TheodoreKays', Northwestern University; PatriciaKoyamatsu, University of Washington; DoloresLucero, NJW Mexico State University; KathrynMaddox, Kanawha County Student TeachingCenter, West Virginia; John Magee, Universityo' Washington; Judy McBride, New MexicoState University; Cindy Miller, University ofSouth Carolina; Antoinette Oberg, University ofWashington; Anna Ochoa, University .0Washington; Walter Parton, New Mei,ico StateUniversity; Eihet Peterson, University ofWisconsinMihvaukee; folly R. Ransom, WayneState University; Donald C. Roush, New MexicoState University; Carolyn Russet, NewMexico Stale University: Jack Saunders, NewMexico Slate Univers ly; Margaret F. Shea,Wayne State University; Jack Simpson,University at Washlrigton;Jcy Smithberger,Marshall University; Elizabeth Titsworth, SanFrancisco State College; Pat Tnifino, NewMexico State University; Katuhiro Tsuru la, SanFrancisco State College; Sue Ann Webb,West Virginia State College; Cecilia Whitman,University ol Washington; Steve W.frerson,New Mexico Slate University.

Student Impact Occasional PaperMay 1870Published by the Student National EducationAssociation1201 S;xteenth Street, N W.Washington, D.C. 20038

BYU's Answer to 2Teacher Shock

The STEP Story 4

Because ofGripes

StudentTeachingNavajo Style

Gradual immersion in school activitiesrather than the sudden plunge Is thetheory benind the Elementary EducationIntern Program at Brigham YoungUniversity.

The Sausalito Teacher Education Projectis an experimental on-site teacherpreparation program sponsored bySan Francisco State College.

7 Students and faculty at the Universityof Wisconsin-Milwaukee create ateacher education alternative.

12 Learning how to leach people of differentcultures means living and learning withthem as Northwestern University studentteachers are doing at Rough RockDemonstration School in Arizona.

Days Like This 15

ExperiencedBeginners

Town-GownCooperation

Excerpts from the logs of two Antioch-Putney Graduate School of EducationInterns.

20 New Mexico State University studentslearn on the jolt

22 Seven West Virginie colleges and acounty school system May new rolesIn teacher preparation.

Participants In the University ofWashington's I'd-University Projectdevelop a prototype for elementaryeducation.

Growing Pains 24

This IsNow We Do Itat Vi woe

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28 Greater classroom responsibility equipsstudents at Wayne State University farbetter for that first year of teachingIn the Inner city.

library or Congress Catalogue Card Numbert0-130006

$1.60Order from Publication Sales DivisionNational Education Association1201 Sixteenth Street. N.W.1Vsshiroon, D.C. 200:36

Copyright legNational Education Associationof de United Stales

"An exciting opportunit; for students atthe Y" Is described by a BYUjournalism major and Intern atGrandview Elementary School, SaltLake City, Utah

BYU'sAnswerto TeacherShock

Surest EdwardsBrigham Young University

Christmas mail always brings pleasantsurprises. But for seventy-five BrighamYoung University education majors, therecomes along with the traditional holidaygreetings long-awaited news of accept-ance Into the Elementary education InternProgram. This notification marks theend of a process that has begun thepreceding fall when students who areenrolled in the college of educahn andwho wish to participate in the intern pro-gram submit their applications, completewith basic biographic data and a brief ontheir philosophy of education.

In addition to personal interviews withIna chairman of the °relearn, Russell E.Bisbee, prospective interns (generallyjuniors; are required to have facultyrecommendations and interviews withrepresentatives of the school districts towhich they may be assigned. Theminimum grade point average is 2.5 on a4.0 scale but, Since most applicantsmaintain a 3.0 Average or better, facultygenerally recommend students on suchpersonal qualities as their abilities to relateto fellow students and to &SWIM)responsibility, their enthusiasm andmotivation, as well as on their academiccapabilities.

Hard Work Out a Challenge

Training and preparation for the Internteaching experience begins in Januarywhen the interns 61e separated from ethereducation majors for special classscheduling. The interns ere assigned forthe first two term weeks to the camentaryschool classrooms in which they willeventually be teaching the followingautumn. They thus familiarize themselveswith the schools, faculty, staff, and schoolpolicies. A considerable part of this firstperiod In school is spent in observing theleaching methods of different teachers,preparing materials, doing research forteaching units, and assuming many of theresponsibilities regularly assigned tostudent teachers or aides.

After their return In two weeks to thecollege classroom, the interns begin whatis usually considered the most rigorousterm of their college experience. Not onlydo they find themselves on the short endof the calendar (an eight-week period ofInstruction having been cut to six) but theyalso have two additional pressures:Instructors who expect a higher standardfrom them than those teaching othereducation majors and, because of thenature of selection, peers who are aboveaverage in performance. For some interns,the result has unfortunately been fiercecompetition but for others it has been acontinual and mutually profitablechallenge. Close association with fellowInterhs, where so many hour% (oftenextending well into the evening) WA spenttogether in study, research, and worksessions is an unmeasured but importantstrengthening factor for the intern program.

Haying met pad of their educationmethods requirements in this six-weekblock, the interns then return to theirrespective elementary schools for anothertwo weeks. This time they focus on actualteaching experiences, assuming forvarious periods ranging from one hour toa who% day complete responsibility fortheir respective classes. The internsemester is rounded off with another boutof six weeks at the university completingthe required education classes.

2

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01;;ction But Not Domination

One of the strong features of the internprogram Is Its method of supervision.Working directly with three Interns eachfor tout weeks and acting In an advisorycapacity and ss a valuable resource forthe ten ainder of the semester are theIntern coordinators.

Intern coordinators are selectivelychosen from among the experiencedteachers In the cooperating schools.Their value is Immeasurable. Not only dothey help the interns to solve specificproblems (to do with discipline,presentation of new math concepts, or anyother area where the students flounder'but they also make a positive contributionto the interne education. Above all, theyshow what experience can do withchildren Ina learning situation. They donot play a dominating role as is sometimesthe case with master teachers. Rather,they &red Interns who remain responsiblefor the education of their own studentsand who choose their own teachingmethods. No k'tem Is forced to implementthe set pettems of his supervising leeches.

In addition to this sympathetic super-vision from a classroom leacher, closeassociation), maintained with theUravtirSity through an Intern supervisorwho edits., on such matters asgraduation requirements end placementas well as on in-class leechingprOCiedutet.

No Perfect Program Yet

Problems do arise Ir. the program as theywould anywhere. Young people enteringany field co in with vitality and enthusiasm.They ere idealistic, anxious to get ahead,and unharnessed by tradition, conformity,and the "rut -iris" that plagues *tometeachers who have been around for a tongtime. Herein lies a still unresolved conflictbetween Interns and faculty members withestablished tenure. One intern coordinatordescribes Interns as a threat to the oldstand-bys. "They see," she expltins,"new ideas and leaching methods used.They sea young people (who don'tappreciate that a school day is from 8 a.m.to 5 p.m.) working, producing, andsincerely excited about education foreducation's sae. They sea comparativelyInexperienced leachers surpassing themin teaching and forcing thorn to changefor fear of being replar-ed."

However, .he value of having internsin the school districts was almostimmsd rcognized and demand forthem soon exceeded the number that thecolleges and universities were able toproduce. One contributing factor to this isthat, although interns are paid, their com-partaatiO0 it onty about riva aightha of thatof a first year teacher. lf a Utah school dis-trict is threatened with lack of funds, It Isshit stole to maintain quay', improve thestudent - teacher ratio, and keer abreast ofdevelopments in education by hiring threeinterns instead of two first year teachers.

But Ball the Greatest

At Brigham Young Universit, the internprogram Is growing and it looks as ifstudents v ill ilcreosingly demand anInternship experience. "ills a realistit;approach to preparing young people forwhat teaching entails," commented oneintern. "You see the wSole school programfrom beginning Ic end rather than lust afew weeks' segment." Another agreed,and added, "I've never In my life workedso hard but when I finish this internship,I feel I will be able to go anywhere andsuccessfully contribute to the educationof my children."

Interns may be involved ht a variety ofteaching situations. They may be In self-contained classrooms; they may be teamteaching; they may have students fromkindergarten to sixth grade; they may beinvolved in "Continuous ProgressE ducal lOrt"; or they may work with moretraditional methods. Regardless offacilities, teaching program, or organiza-tion, however, it asked about theirElementary Education Intern Program,99 percent of the participants would reply,'it's the greatest!"

The SausalitoTeacherEducationProject

TheSTEPStory...

L

Is about teachingteachersthrough acooperativeprogram

in 4n off-campussetting

with aspecific goal .

on the teamconcept ...

To MakeEducation MoreRelevant andMore Meaningful

for children ...

