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still ,another group of teachers who, although they are good teacherst spend an excessive amount of time negotiating procedures and class functions and ov,er-responding students. The students of these teachers are skillful in leading sueh a",ray from what they might like to have the students to do. Certain observations and generalizations about elementary school classrooms seem appropriate for Fort 'N'ayne. One, ing practices are highly encouraged and positively supported which can provide opportunities for to learn at their own individual pace with a reasonable and nlentaUy healthful amount of success, and with some degree of control over certain learning alternatives such as materials and resources to use, when to start and stop" rate of progress, to do it" with whom to do it, and guidelines to follow. Two, existing class management in many classrooms is based on procedures whkh indicate a sincere respect for the worth and dignity of each student, mutual trust, and accepting empathy. Three, certain teachers use non-blame techniques. help children to appreciate their role in improving a situation by being able to respond meaningfully to the que.stiol1, "What can you do to improve a situation or make things work out aU right r' In relation to this observation, an education workshop should be set up to help teachers become increasingly skillful in dealing with disruptive behaviors. The workshop should deal not only with human relations and affective education, but it must deal with operant conditioning processes associated with positive and negative reinforcement. Four, some teachers, however,. tend to reinforce those behaviors which they disapprove the most. For example, they are respon~li ve to students when they gather around the desk~ but the collection of students around the desk leads to class disorganization. Teachers should positively reinforce the behaviors they want students to exhibit. Usually the reflective or quiet student is ignored. Five, although there is some cooperative teaching, in general the benefit of the teacher's knowledge and talents is usually limited to her own pupils-· -no matter how competent a teacher is in a given area. Six, inc.reased flexibility conc.erning grade level standards and speeific grade placement of materials was evident, but many teachers still maintain rigid grade level "standards" and use subject matter which is predetermined and packaged for a particular grade. And, finally, although there is an ..o v·nv,aogQll.:lril interest in multi-age and grade-level grouping, practices are not 57
Object Description
Title | Fort Wayne community schools: a survey report |
Creator | George Peabody College for Teachers. Office of Educational Services |
Topic | Education |
Subject |
Schools--Indiana--Fort Wayne School integration--Indiana--Fort Wayne |
Geographical Coverage | Fort Wayne, Indiana |
Date of Original | 1975 |
Time Period | 1900-1999 |
Source | Print version: George Peabody College for Teachers. Office of Educational Services. Fort Wayne community schools: a survey report. (Nashville, Tenn.: Office of Educational Services, George Peabody College for Teachers, 1975), 338 p. |
Additional Availability | Print version might be available at IPFW Helmke Library. See online catalog. |
Rights | Copyright Indiana University-Purdue University Fort Wayne, 2006- . All rights reserved. May not be reproduced without permission. For information regarding reproduction and use see: http://cdm16776.contentdm.oclc.org/cdm/about/collection/p16776coll1/ |
Date Digitally Created | April 17 2012 |
Digital Publisher | Walter E. Helmke Library, Indiana University-Purdue University Fort Wayne |
Digitization Specifications | This pdf file was derived from black and white 400 dpi, 1-bit and color 300 dpi, 24-bit uncompressed TIFF images that were scanned from the originals using a Konica Minolta PS5000C scanner with Adobe Acrobat 8.0 Professional scanning software. |
Content Type | Text |
Digital Format | text/pdf |
Collection | Fort Wayne Area Government Information |
Identifier | 30000101350159 |
File Name | 30000101350159.pdf |
Description
Title | Page 74 |
Transcript | still ,another group of teachers who, although they are good teacherst spend an excessive amount of time negotiating procedures and class functions and ov,er-responding students. The students of these teachers are skillful in leading sueh a",ray from what they might like to have the students to do. Certain observations and generalizations about elementary school classrooms seem appropriate for Fort 'N'ayne. One, ing practices are highly encouraged and positively supported which can provide opportunities for to learn at their own individual pace with a reasonable and nlentaUy healthful amount of success, and with some degree of control over certain learning alternatives such as materials and resources to use, when to start and stop" rate of progress, to do it" with whom to do it, and guidelines to follow. Two, existing class management in many classrooms is based on procedures whkh indicate a sincere respect for the worth and dignity of each student, mutual trust, and accepting empathy. Three, certain teachers use non-blame techniques. help children to appreciate their role in improving a situation by being able to respond meaningfully to the que.stiol1, "What can you do to improve a situation or make things work out aU right r' In relation to this observation, an education workshop should be set up to help teachers become increasingly skillful in dealing with disruptive behaviors. The workshop should deal not only with human relations and affective education, but it must deal with operant conditioning processes associated with positive and negative reinforcement. Four, some teachers, however,. tend to reinforce those behaviors which they disapprove the most. For example, they are respon~li ve to students when they gather around the desk~ but the collection of students around the desk leads to class disorganization. Teachers should positively reinforce the behaviors they want students to exhibit. Usually the reflective or quiet student is ignored. Five, although there is some cooperative teaching, in general the benefit of the teacher's knowledge and talents is usually limited to her own pupils-· -no matter how competent a teacher is in a given area. Six, inc.reased flexibility conc.erning grade level standards and speeific grade placement of materials was evident, but many teachers still maintain rigid grade level "standards" and use subject matter which is predetermined and packaged for a particular grade. And, finally, although there is an ..o v·nv,aogQll.:lril interest in multi-age and grade-level grouping, practices are not 57 |