| OCR Text |
Show incur in tear TRAINING TEACH- - H ERS FOR PROFES- SIGNAL SERVICE By Loftcr Bjarnason, Principal of the B. Y. College Train- H ing School. H Tho purpose of the Brigham Young Collego Normal School Is to train tea- ehcrs.for tho elementary schools ot ll tho stato and tho educational lnstltu- ll tlons ot tho Church ot Jesus Christ of Latter-day Saints. To this end tho H poley has boon outlined and cstab- fl Halted by tho President and board ot H regents, and with this aim In view all H tho courses are now being rcconstruc- H ted and Ideals aro being formed. We o'tpect our Ideals to grow as wo grow lu numbers, for no Institution can come to its Ido.'tls all at ouco; they must necessarily expand with Its growth. This- has been t.no ot tho College .in the past; It win undoubted- 1) ho tnto lu the future. As-already stated aboui, our aim H Is not only to train t.nd prciaro H teachers fur the public schools, but wo aim to prepuro teachers .for tho arloua auxiliary organizations of jH the church, such us, tho Mutual Im- 1 provement. Primary, Ilellglon Class fll Sunday School, and tho different H grades of tho Priesthood. This means that the courses will bo ' so JPPPH organized and arranged as to afford IH practlco teaching In both secular and religious subjects. Tho two will be H kept separate, hovoer, for wo realize that thero Is a dlfTercnco botwen I teaching a class In Sunday School' and conducting a successful gcogra- PH phy lesson In a public school. 1 We aro contldont that the courses PH 'an now outlined will proporly equip PPPH men and women taking them for PPH iLachlng in our communities. The PPPH plan we propose may bo summed up PPH in a few points: PPPH First The prospectUo teacher Is PPH gtoui four years preparatory nor- JPPfH mtil course, which Includes all tho PPH most essential subjects given lu any PPH standard high school. PPH Socond In connection with,, these jPPH tho student gets a thorough training 1 In general hlatory, elementary psy- PPH thology, theology, and In Introduction PPB to methods lu education. H Third Ho gets two years of pro- JPPH fesslonhl work above tho high school, PPPJ In these years the student comes to PPPJ look upon education as a profession- IPpH al subject and receives a thorough PPPJ training In general and genetic psy- hsLLa cbology, sociology, history of educa- Hl tlon, principles of education, school il supervision nnd management togother pppH with special courses In methods. PfH Fourth Combined with tho theo- PPH rotlcal work, tho student docs con- iH slderablo practice teaching In various il subjects under export guidance and ppH supervision. In connection with his ppH practlco teaching ho Is directed to pH i lalt different schools ot tho Uclnlty PH and there observe some ot the best pH teaching dono In tho West. Thus by H tho aid ot friendly criticism personal fpS contact with and observation ot ox- pH pert teachers, combined with actual pH teaching lu n real school, tho student pH teacher prepares himself for a pro- ppH fcssloual career. PH Tho proper direction ot a courso in H education Is secured by encouraging ppH as many as possible to entor tho pH high school as students ot the nor- BpH mal courso, for It Is ot tnestlmablo aluu to u person to know at tho be- pH ginning of his school work where he DLI Is going. This gives the students ot j education bno aim, one ambition, and IH creates an esplrlt do corps which goes tar toward giving them such pro- fessional attitude toward their school work that over study will conscious- l ly and unconsciously point toward Ujmm teaching as a life calling. This Held IB ot united' endeavor to a single pur- pose and this studying over a sub- WMm Joct from the point of view ot pre- Wmm paring to teach it to others, onnbles wMm tho student to gain a firmer grasp of rnM the subject than he would get It ho H were pursuing It for Its cultural val- M uo only. With this point ot view ho will naturnlly go more deeply .and thoroughly fnto each subject than ho U would otherwise and thus got a much :MM broador conception ot its significance. ;aH Wo do not hero wish to drltlclso any M (Continued on page five) MM Mm vmW if m for Professional .: Service " t (Continued from page one) ono who pursues the ordlnnry acad. crafc subjects for their cultural valur. neither do wo wish to Imply that tho, student who pursues theso subjects with tho view to teaching them need miss tho culture which can be ob talned from pursuing them. Culture should bo coveted by every ono who enters an institution of learning and It Is to be deplored that so many' of our students are falling to get culturo from their school work. This Is becauso their attention Is too