Photographs by Kazuhiro TsurutaCreative PotsSan Francisco State College

Text by Elizabeth TitsworthSchool of EducationSan Francisco Stale College

of joint cottage, school district, andcommunity effort

In a training center and In schools In theheart of a San Francisco "target area"

to train teachers to be more effectivein multi- ethnic classrooms In Inner cityschools

with college Instructors, districtpersonnel, classroom teachers.community representatives, and teachercandidates all training together

children in elementary schools, ofdifferent cultural and soclo-oconom'tbackgrounds, all with needs andproblems and potential and asrArations.

o.*

These arethe traininggroupsInvolved:

There is a faculty staff of about fifteenpeople, from different cultares, differenteducational and experierze backgrounds.with different philosophies and talents.They, too, are in training: to become bettercollege and school district teacher train-ers. They ftaiy' and practice using newmethod.; and new materials, and sharetheir s!,engths with each other. Those di-why from inner city clersfoorns teemleach or demonsh-ste in the college in-struction; those from the college go intothe classrooms and work with the leachersand students; those from the communityparticipate in both arenas, helping parentsand teachers and teacher trainers get to-gether for a better education for their thildren.

in turn, members of this group sharetheir training witit a corps of sixteen class-room -leathers from inner city schools,who volunteer for participation in STEP.

Both el these groups then cooperatethe training of about thirty-two teacher

candidates or studentsin their fifth yearcredential program. STEP Instruchonalstall works with the teacher candidates inthe training center and in the classroomsof OA STEP Classroom teachers. As stu-dents are ready, they go into Prese sameciassrooms with these same teachers fortheir student teaching experience.

4

This Is theway Itworks forteachercandidates:

We applied for STEP. Mar individualconferences on the program, its expecta-tions, our qualifications and interests, wewere scheduled for an interview and toldto bring with us a creative object some.thing we had done ourselves. The inter-view teams were made up of three STEPfacultystaff and a current STET studentfrom bc*h black and white cultures. Duringthe first half of the interview we were askedto discuss our "creation." The team mem-bers played different toles as to positive,negative, disinterested, etc. This was totest sensitivity and communication. For thesecond hall we were asked to play the roleof the teacher in a difficult fifth gradeclassroom on the first day of school, witha given task. We had five minutes to pre-pare. The team members played "to thehill' the roles of problem pupils you mightfind in such a classroom in an inner cityschool. This wris to test control, and it eer-ie,* did, I don't think any of us had everexperienced just that kind of interview be-fore. Of about eighty applicems theseteams selected thirty-two preterit* stu-dents.

Outing the beginning t4 fall semester,Concentration is on instruction with someobServidicel/ParticiPation in classroomswith pupilsthe focus la on what youteach and how you teach

We had all Out so- called "methods

courses" with STEP. In our Social Studieswe were trained primarily In the Taba ap-proach. This was new, difficult, oftentimesfrustrating; we were taught to plan on cal-cific behavioral objectives, with a progres-sion of activities and responses on thepart of teacher and student that wouldachieve these objectives. It wasn't easy,but it gave us some solid skills and com-petencies that are now dying off s westudent teach in the classroom.

In our Reading /Language Arts, we hada college instructor and a STEP Instructordirectly from an inner city school class-room who taught as a team, with otherSI EP instructors coming in to demonstratelessons or work with small groups. The lat-ter were from different cultures and hadeach used some different kinds of tech-Wives in this subject area. The Taba ap-proach was followed in this class also, to-gether with micro-teaching, the ActiveLearnir.3 concept, group and video teed-back and evaluation.

Our Math was taught as a workshop. Wemet for three hours one night each weekin the offcampus training center. Therewe worked with wncepts and Materialsand solved mathematical problems insmelt groups, just as we would be doingwith our own pupils in the classroom. Ern-phasis was On the Active Learning ap-proach, with wide use of rnaniputacve ma-terials.

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There was also a course In Ger.sricCurriculum which related the content andmethods to the kinds of children we wouldleach, with emphasis on special problemsand understanding community Influences.

The STEP Instructors had specific ex-pectations of what students should be ableto do at vat iota stages of the instructionalprogram. Some of the competency testingwas through micro-teaching, some onactual performance with pupils In a

teacher assistant capacity.As we were ready, we would go to the

next stage. For example, some studentswent Into classrooms as teacher assistantsIn Reading/Language Ms earlier thanothers. Some went Into the first studentteaching phase on the condition that theyundertook some simultaneous specialwork In en area of weakness.

By spring semester, almost all of uswere placed in pairs as student teacherswith the classroom teachers who werealso in training In STEP. The STEP super-visors were the same people who had par-relpated in the instructional phase. Thismade a team of the STEP instructor/super-visor, the STEP classroom teacher, andthe two STEP student teachers in theclassroom.

We are now In the first phase of ourstudent leaching. Student teachers are inclassrooms four full days, Monday throughThursday. On Fridays we all meet at thetraining center. The first half of the morn-ing we meet in small groups. Thesegroups are composed of the Instructor/supervisor and his pairs of student teach-ers. In these we share our problems,Ideas, and concerns, and also get adel-Valet he'p from our instructor/supervisorIn content, methods, and materials. Duringthe last half of the morning, which oftengoes on 10 1:00 p.m., we have special in-structional sessions. For example, In oneof these a group of correnun?y people,milietilt parents, discussed with us their ex-pectations of a teethes. This particulargroup was all black and they realty laid iton the line about what they wanted fortheir children, what they wanted from a

teacher of their children. It was a fierygiveand-take session that added a veryimportant dimension to our perception ofthe kind of chitoren, parents, and com-munity we would face in Inner cityschools.

Our Math workshop is also continuing,and there Is a student-Initiated class onThe Role of the Teacher that we can at-tend on Tuesday nights if we desire.

When we demonstrate that we areready, we will go Into our second studentteaching phaseIn a different community,on a different grade levelto give us amore varied leaching experience.

After spring semester, we will go Into anindividual contract program to continuethrough June. This will include in-depthevaluation of each of ocr strengths andweaknesses. Based on the results of theseevaluations, each of us, together with ourInstructor/supervisor, will prepare an Indi-vidual contract. According to reeds, thecontract may place emphasis on room en-vironment, grouping, pupil assessment.leaching reading, or just more generalpractice In lesson planningand for prep-aration for our first year of leaching.

Those of us who are recommended bySTEP and accepted by the district will beplaced In a group of inner city schools Inthe STEP invotvernent areas as first yearteachers, with STEP providing supportiveservices for that year. Others may beplaced In different kinds of schools Inother areas.

in all of Me MEP program. with fetchertrainers. experienced classroom teach-ers, first year teachers, and leacher can-didates, there is en emphasis on pro-viding the very best learning experiencesfor re OMlearning experiences *Nthare rich and mearainirful to him, which wrlemotivate Mm lo think, feet, and vakre lot

6

March 1970

Dear PresidentGonzales,

BecauseofGripes

After reading your magazine for themonth of January. I thought itwas abouttime to sit down and write to you andto inform students around the UnitedStates about the institute In Educationat the University of Wisconsin-Milwaukee. Indeed, the i(Irtitute came toreality because of some of the samegripes which I have read regularly inyour student magazine. The Institutewas approved by the University ofWisconsin-Milwaukee faculty on April17, 1969, and we began our program inSeptember. This experimentaleducation program "emerged from threemajor sources and/or problems:1) theproblem of the inflexibility of Institutionalforms; 2) the desire of students to beinvolved in the planning of their ownprogram of studies: and 3) therealization of the School of Educat!staff that there was a need to continu-ously seek better ways of educatingleachers." The institute Itself Iscomprised of fifty professional studentsand fifty preprofesslortal students....

Many varied and valuable educationalexperiences are now being exploredby members of the Institute but let meexplain briefly what the Institute hasmeant for me. The institute has given methe opportunity to prepare myselftosurvive In and hopefully Improve, alongwith others, the urban education cysts 'n.It has meant much more time devoted

to practical experience in teaching. Ithas also enabled me to gain a grasp ofthe total educational system within asecondary school. Currently, IAMworking with a school social worker, andwill soon begin to work with a schoolpsychologist.

deed, the institute is more than anIntern program.Ills my hope thatstudents who have written in to the"gripes" section of your journal will readthis description about the Institute andrealty feel that change can come about.

I writ be glad to answer any furtherquestions about the Institute inEducation at the University of Wisconsin -Milwaukee. Please feel free to write toeither me or Director Bernice Wolfsonat the Institute.--Alan Godshaw

Alan Godshaw'q Invitation was eccepted.Two Student NEA regional coordinatorsand state presidents, Cindy Millet of SouthCarolina and Kent Bowden 01 Michigan,celled Ethel Peterson, one of the studentsInvolved in the organization of the institute.They wanted to know how the project evergot started, the degree t,f student involve-ment, whether Alan's claim that il was rineexcellent way to resolve the "gripes" wostrue, to whet extent the program wasaccepted by the University, and how stu-dents were evaluated. Here are excerptsfrom their taped telephone corners/114oin March 1970:

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Cindy Miller: Kent and I are both involvedIn some innovative programs In our states.We'd like to ask you some questions. Forexample, were wondering how closelystudents and aCvlsors are working to-gether on this program. In drawing up thecurriculum just how much were the stu-dents consulted?

Ethel Peterson: I would say that probablyone of the prime reasons the Institutecame about was because there were twoor three faculty members who were readyto hear us out, listen to U3. I guess therewere probably about fifteen of us whoestablished a very close personal relation-ship with these faculty which later de-veloped Into a professional type c. work-ing situation where we all got together andspent many, many hours first talking aboutideas and then coming down to reality,putting our ideas on paper and goingthrough the political process of gettingthem accepted.

Cindy: In other words, this really was astudent-Initiated effort?

