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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 |