Ethel: Well, these three or four facultywere discussing on their own about whatand how to change, and we twelve or fif-teen were having bull sessione,, too; thenwhen we all got together we found we hadbeen talking on the same frequency....We joined up and continued our rap ses-sions. When we couldn't agree, wequibbled and argued about what was moreImportant until we reached conclusions....But I would say, too, that had it not beenfor our groupfor the studentsthe In-stitute could never have been created.Had we not been behind it all, the facultycould not have gotten the Idea across. Asit was everybody knew students were in-volved.

Cindy: How many?

Ethel: As I said before about twelve tofifteen at first. Now we have about fifty-five.... The Institute has tw) parts to it. Onepart is organized for the students' profes-

slonal year when most of them are com-pletely self-directed, having to take noformal courses at all. The other part is forpreprotessionals (freshmen and sopho-mores) who have to have two or threeyears of regular college before they canget to their professional year. As prepro-fessionais, they can choose courses fromthe whole spectrum of the universitycurriculum, but they still have to takecourses.... The university requires 128credits. We give 30 for the professionalyear so that means students have to find98 credits from the university in any fieldthey wish beforehand.. .. Of course,they're restricted if they want to teach.For instance, I was in secondary educa-tion, in Englishand I had to take all therequired courses of the English depart-ment if I wanted to teach Engle. Youhave to meet your major requirements ifyou're in secondary education. Wecouldn't tamper with that.

Kent: How much self-direction does thestudent have in determining his own cur-riculum structure?

Ethel: I'm now a graduate assistant andone of my jobs Is to work with the forty-odd people in the preprofessional group.I meet with them as a group for two hoursevery week and we talk about the coursesthey're taking.... It's a brand-new thingto themthis self-directionthey're

pretty confused. So a tot of them are tak-ing pretty much the regular courses they'dhave as freshmen, anyway. Some are inone course they maybe wouldn't have hadIn the regular program, like a girl who istaking Modern Dance. Two or three othershave also decided they know enoughabout it already not to take IntroductoryEconomics. This may or may not be true.They'll find that out tater for themselves.

Cindy: Were these their decisions?

Ethel: Rightl But they each have a facultymember who acts as their tutor (we callthem tutors).

Kent: So what is the real answer aboutself -direction? Is it complete? Can a stu-dent do anything he wants?

Ethel: I would say it's complete, but I'dsay, too, that the students aren't ready toaccept it. That much self-directionfrightens them. They don't know what todo with it.... The course I'm giving iscalled Education Colloquium II and I guessthe whole purpose of it Is to prepare themfor independent study in their professionalyearhow to use their freedom to movearound as they want.

Cindy: I've found in the program I'm in-volved in that we have a very tight-knitgroup of thirty students. It's such a uniqueprogram [Contemporary University) com-pared with those in the rest of the Uni-versity (University of South Carolina).Have you formed such a group, such acommunity?

Ethel: Our biggest error in the beginningwas random selection. We were "par-ticipatory democracy" type people. Webelieved that we all should have an equalright to participate in any program. Sowhen we had 150 applications, we justrandomly selected some of them.

Kent: How?

Ethel: Well, it wasn't purely random. First

of all, we decided that the people who hadhelped develop the programlike myselfwould get In automatically. That wasabout eight people. Then we decided toadmit all black people who applied be-cause we felt we positively needed theblack Influence. That brought nine more.Then we wanted males and females. If yourschools are anything like mine, they're atleast 75 percent female In education. So wedecided to let in all the males who applied.That left about 75 places. We agreed wewanted reasonable proportions of ele-mentary and secondary education people.So we put all the secondary ed names ina hat and pulled out twenty of them. Thatwas a stupid error. It was dumb, becausewe realize now that not all people haveequal potential to swceed In radical andInnovative programs.

Clndy: What kind of criteria do you setnow? How do you differentiate betweenthose who have potential and those whodon't?

Ethel: That's tough. Some people wouldagree with me and some wouldn't. Iwould try to get to know the people as wellas I could, ask them very subjectivequestions and decide for myself using myown criteria, whether I liked the way thepeople answered or not. I'd ask subjectivequestions like: "If you were teaching areading class and, after a white boy

finishes his piece, he turns and says,'Okay, Nigger, it's your turn now,' whatwould you do?" I'd ask: "What do you seea teacher as? Should he be a changeagent or should he support the statusquo?" ... I would not weigh heavily ongrade averages unless they were very,very low. I guess I operate on thephilosophy that even if you're smart, itdoesn't mean you'il get good grades....This selection business Is an area ofconfusion and I'm sorry about that....

Anyway, we changed our policy thispast semester. When No. 1 semesterended this year, there were rime openingsso the students and faculty on the PolicyCommittee elected three of their number toform a Selection Committee and I was oneof those three (there were two studentsand one faculty). This Is what we did. Wecalled In the twenty-five applicants, inter-viewed them, and then the three of usdecided whom we wanted. I'm sure fromnow on there'll be no more random selec-tion. The policy people will empowerother people to choose to the best of theirability.... I'm sorry about this. I mean,you have to apologize, it's such a subjec-tive kind of thing.

Kent: Your program states that students'progress Is evaluated by the staff as wellas the students themselves. What criteriaare used?

Ethel: Again, that's a quation that bugs

everybody. It's a really hard thing to do.We're using traditional criteria now, youknow, like: "What kind of activities haveyou been Involved in? What variety of edu-cational experiences have you had? Haveyou worked In community-orientedschools or free school situations?" Andso on. They are all pretty much traditionalcriteria. But I myself apply very subjectiveones as well: "How and in what ways haveyou changed? Have your emotional In-sights been affected? Are you really ac-cepting changein yourself? Then if,after introspection, you find yourself at thesame place philosophically, personally,emotionally, what real value do you thinkyour experiences have been to you?"

Kent: What was the process you used forevaluation?

Ethel: I'll explain how it worked lastsemester. We don't think it was a verygood way of working ItIn fact, there wasa lot of screaming and complaining aboutthe way the evaluation classes wereorganized. But we knew we had toevaluate students' progress and that thecriteria were very ambiguous, so weformed a seven-man review committee:the director, three faculty, chosen by thefaculty, and three students, chosen bythe students. Each person to be evaluatedturned In a self-evaluationwritten ortape-recordedon what he felt had hap-

10

New York City: Training ground for FordhamUniversity education students. Their programIs described by Leslie Talbott In StudentImpact, Vol If, No. 2.

The Gustavus Adolphus College (Minnesota)internship program has brought enthusiasticresponse from its participants who believeit is the way to prepare for teaching. Theprogram is described by John M. Ondov InStudent Impact, Vol. II, No. 2.

s'

I

pened to hlm In four months at the Insti-tute. They also tuned in evaluations frompeople they had been working with in thefieldteachers, community organizers,etc.

Kent: All subjective?

Ethel: No, I don't think so.

Kent: Was there a pattern?

Ethel: I don't know whether you could callit a pattern or not. People all agreed thatthere was just too much formalizedevaluation anyway. Each person on thereview committee decided on his ownwhether a student should continue or not,Judging from what he saw. If there was anydoubt, that student was called in for apersonal interview.... What they foundout last semester was that the people whohad diverged from traditional experienceswere the ones they were always calling into talk to personally. For instance, therewas this student who went to Berkeley forthree months and messed around withcommune living arrangements. He did alot of weird, wild thingslike getting him-self committed to a mental institution forthree weeks. He felt it would help him b3-come a better teacher.... The Institute isfor doing such wild thingsgetting com-mitted, going to jail so you can see whatjail is like, so you can learn.... But how

do you evaluate such experiences?I'm going to be teaching in a similar

school situation to the one I had lastsemester. All my kids there knew a heiluvalot more about jail than I do and I keptwishing then that I'd had that experience,because a lot of them would have spokento me about their situations and I wouldn'thave been so shut off....

We have a travel fund for students now.They can get money (just a subsidy, they'llhave to fund some of it themselves) If theysay where they're going, why, and whatthey hope to get out of it. They may comeback and say it was a waste of their timebut a learning experience.. ..

Of course, like I said before, if you wantto teach, you still have to fulfill proprofes-slonal assignments first. Students stillonly get 30 credits for their professionalyear. But we think, In spite of bugs, filetthe Institute offers the very best prepara-tion for teaching we've heard of so far.

11

The only contributions that Student Im-pact has received so far from and aboutIndian students have emphasized theirassimilation Into the Anglo culture (seeVol. I, No. 3-4). Here, at Rough Rock,Arizona, they are trying a bilingual, bi-cultural approach, and student teachersfrom Northwestern University are partici-pating. The director of clinical experi-ences in the college of education de-scribes how five coeds have been livingand learning with their Indian students.

The students are required to keeplogs. It is hoped to reproduce extractsfrom these (together with any other con-tributions you may wish to include) in afuture Student Impact issue or In a spe-cial monograph on Indian education.

StudentTeachingNavajoStyle

Theodore Kauss

During the past two years, five Northwest-ern University coeds have served their stu-dent teaching clinical experience at aNavajo Reservation. 1 he girls taught pri-mary through junior high levels at theRough Rock Demonstration School,Rough Rock, Arizona. They were preparedfor possible cultural shock through partici-pation in a formal course on Indians andindependent study with an anthropologyprofessor.

Rough Rock Demonstration School, lo-cated in the center of the Navajo Reserva-tion, was opened In 1966. The underlyingphilosophy of the school is to achievequality education by teaching Navajo tra-ditions and customs along with modernskills. The all-Navajo school board, elect-ed by members of the community, hasstriven to preserve the identity of Navajowhile incorporating an Anglo educationalprogram. The school serves as a model ofeffective and efficient local control aridbilingual, bicuitural education.

While student teaching the girls wererequired to keep professional logs and atthe end of each week to send copies oftheir entries to the school of education.The logs and letters received from thecoeds enabled the director of clinical ex-periences to provide "mail order" super-vision during most of the quarter.

Teachers and administrators at the-demonstration school offered on-the-siteguidance and direction. They also offered

personal assistance and friendship. Stu-dent teaching advisors from the school ofeducation visited the coeds for severaldays during their sixth week at RoughRock.

The student teaching duties Includedliving with the girls in the dormitory as wellas teaching during the day and leadingrecreational activities in the late afternoonsand evenings. "Lights-out" meant "lights-out" for everyone in the dorm including theuniversity coeds. Weekends offered theonly real opportunity for time off as thechildren returned home to their Navajofamilies.

The most difficult challenges of thequarter were in understanding the Nava-jo's uncomfortable position of simultane-ously wanting an Anglo education and aNavajo culture. Though the coeds gainedfriendships on the faculty and, in some in-stances, the love of the students, theywere also recipients of culture shockwaves. The housemothers, dorm parents,and class parents were constant remind-ers of the distance the coeds were to re-main from the Navajo community.

The dormitory represented a significantpart of the experience. Here the coedswere observed as white girls by both theyounger girls and the older dorm parents.The younger girls rarely left them alone.

1-hey started by Just staring and watchingand asking, ''What's your name?" overand over again. Soon they came by to

13

watch the coeds fix their hair. Within a fewweeks some of the girls had copied theAnglo hair styles.

But the dorm parents were not as quick-ly fascinated by the coeds. They woreeither much stricter with the students thanthe coeds cared to be or they Ignoredthem entirely.

In many ways, however, the dormitoryprovided the best way for the coeds tomake the necessary adjustments. it en-abled the children to help the coeds learnwords and phrases in the Navajo tongue.It provided a place for girls to come for in-dividual help. It broke much of the severityof barriers of culture, language, education,and face.

Although the coeds often wished theycould speak the Navajo tongue, the factthat most of the people at the schoolspoke English reasonably well made thelanguage issue less critical. it was the ap-parent cultural differences that stood outas the most difficult challenge. Many inci-dents occurred which confirmed their ob-servations.

It was not at all uncommon to find thestudents hitting and fighting with eachother for no apparent reason. They wouldthen wander off with no look of anger orsatisfaction. It was just looked on as aneveryday happening.

Another Navajo trait which was ex-pressed throughout the school was a defi-nite lack of time awareness. Rarely didmeetings or classes begin at a scheduledtime, but no one was the worse for it. Theirslow movement, steady stare, and softvoice symbolized, for one of the coeds, theNavajos' rigid a.cmptance of life. WhatAnglos would associate with inaction andan absence of thinking, for the Navajo, isrespect and consideration and the naturalway to look and act. The writer was a vic-tim of "Navajo time" when he waited fortwenty-two hours in Farmington, NewMexico, for a representative of the schoolto take him to Rough Rock.

The coeds felt that so many of the thingsthey automatically assumed about educa-tion were completely strange to the Nav-ajo. Attendance at the school was op-

tional; homework was not stressed. Crassparents, trying to be helpful, would fre-quently give students answers during testsand often the answers were incorrect.Parents were permitted to come into theroom at any time and talk to their children.Visitors were frequent at the school. Oftenso much time was spent in preparing dis-plays for the visitors that regular classeshad to be ignored.

Classes were conducted in English, butthe coeds noted that most of the Englishwas learned by rote, and the students sel-dom had a real understanding of what theywere saying or singing. However, few ofthe students saw merit in learning to readand write Navajo, and greater enthusiasmwas expressed in learning English.

A variety of jaunts was taken by the girlson their own or with other members of thefaculty on weekends while the studentswere away. On one trip they visited thePainted Desert and the Petrified Forestand camped in a gas station parking lot.They climbed canyon walls, feeling tempt-ed to get as close to the edge as possible.They rode horseback, drove cars andbusestraveled in every way. Otherweekendsthose spent at the schoolwere occupied with trips to the local trad-ing post, watching volcanic sunsets, play-ing softball, flying kites, reading, talking,and resting.

One of the girls spent consideratho timewith the people in the community. Sherounded up the pigs, tended sheep andwatched the calves roped and branded.Another coed was especially pleasedwhen her creative writing efforts yieldedresponse. One boy, eleven years old butonly third grade level, wrote this:

First I get some green mud. Then I mix itwith water. I mix it like making fry bread.Only it turn to clay. I think of what I'llmake. I decided to make a bowl. I roll theclay on my desk until it turns into a tongsnake. And then I make it round like asnake going to sleep. I smooth the sidesand there is a pretty bowl.

The third university girl was greatly en-

couraged when a few girls were waitingfor her in the dormitory to review somemultiplication work. They were trying tocompete for the first grade of 100 ontables.

Although the girls often felt they hadlittle prestige, only a little authority, andno real place in the system, they were re-luctant to leave at the end of the quarter.It is a Navajo way that no one helps an-other unless he is first asked to help. TheNorthwestern coeds were being asked tohelp. They started by reading bed-timestories each night in the dormitory, andeach girl had her choice of stories. Theywatched the students perform Navajodames. They were joked with and teased.An Indian child told a student teacher shewould never make a good Indian"herjeans whispered."

One of the coeds summed up her ex-perience by saying, "I'll be back." So willNorthwestern. Director Dillon Platen) hasinvited us to continue sending concernedand sensitive student teachers to partici-pate in the educat'onal happenings at hisRough Rock Demonstration School.

Students at Central Washington State Collegebelieve that living and learning together shouldbe a part of the college experience especiallyin the field of education. Bruce Galedescribes their program for freshmen inStudent impact, Vol. II, No. 2.

14

DaysLikeThis

*164,11,

Teacher preparation which Involves asummer of seminars on education in itssocial context, nine months of nearlyfull-time work In a classroom, con-tinuous self-evaluation via daily logsand frequent intern-advisor conferences,seminars which complement classroomexperience, and a major project In anyformpaper, film, videotape, taperecording--and which culminates at theend of fifteen months in a Master of ArtsIn Teaching (MAT) degree. Antioch-Putney Graduate School of Educationstudents participate in such a program.Emphasis here is on practicalexperience and Interns' self-awareness.The keeping of personal logs and theInformal atmosphere of small groupdiscussions focus each Intern's attentionon selfhow each Individual relates tothose with whom he works (children,school staff, fellow interns, collegepersonnel) and how personality affectsone's teaching style and philosophy ofeducation. Action and reflection, thekeynote. Excerpts from two interns'logs follow.

Sep-tember13

Getting acclimated to Wheaton HighSchool (Montgomery County, Maryland)has been difficult and challenging. I feelvery inadequate in history because I'veonly had six hours of U,S. and six ofEuropean. That lack, together with thetotal absence of any methods trainingit'smore or fess forced me to confine myselfto reading the approved texts and toapproach class from a problem-centeredview, e. g., democracy, economics, civilrights. Classes have been very alive, lots ofsolid rapport, butt feel guilty about nttproviding enough facts to adequatelyprepare them for college boards. But hell,they know more data than I do.

The necessary evil of facts must betolerated, but with a strong emphasis onmore theoretical discussions, and this forthe underachievers as well as the college-bound. The underachievers seem to be themost challenging. They're in the foregonecategory of "stupid." But it is so satisfyingto see them come alive when they can

Sep-tember14

express an opinion that has weight andmakes sense. I wonder why I have tofrustrate and further browbeat them intodata submission when they have noIntention of going to college and willimmediately forget, if they ever learn,facts? One more year of school and they"become" adults. Why not talk about whatthey want to talk about, find out what theythink, maybe offer suggestions or at leastlead them to critical thinking and freeuninhibited expression? Why not givethem the experience of being genuinelyliked on an adult level, by an "authority"?An authority in the form of a teacher towhom they've perhaps never related wellto before because of their poorperformance?

Otherwise, I feel very good about myset-up. i think I have a real chance tolearn something about teaching. Every-thing is available Including a helpfulfaculty. My kids are good. We get alongwell. The preparation gets tedious attimes. There's just a hell of a lot of work todo and I'm not sure it can all be done.

But even more than a degree, I want tolearn teaching. It comes first. Exceptsometimes.

Phil J. observed me for the first timeTuesday, Septem,..er 12th. It was chaotic.The morning after the meeting the eveningbefore (punch, beer, etc.), I was totallydisabled and unprepared. Homeroom wasa mass of red tape that couldn't have beenfinished in twice the time. The projectorfor the first class movies didn't function.The kids were wound up about something.But we did salvage a discussion and,considering everything, it wasn't bad.Matter of fact, it was damn good.

Today began poorly. I was feeling guiltyand inadequate because I just don't knower ough history. The social studiesdepartment head, Mr. R. walked into myfirst class and asked how things weregoing. I explained my feelings and he justsmiled. "I feel that way every year," hesaid. So we talked about the problem-solving approach which I've been usingbecause I know no other way and because

15

I like It and he said it was a goodexperiment. That made my day.

I'm still troubled with how to test/gradethis approach and with what to do withthe factual material. The college-boundneed the facts to pass college boards andthe underachievers need them for thopsychological satisfaction of puttingsomething concrete on a paper. But essaytests are practically a necessity with thiskind of teaching. Dilemma.

Mr. R. also warned that objective testsare a protection for the teacher whengrade complaints are registered.

Goal of teaching is not to train kids howto live tomorrow, but how to live today.

Sep- Education and I must go together, I know.tember 15 I Just don't know how.

Sep- Made a big mistake in class today. Wetember were talking about the Boston Tea Party20 property destruction, the English law,

the attempt by the patriots to make a point,and civil disobedience. The introductionto today's situation, e.g., riots, demon-strations, was obvious. So was the parallelto me. To them, the patriots had nochoice, the Negroes should be patient.One boy said that the patriots wore white,so they were right. The discussion wasreduced to prejudices, that was trouble.

Second mistake. Brought a class to thelibrary to do research in economics:theories, problems. I had judged fromclass discussions that they were interestedand that I could leave the choice of topicto them. I judged wrong. It was too broadand vague.

Third broad theory type mistake. I'mbeginning to feel that I should emphasizemore facts, that discussions can beoverdone, based on wishful thinking oropinions more than reason.

For the moment, Ell have to keep themworking on reports to give me a chance toread.

Final note. Seem to be making betterInroads each day with those who haveappeared hesitant, apprehensive, orrepelled by my beard. This includesstudents as well as faculty.

Sep-tember21

A great day, satisfying, enjoyable,accomplishment. Talked with one studentabout her concern with grades andgrowing up and confusion. And anotherabout the Peace Corps and socialawareness and people contact. This isthe kind of Interaction I love. And I hopewill someday be my life's work.

Sep- First day of orientation at Randall Juniortember High School (Washington, D.C.). Many5 teachers were subtly if not openly

sarcastic about ... Individual Instruction.it made me realize how when a personbecomes a part of an institution they tendto blend with it. We were very glad toget Room 126one of the more pleasantrooms without windows facing out ontraffic,

October My homeroom girls are hard to control. I2 called Sharon's mother; she's one of my

biggest discipline problems. Her mothersays Sharon has always been a clown inschool, Is the youngest child, and hasreceived a lot of attention. Her motheruses the "strap" to punish misbehavior inschool. But Sharon Is also a leader in herlittle group. I suggested to her mother wework together on Sharon's leadershipabilities.

October Sharon did several things for me and I3 asked her to preside over a meeting to

16

select a representative for a school paper.Her behavior was good.

Today, I talked with Alvin, anotherrestless "trouble producer." He told mevery boldly that he was neither "dumb"nor "crazy." I did not generate theseremarks. Someone else must have saidthem to him as he seems upset. I don'tknow how much one can do with kids bysermonizing but my telling him I knew hewas neither dumb nor crazy (In fact, Ithink he's bright) seemed to help. Some-where along the way he had to learn totalk "with" me and not "at" metorealize that I was a person, too, and that alladults are nut out to punish him.

October Sharon displays a lot of good leadership4 qualities.

I feel overworked with my homeroomand have little time left for my classes....I am trying to gather materials for teaching.Have lust discovered a book on SelectedFree and inexpensive Materials forTeachers and wrote away to many sourcesfor films and literature.

October I fovnd Phil J. (the Antioch seminar43, leader) very inspirational. He really makesSeminar me want to teach and implement all the

revolutionary Ideas I have ever had aboutschools. My Ideas were first uorn out ofboredom in a one-room school at an earlyage. I can re, nember Spring out of thewindow. I was totally uninvolved, bored,and very tired of sitting. Children shouldnot be sitting in a classroom for a full day.Many of them would develop better with ahalf-day of problem games, recreationalactivities where arithmetic, fair play, socialinteraction, and trust of adults are learned.I believe that the regimentation studentsundergo (even in physical educationclasses) makes them angry. They arefull of play (which I like in them) and Justusing this need to play In an educationalway ( if I can figure out how to do it)would be an answer.

I feel I have to ask more meaningfulquestions (Phil-Inspired) and give themobservational challenges. I wonder ifschool does not channel reactions andneeds to an extent that observation ability

No-vember7

...11Is actually reduced.

Phil's drawings last night also gave methe idea of using drawings or illustratedlactures as a technique. I have noticedpictures, however bad, are a good devicefor getting attention. God knows I needmore attention-getting devices! I haveafro thought of the approach I have usedwith my daughter, Celia, who Is completelytrusting with adults. I have been careful tokeep her boundaries of choices within hercapacity to control herself and to con-tinuously widen those boundaries. Thissort of Idea does not seem to come upin educational literature.

The restrictive rules which a childundergoes in kindergarten should not beso similar to those In senior high school.There seems to be little expanding ofchoices and little growth of personalidentity, maturity, or the ability to have anequal exchange with adults without somefear or hostility.

After seeing films on how Skinnertrained pigeons to be hostile, friendly, oreven to dance with rewards at the righttime, I am convinced (these are not lihlepigeons, I know) that rewards are veryImportant in positive learning. Studentsseem to Interpret many things as punish-mentgrades, red marks, cross marks,regimentation.

Today I got up at 3:00 a.m. and worked onlesson plansgot to school at 8:00 a.m.The boys were apathetic, pencil-less andwithout paper. I asked them to come backto class 813:00 p.m. prepared. It didn'twork; the ones who needed it most didnot come.

One teacher (who punishes the kidsphysimily) has offered to help "straightenout my girls." She's well meaning buthave r oticed that when she "straightensout" same of my girls they Just come backand sulk for a couple of daysnotcausing any "trouble." I believe thatchildre i who are overpunished are nottrustworthy or open....

I cannot seem to project myself enough.It bothers me when kids just don't listento me.

17

Later InNovember,undatedexcerpts

We had a teachers' meeting. Mrs. L., asoft-spoken friendly person, gave a few ofher ideas regarding discipline and teach-ing. But she also told us about herfailures when she first started. We wereinvited to quit if we could not maintaindiscipline, etc. Mrs. L., as a beginner, hadthe same problems we have as interns.Mrs. W. sounded very much as she didwhen she talked to my girls after the fight.I'm wondering what the permanent effectsare of fear techniques....

Today, my boys responded to me. Thetopic was resources and how people usetheir resources. We contrasted theAmerican Indians' use of the continentwith ours' at present. The students askedquestions and were Interested, I washappy.... The same approach was a bigflop with my second period girls

Most of my class plans so far havebeen written work because they expect itand the whole groud does not listen. Idecided to try short lectures, games,reports, and role-playing. I was verysurprised when my boys responded tothese techniques. My girls are lessresponsive although they are supposed tobe brighter (it makes me wonder abouttesting and tracking). Some of my bestworkers have stopped working whileothers are working more.... I would liketo establish more material trust in my stu-dents. Today, one of them told me shehad done work but would finish it at home.I knew she had not done it. She could notshow her work. I told her there was noreason for her not to be honest with me,that I had not planned to punish her. Sheseemed shocked. It seems that punish.ment breeds the need for more punish-ment and a good portion of our disciplineproblems arise because the students donot trust adults....

Today, one teacher told me that a fewyears ago at Randall the teachers ran theschoolit was always orderly, etc. Now"the kids are running the school." Butthe Student Council functions very poorly.This reminded me of an experience I hadlast year when I was a substitute teacher.The Student Council had just been elected

at that school and the kids were makingtheir little speeches at an assembly abouttheir proposals, etc. The principal, in asort of benediction, added that this didnot mean that students could run theschooll You are the children and we arethe adults; we run the schoo' " In essence,he pronounced the Council 'an impotentbody." I don't believe It's possible tosuddenly have a student-centered school,but I believe it should be a prime aim andthe method by which this could beaccomplished could be worked out easilyon a gradual basis, but started IntensivelyIn the first years of school now....

December, This evening I had some of my geographyundated students over for dinner, They wereexcerpts appreciative and diverting. They spoke

freely about Randall as a school and theteachers. They even gave me advice.They danced, gossiped, and expressedsome interest in geography. Some werevery eager to read the textbook (they feellost without it), others wanted to playgames and do more map work. They leftreluctantly....

Today was chaos at school. My boyswere livelier (even) than usual. I hadcommented the week before to a teacherthat there was no paper throwing In myclasses. Well, it came today, thick andheavy. I had prepared a reading sheetand a film strip. Nothing worked.

I don't know whether it was the weatheras it had snowed heavily or a full sheet Jfreading that caused the chaos. Maybe thepresence of the projector itself in the roommade a difference. One boy ran out in thehall and was suspended. I don't believe inmaking a public spectacle of a child as aform of punishment but I have seen itoften done....

I don't believe I have done a lot to im-prcve my students' image of themselves.However, I feel it is very difficult to do atRandall where there is so much "cattledriving" and screaming at children. (It isnot only at this school. As a substitute Ican say it happens at most schools.) Someof my students hr.ve asked me to be tighteron my controls. But my philosophy (which

18

/

II

I haven't entirely acted out) Is that controlsshould come from within, from positivelearning experiences, to be of any perma-nent value....

January Phil asked us if we thought there was a12, contradiction In what Antioch is doing. ItSeminar seems there are many contradictions In

what we are doing and everyone seemsultra-confused. Ethei says that having asummer experimental school helps theTrinity College Interns to adapt. But I feelthat it Is not Antioch's philosophy (if I digit yet) to adapt at allbut to change things.In this case, I think Antioch should start itsown experimental schoollaboratoryInwhich Antioch has complete freedom, itsown equipment, etc. Perhaps we shoulddeal with younger children exclusively.But to be effective, any program must havea "known" philosophy and a longer rangeprogram....

It is now January 13, Saturday, and I feelso much has happened to me lately withinmyself. Things I can't relate that are ofsuch significance they overshadow any-thing else that might happen. In othercircumstances I would say that what hashappened otherwise could fill pages. 1feel that spiritually and emotionallyIneed a retreata time to walk, to think, toreconstruct.

19

ExperiencedBeginners

One of the more ambitious teacher education experimental efforts has been ini-tialed at New Mexico State Uri varsitythe Cooperative Program In TeacherEducation under the direction of JackSaunders. Now in Its fifth year, the Co-opprogram has graduated more successful"experienced beginners" than any othersimilar project In the slate. Co-op GloriaCruz, who submitted a description of theprogram to Student Impact In October1969, commented: "As for ma, I enjoyedbeing a co-op. After my first year I hadmany scars, yet my personal expert-ences enriched my outlook on teachingand on life." The most outstanding ad-vantage of the program, according toGioria. was "being able to develop last-ing relationships with the students."

Rather than presenting official ma-terials on the program, here are thecomments of some earlier participants,together with an interview by Court Crowwith Donald C. Roush, former dean ofeducation and at present NMSU vicepresident for academic affairs and chair-man of the National Commission onTeacher Education and ProfessionalStandards.

Among the eighty-five co-op partici-pants It Steve WHkersc3 who describedthe r vram In Student impact (secondIntrotuclory Issue) as follows:

"Ours is a four calendar year work-studyprogram which places enrollees in publicschools for one semester each year andin the college classroom during the othersemester and the summer. Selection ofparticipants depends on an overall 'B'average in high school, on recommenda-tions by counselors, and on demonstra-tion of some financial need. Our workphase Is conducted in one of Las Cruces'twenty cooperating schools; the first yearis spent in en elementary school, the sec-ond in a junior high school, and the lasttwo years at the level of our choice. Agraduated hourly salary ranging from $1.90for freshmen to S2.65 for seniors is paidfor the thirty-five hours per week we spendas aides, assistant teachers, and co-teachers."

Tlx foal of this program is to createwhat Jack Saunders calls the "experi-enced beginner; en individual who hasspent four semestersthe equivalent oftwo yearsin the public schools. He hashad extensive experience in the differenti-ated roles that he may play as a teacher.He has the opportunity to test the kind ofexperiences he has had in the colleoclassroom, in the public school class-room." In addition, he predicts that thisexperimental work-study program mayserve as a "possible guide for future im-provements in the overall teacher educa-tion process."

How students Interviewed by StudentImpact regarded their program

"This experience has confirmed my am-bitions to become a teacher. I feel that Iwill be better prepared certainty betterable to cope with the problems I'll en-counter in the classroom. I worked withthe fourth grade level and I learned muchabout communicating with these childrenand much about the problems and per-sonalities of this ege group." Bonnie Hosie(first year co-op)

tddition to the thirty-Rye hour workschedules, we carry an education coursewhich supplements and coincides with outwork phase. This weekly four-how class todesigned tot co-op students and consists

of material which is directly applicable toour experiences in the classroom. For In-stance, during the first work semester,when we are in elementary schools, welearn about manuscript writing, audd-visual aids, and childhood psychologyinformation which reenforces our work ex-perience." Pat Trujillo (first year co-op)

"During our second work phase we doa lot of one-to-one tutoring. I worked witha stow learner (a seventeen-year-old whoread at a second grade level) and a giftedchild (a thirteen-year-old wno enjoyedreading Shakespeare). We've learned, asevery beginning teacher does, that thereare a lot of children who don't fit in theaverage." i.arolyn Russell (second yearco-op)

"As third year co-ops we are consid-ered assistant teachers. We WON with in-dividuals, sub-groups, and groupand construct curriculum materials toteach to the group. Our correspondingseminar focuses on how to construct cur-riculum materials, how to construct tests,and how to use these materials in theclassroom." Dolores Lucero (third yearco-op)

Faculty opinionCo-op field supervisors reaffirm their

students' approval of this program. Theyare "impressed with the opportunity thewsstudents have had to develop confidenceIn the classroom situation" (Judy Mc-Bride) and with their "understanding ofwhat -a natural classroom situation is"

(' aalter Patton). "Co-op students have atremendous advantage over the typicalteacher education student," Terry Hortonbelieves. Chris Buethe, instructor of sec-ond year co-ops, confirms this belief: Theprime question is, What happens in thelong run?' I think that the answer Is thatthe co-op teacher will be retained inteaching. He will stay there w;th a highlevel of productivity and a high level ofachievement, be a very good teacher andserve as a model for the whole teachingprofession."

NMSU's co-op program Is one attemptto "help teachers be more eVective eachday of their career, from the freshman yearof college to retirement,' according toNMSU Vice President, Donald C. Roush,"The leaching profession should drop theuse of the terms pre-service and in-service, because the 'pieces' of a teach-er's education often serve to confuse andfrustrate the teacher Instead of increasinghis effectiveness . . . As society andknowledge change, professionals need toknow more and more of what students aretaught. Students need to learn about thereal world of the rchool and leachers needto !earn what the real world of the schoolought to be."

Court Crow of the Student impact ad-visory committee asked Donald Roushfor further details In a later Interview. Itwas during job recruitment time and theytalked about the readiness of the firstco-op graduates for teaching:

"Graduates of the co-op program willland running. Most first year teachers aregoing to pet advice from their teachersnext door'Don't you think you shoulddo this?' or 'Why do you do that ?' Grad-uates from the old kind of prograrm prob-ably think: Well, after all, this fetichestaught quite a bit so maybe I should dowhat she suggests.' What that older teach-er recommends may he WON, but thepressures are there and pretty soon thenew leacher conforms. Sometimes the con-formity is good and sometimes A's terri-ble. Sometimes its contrary to good learn-

ing practices. Nevertheless, some leachersare threatened by a new teacher who doesa good job and some of them, maybe notintentionally, get the new teacher to con-form more to their ways so they aren'tthreatened. Co -op graduates won't con-form to anything unless they think it's right.They've already played four different rolesas understudies in the schools; they'vespent so much time on videotape thatthey're practically TV actors and actresses.They're experienced beginners. Becausewhen they graduate co-op students willhave spent four semesters in the publicschools, superintendents are really afterthem. They're coming to campus now andoffering co-op graduates the equivalentof two years' experience on the sataryscale."

21

Town-GownCooperation

Telephone calls to Student NEAmembers and consultants around thecountry this winter helped identityexperimental teacher education models.One pro)ect that telephone surveyerswere told about was a cooperativestudent teaching center in KanawhaCounty, West Virginia. Centercoordinator Kathryn Maddox describesthe program.

The cooperation between colleges andpublic schools so ti-equently called for isa reality in Appalachian West Virginia.Composed of representatives from sevencolleges and universities, the KanawhaCounty School System, the stale depart-ment of education, community andprofessional organizations, the Multi-Institutional Student Teaching Centerhas been cooperatively planned to im-prove laboratory experiences in studentteach:NJ, to upgrade the quality andselection of supervision leathers, end toencourage alt participating agencies tore-evaluate their role in teachereducation.

Unique opportunities for Center studentteachers include: (a) pre-student teachingorientation week; (b) joint seminars withother colleges; (c) inter-school and infra-school observation of ou :standingteachers; (d) assistance from the county'ssixty specialists and coordinators; (e)curriculum planning and teaching within ateam structure; and (f) an overnight retreatplanned by student teachers 'o analyzeand evaluate their student teachingexperience.

What do students say about the Center?The retreat was great for Sue Ann Webb,

West Virginia State, because she couldsee the common problems which facestudent leachers. "it made me feel that Iwas meeting problems other student

teachers have faced and that ;Iv situationwas not a unique one after all. I feel Ihave developed more confidence inmyself and that tarn now much betteradjdsled to becoming a competentteacher." Joy Smithberger, MarshallUniversity, realized that she really didn'thave any problems: "I realized as a resultof the retreat that I really have no problemsin my own student teaching experienceas compared to those some of my fellowstudent teachers have encountered. Ithink a greater appreciation of what aterrific supervising teacher I have was adirect resull."Center Newsletter,May 1970

What has been its effect on education?The close public school-college tie

has influenced curriculum within theteacher education programs of the co-operdting colleges.

Since the inception of the Center, everyparticipating college now utilizes FlandersInteraction Analysis, as well as micro-teaching and simulation laboratories, as apart of pre-student teaching experience.Each participating college is alsoexpanding the role of laboratory pre-student teaching experiences incooperation and consultation withKanawha County. Public school super-visors are also involved with collegeand university programs to such anextent that several are now teethingcollege methods couses, and conductingseminars for student teachers.

What no the defects of the program?Student teaching is the climax and most

valuable experience to out four years ofcollege preparation. Our Center activitieshave given us many broadeningexperiences; however, our one bigdisappointment in student teaching iswith out individual college seminars. Ourweekly seminars are the responsibilityof each college, and some studentteachers feet they are having goodlearning experiences but the majority weinterviewed feel they are being "shortchanged."

22

Most colleges offer credit for theseseminars and students are shocked todiscover toere is no structure or guide-lines and many seminars are wasted time.We propose action-oriented seminars.The students could cooperatively planworthwhile projects and actually teachthem in groups. We would like to IncludeInteraction analysis, conceptual learning,nonverbal communication, methods usingmultimedia, questioning techniques,discipline techniques, and bulletin boardideas. We would like to emphasize theseprojects could be taught and evaluatedcooperatively by student teachers andcollege supervisors.

We would also like to recommend moreCenter-planned seminars In our subjectareas and more building seminarsInvolving student teachers from differentcolleges. The Center already is Imple-menting many new Ideas and projectsto equip r s to be good leathers, and weplead It will continue to grow andinfluence collegi; programs and publicschool progress."Some OveranxiousStudents" in the Center Newsletter,May 1970

Are students the only ones to benefit?in addition to the unique features involv-

ing Center student teachers, supervisingteaohers also receive specialized trainingthrough: (a) a pre-service orientationprogram conducted by the Center coordi-nator and the Advisory Committee; (b)graduate courses specifically designedto meet the needs of supervising teachers;(c) six-week summer institutes In theanalysis of teaching; (d) periodicalluntheon meetings for all supervisingteachers, state legislators, and partici-pating college staff which provideopportunities for Involvement withnationally known oonsuftants. and forparticipation in en on-going evaluationof the Center program.

Significantly, Kanawha County hasaccepted full partnership in teachereducation through the creation of a "staffleather" position as a new directiontoward differentiated staffing. The stall

teacher rote Includes the leaching ofde nonstration lessons for analysis; the

00 conducting of bulky^. , semiriars forstudent teachers, ne r teachers andsupervising teachers; and :erving asliaison between the county and thecollege. The influence of the specialtraining of the staff leather Is expected tobe multiplied with his cootact.i withregular staff, ultimately mulling theAppalachian child who may suffer fromclisadvantag omen,.

The Kanawha County Center conceptis permeating throughout West Virginia,serving as a model, and wit' ultimately givenational impetus to cooperative efforts ofa state department, a school system,and multi-institutions to commitment forexcellence in teacher education. Con-structive change to meet the demands ofthe future is the key to better education inthe Unled States, and the Center hasaccepted this challenge.

The Kanawha County Student TeachingCenter received, In February 1970, theDistinguished Achievement in TeatherEducation award presented by theAmerican Association of Colleges forTeacher Education.

23

GrowingPains

The Tri-University Project in ElementaryEducation conducted at hew York Unl-versity, the University of Nebraska, andthe University of Washington is search-ing for ways to humanize teachers andteaching. "Humanizing education meansthat we begin to treat children-studentsas human beings," nid The Daily Ne-braskan (October 3, 1969) in an articledescribing the project. "it means wehave to treat them as subjects ratherthan objects, treat them as people withstrengths and weaknesses and problemsand personality and potential, peoplewith faces, identity." But how can this beaccomplished? Al the University ofWashington, director Ambrose Cleggand associate director Anna Ochoa areattempting to do this In their Experi-mental Model for Teacher Educationusing a performance-based curriculum."There are several unique aspec:s to ourone-year program," said graduate assist-ant Jack Simpson In a December 1969dialogue descOing the project. "Forone thing, it involves on-site, field-basedinstruction. For another, there Is a one-to-one supervisory re'stionship. In fact,the program is entirety individualized."

the associate director describes theproject: "Enrollment is currently limitedto twenty students. Ali professionaltraining In the theory and methods ofteaching and supervised classroom ex-

perience is done In the schools. Formalinstruction occurs in eriplied seminars;that is, observation and demonstrationteaching immediately follow instructionin pedagogical theory. Performancetasks are stated in the areas of etas,room management, social studies, read-ing, language, arts, mathemat'cs, sci-ence, education psychology and evalua-tion. These tasks are not necessarilyidentical for every student. The tasksand their sequence are established interms of the student's background andmn-64. The student may participate inthe process of determining the perform-ance tasks in order to meet the minimumlevel of teacher competence.

"Three academic quarters are spenton a full-time basis in the cooperatingSeattle area schools. Currently, twoschools are In the Seattle District andone is in the Shoreline District. Theseschools are selected to provide the pros-pective teacher with experience in dif-ferent socio-economic neighborhoods."

A unique project, stilt a model, stilldeveloping and changing. Staff and stu-dents are freely exchanging ideas onhow to iron out the kinks and makesuch an individualized form of elemen-tary teacher education applic,a00 toteacher preparation programs through-out the country.

Hem are some excerpts from the De-

Pictured to Right: Antoinette Oberg, Intern;Patricia Hayes, Intern; Dr. Roger Wood,Instructor; Latrelte Nation, Intern.

Pictured Left to Right: Mike McAdams, Intern;Jean Howell, Intern; June Tyler, Instructor;Melissa Geftel, Intern.

cember 1969 seminar, in which studentscomment on various aspects of their pro-gram. They agree, in principle, with OAindividualization, with tieing in on-the-spot afternoon seminars to their work onTuesdays and Thursdays at school. Theylike having a special advisor, a "teachingparticipant supervisor" as they call him,who relates to their interests as studentsfar better than a regular classroomteacher; they enjoy seeing more thanone type of school, having the freedomto criticize and to participate in the de-veloprilent of the program. But .. Andhere are a few of their doubts.

24

1. On-siteInstruction

2. FreedomIn theclassroom

Jack Simpson: Do you think that the on-site instruction you've received has beenof benefit to you?

Judy Beyer: Not realty.

Jack: The afternoon sessions don't seemto tie In? Cecilia, would you agree withthat?

Cecilia Whitman: One problem with themIs that they are struggling to relate to ourclassroom experience on Tuesdays andThursdays. I think if they just got beyondthat and didn't worry about the lie-in, wecould learn mote. As it is, we never gel be-yond "ways of teaching reading."

Patricia Koyamatsu: They have been kindof disappointing for me, loo, but I like theexchange of ideas. Although, I don't sayvery much, I have big ears and I listen andI take In all kinds of things from studentswho are younger than me. I never had thischance before.

Jack: Do you mean that you are learningthings from students younger than you?

Pal: I arm 36. Where I went to school be-fore, I lust associated with people my ownage acid there was no input of new ideas.This is one fling about teaching, you haveto get to know alt ages.

3. One-to-onesupervision

Jack: Do you feel that the school In whichyou are teaching allows you the freedomnecessary to perfc,im the task required ofyou?

Cecilia: I think so. yes. Others have dif-ferent opinions. But my experience is thatthe school is very open in letting me dowhatever I want to do. Of course, I am will-ing to work within its framework. I don'tfeel any great urge to do my thing. It isalmost Impossible in a two-hour stint twicea week to really do your own thing be-cause there is no follow-through the nextday. There is no consecutive follow-through any time. My particular schoolpeople have been interesting. I havelearned from them even though they aredoing some things I consider negative. Atleast, I am learning what not to do. . . .

Etut this isn't really always the case, ofcourse. Some telly great ideas have beenbrought up at Pie teaming resource center.for examote. The fellow there at Wing LukeIs in a non-classroom teething sffuation:he has some very new and different pro-lettS going on.

Pat: I haven't had very much freedom. I'vesensed a critical type of attitude towardme on the pal of the classroom leacher,I'm looking forward to working with some-one just a little more free and a little lessconcerned about my doing somethingwrong.

Jack: How do you think the one-to-onesupervision is working out? How do youget on with the "teacher participant super-visors"?

Judy: It's a good idea. For one thing itgives the classroom teacher you're work-ing with a chance to discuss problems sheclay be having with you with someoneelse. Some teachers are reluctant to ex-press their real feelings about what you'redoing to your lace but they talk freely toyour teacher participant supervisor. Hecan then give you the feedback and youcan learn how your actions affect people.He can also give you constructive criticismford help you with your own problems.

Cecilia: The only thing I would suggest isa closer match. But that may not be pos-sible, because of the nature of our pro-gram. We have a lot of intermediate peo-ple working with us as supervisors, where-as in class we've got a tot of primaryteachers. The relationship between thesupervisor and Intern is great, though. It isrealty Close, a lot closer I'm sure than ifwe were working with a classroom teacher,

Pal: My supervisor has been very encour-aging and I've noticed that she doesn'tcompete with me. I feel this sort of com-petition with a regular classroom teacherwhereas, with my teacher participant, I

feet that she is puffing for me all the way.

25

4. individualizedinstruction

5. Differingstudentperspectives

Jack: One aspect of our program is the In-dividualization. We have tried to fit instruc-tion to meet the individual intern's needs,to allow as much flexibility within the pro-gram as possible. Do you think this hasbeen a help or a hindrance?

Antoinette Oberg: Ideally, it is a terrificidea, but I don't think it has been workingvery smoothly because the program is newand we're having trouble just scheduling.

Cecilia: Insofar as all of the individualapproaches narrow down to completingbasically the same things, there is notmuch variety. Maybe how we approach itIs cl arent, but all the interns still have toCaw that they can handle all the outlinedobjectives.. .. I think they're pretty validobjectivss in most cases.

Judy: This indivicb...iization approach is amyth. The objectives are specific and toonarrow to allow for much room. Howmany different ways do you measure howlall a child is or his secondary character-istics? One of the problems with the pro-gram is that k does not incorporate our in-&Must ideas. Nobody lakes our thingseriously. It seems that our instructors aresunewhere else with their own ideas ofwhat we should learn. Many of us feet thatwe have important ideas, too, that are rele-vant, and they are lust not being utilized

6. Teachingin three typesof schools

Jack: Our program is a year-long pro-gram. We have people working on bache-lor's degrees, people working on master'sdegrees, and people with bachelor's de-grees simply working for teaching certifi-cates. This umbrella approach to teachercertification, do you feel that the variety ofpeople that come together is helpful to youIn formulating your own ideas towardseducation?

Cecilia: I think it's great. Most of the con-ventional programs seem to focus onsweet young things, but there are differentbackgrounds and different age groupshere. Pat says she has learned a lot fromyounger people and that perhaps one ofthe things we should try to do is be moretolerant of their ideas. It ;s easy to say toyourself, 'Well, come out and get into thereal world and you'll see what it's like."

Judy: I'm not so much of a sweet yot rigping, even if I'm young. Anyway. in regu-

lar university classes, you do get a greatvariety of people in the lecture courseswith 100 to 200 people present. But in oursituation where twenty people from dif-ferent backgrounds have to talk in this littlecontained room, lunch together, and doeverything together, inevitably we're goingto start to exchange ideas.

Jack: Cne of the aspects of program Isthe idea that we have three types ofschools: suburban, inner city, and urban.Although your views must be a bit limitedbecause of the time element, do you feelthat this will benefit you in the long run?

Antoinette: If we can get into differenttypes of schools, definitely. But I reallydon't see any possibility of getting the kindof cross-section we need with the schoolsthat we have access to. Ideally, I thoughtit was a terrific idea: I wouldn't want 10 00in the teaching profession if I didn't havee:.Aerience in different schools.

Cecilia: I would like to see a better selec-tion made iniialty, so that we could seesome of the extremes. We have one ex-treme right here, very conventional middleclass, but as for the other extremethere's Surrey Downs, a suburban school,which sounds like a possibility but I don'tknow if they have made any contact there.

Pal: Only because someone from the Td-UProject last year is teaching there, theyworked it out as a special deal. But whatabout going into a place like Ardmore, orValley View in the Highline District whichis a new team teaching school? We don'trealty gel into some of these things. I

would like to see a school that uses pro-grammed learning, teaching machines,and all the newer audiovisual things.

26

7. Variety ofexpert mats

Jack: Another aspect of our program isto let you have experiences beyond yourown classroom scene. Have you been ableto do this to look at a variety of teethingstyles and techniques?

Pat: The only opportunity l had to visitschools happened at a time when therewere no classes In session. However,was at Wing Luke School for a time and Ifound that very beneficial because itbrought new insights into the way childrenteam and how differently children arc af-fected by different ways of teaching.

Cecilia: I went to a lot of places. I thinkthis is one of the biggest benefits that theprogram has provided. I have seen IN,whole spectrum of teaching styles. It reallyIs Interesting how different people ap-proach the classroom situati.m. . . . Per-haps it Is our nature as interns to be moreengrossed with discussing the bed as-pects of classrooms. We ought to giveourselves time to take a more positive ap-proach. Some of the "bad teachers" areperhaps doing things that are good in Iso-lation. We need to be critical, but not hy.overnice,. We step kilo a room and thenjudge it on the basis of an hour's observa-tion which iStil qurle fair. Sometimes wecause problems within the room itself bylust bting there.

Pal: I would like to use this opportunitymore to see different types of teacher per-sonalities. From our readings my idea ofthe Ideal teacher Is a little bit too idealistic,

think. When we get out into the schoolswe have to come down to reality.

Jack: I know part of what you're aiming at.Maybe it is just the nature of the thing buteveryone seems so concerned about whatIs going on In the classroom, and theydon't really seem to relate to reality out-sidehow the community is affected, whatits needs and expectations are. I hear alot of talk about: 'Well, I want to leachsuch and such because it is relevant." ButI don't hear much about whether the com-munity thinks it is relevant Of not. I wouldreally like to see more consideration givenIn school to what the communities want.because, if it Isn't. there can be prettytouchy situations at times.

Judy: One of the peculiar things about theteaching profession Is that before becom-ing teachers we've an had sixteen years ina school situation so that the concept ofthe school as a social system is very rele-vant to us. We understand what ft means.We look beck and WO about what wewent through, how relevant it was to us,And then we begin to see where we canchange it. But here we identity our-selves with what goes on in that individual

classroom and, although I am sure theeveryone Is aware that there are otherforces interacting on us E.ere, most of ourdiscussion still pertains to the relation-ships between the children and the leach-erwith maybe the principal and the par-ents having a little bit to do with it, but notreally very much.

Pat: I have found that once you startteaching in the classroom, tne parent's In-fluence becomes very evideoL at least inmy instance it did. But we are put int.;schools in communities different from ourown. Whereas, In the back of our minds,we may know there is a relationship be-tween community and school, because weare not part of the particular community inwhich we are teaching and because weonly know the school, all our emphasis ison school and the classroom situation.

John Magee: I have seen over fifteen dif-ferent teachers In a lot of different thus-tionsin the suburbs, in urban Ovation*,and in the Inner city. Ultimately, it comesdown to being in one classroom. You haveto get into one classroom eventually andwork it out with one group of kids. I intend,throughout the rest of the year, to see asmany leachers ash can both in Seattle andelsewhere.

27

This IsHowWe DoIt atWayne

Margaret F. Shea

fr. said, "Pictures speak louder than words."The NOM of mind and tout of this littleeight- year -old is What s all about. And whatA all bolts down to is t conscious attack on;ha negative factors within the system andwithin the teacher that have made big cityPublic education largely a faihee today.

As a participant in the Wayne StateUniversity Student Internship for InnerCity Teaching, Margaret submitted thispicture story to Student Impact. Shedescribed it In more detail In aDecember 1969 letter to Mel Myter. Hereare extracts from that letter:

As of ncw, the program is operating infour Detroit elementary s -.tools. In each,there are four interns, two to a classroom,with a supervising teacher occupying asemi-enclosed office in the Thecontract lasts one entire public schoolterm, giving the interns both the oppor-tunity of setting up a classroom rightfrom the first day of school with all theresponsibility that that entails and oflodging the impact of a leacher-learningsituation over a representative period oftime. Each intern works four days perweek, giving his partner the experience ofrunning the classroom entirely by himselfone day per week. Occupying theclassroom mainly with a peer rather thanwith a superior seems to be morebeneficial for the professional growth ofthe individual student. The responsibility is such, though, that students areaccepted into the program only alter onestudent teaching contract or comparableexperience.

Once or twice a week, we four internsgather together With out supervisingteacher, Mrs. Jean Fuqua, and ourinstructor from Wayne, Thomas Davidson,to discuss the concerns inspired by outpresent teaching problems and to attemptto work out some of our solutions together.Mrs. Fuqua is also constantly available tous. In addition to advising us and actingas a resource person, she keeps us

informed on the community, which sheknows, and helps us to understand it. Suchready communication with our Instructorsand peers has proved very beneficial.

Since the intern is !sling on moreresponsibility for the clrissroom than thetraditional student leader, the Detroitsystem has arranged it sl that he receivesone-eighth of a beginning teacher'ssalary. This is quite helpful lo manystudents, particularly post - degreestudents.

All In ell, I am extremely satisfied withthis program, feet that I am much betterprepared to enter a classroom than Iordinarily would be and feel that allstudent teaching should take thisdirection.

hope you can use the enclosed picturestoryend intenriew. It was the best 1could do on short notice. The children inthe pictures are third graders In Room 209at Courville Elementary School, Detroit.The photographs were taken by Roily A.Ransom.

28

In our program, the teachers time Is releasedfrom mush of the burden of record keeping, sothat she Is belie; able to develop herleaching skills.Our supervising leacher runs Interferencewith the office and Introduces us to record-keeping in a gradual manner so that we havetaken it over entirely by the end of the term.

To me, the program means that colleges ofeducation may finally be getting around todeveloping the type of teacher who will be ableto present with meaning the visions of mensuch as Martin Luther King, Jr., and JohnFitzgerald Kennedy. Perhaps these two areunconsciously learning to grow up andlive better together.

rai

At!

.1

Martye Is once again disturbing the class byrocking his desk back and lorth and refusing todo his work. The teacher (me) Is up-tight. Inthe background, a Sony videotape cameracatches it all.

Later, gatherPd together with my supervisingteacher, my Instructor from Wayne SlateUniversity and the other interns, the Sonyplays back the sound and action. I am able toview myself more objectively and to benefitfrom the discussion end suggestions ofmy colleagues.

k teilAt

4

s,