much directed to athletics, social pastime, and student activities with the result that regular class work Is often regarded re-garded as of minor Importance. This. Is especially noticeable among studr ents pursuing a general course with no clear Idea of Just what theyilH-tend theyilH-tend to follow as a life's work. It is, therefore, of great value to the student stud-ent to know the final goal for which ho strives. He can then direct his studies moro intelligently ,thus enabling enab-ling him to reach tho goal more rap Idly and successfully. The question Is often nsked, Why should not a man do all his high school work in the stato high schools, nnd then go to a Normal school for his professional training? Thoro Is both advantngo and disadvantage In ' this plnn. If It could bo brought, about that all elementary, grado teachers would tako all tho work in the college normal It would propar them adequately for teaching. But there Is still a greater demand for teachers than thero Is supply nr.d many a person Is taken Into the ) r vlco long before ho is sufficiently prepared. pre-pared. HJs thoroforo esscntjal t'aat he should hnvo this pedagogical point of view during tho time he Is pursuing pursu-ing his high school subjects, In order to bo as well prepare. 1 as possible when ho enters tho school room. Another An-other advantage of doing tho high school work In connection with tho Normnl school nnd following a Normal Nor-mal course Is thnt thosi who nro to teach nro grouped togothh,- in such a way that they may develop that spirit of helpfulness ind comradeship which will bo of utiuout vnluo to them.' when they enter upon their future fu-ture work. The student who Is preparing for n future which Includes the usu.of (ill his school work Is less ilkoly to ba diverted by outside Interest's and ho Is less likely to quit before he completes com-pletes his training," Then, again, ho gets such a'broad view of the sub, Jects-that be Is bound to get added j Culture. It, should' be 'said further that the two years of college norma) work of the Brlghjtm. Young Collego differs n no.respect .from" two years work in any' standard normal school iltuith West and ranks with the first, .'two! Bears work donejn any college of 'literal arftiereftlijfoll'ctlve rfjsT tem fs followed ' Tho student who enters upon tho Normal work Is at onco put Into tin atmosphere which aids him jroatly in liltl preparation for professional service It might be said concerning concern-ing cultural courses, and that they have advantages cannot, .be denied, that .much Is lost to many students by having no direction given to their lives fn tho early years of their high school and 'college courses. Tho "MBMBaBBBBBBBaaBMBBBmmVV13' ' ifM value t'lmt' comes to a'stuHcnt'lrqiV'' pursuing n subject with"' ttijcfier lijf- " H Instructors who constantly lo'Sk at f? H front the child's point of view . and, H thuB point out the prlnclplcslnyolvllJ5"' H In its mastery' ls'( greater tbW')iereJc : H the subject Is studied" JbgWiftV'5' l2d'1" tcrmk of Itself. By this w'aViftt ' H mean o Imply that all couri?8'trh ' 'H turnod Into method courses." ""Far1 H fibm It. We mean simply that' the 'H Interest will be keener wheti thV H teacher always holds before him as' ' jH an Ideal the personal. dovclopmcnt'ot H tliq student than when he' cacnes ,bVPPJ tho subject merely for' its own'sakd": ,B Furthermore, a preparatory Norriuit LVPPJ courso has a tendency to make tlie . student look upon teaching ns a life's profession rnther than a stepping H stono to further progress. He. comes out of the high school with the feel- H Ing and atmosphere that Is charae- H torlstlc of the missionary; he wants B la be of service. By his four years B of Normal work,,-ho h's come to re- elite -that he must-have profession- H ab'tralning before h(;is adequately B prepared Jo teVh,VJI)o he remains HHVJ In school for two-or more years bo- HHVJ foret Uldii-up' the adUvltlcs of the HHHj ta3 Ab' " H We often hear then complaint Uiat teachepi 'do,fi0t remain permanently PH In the service. While this may be H traced to many causes, among which ""H may bo mentioned the salary, it may PPH be traced to tho fact that In many "PH cases the teachers coino to their pH work so poorly prepared and with sa BrBBrJ littlo professional spirit thnt they TH easily becomo tired and discouraged. MPPJ 1 No one Is so prone to quit a task as j"H tho ono who fs Insufficiently trained HPPJ to perform It. HPPJ Tho practice teaching which tho H student does under competent lu- "PPP Btiuc tors', who, aro constantly engng- ' H cd lu establishing high Ideals gives PbH him nu eaeo in voice nnd manner PPPJ and otlier qualincattons which ars es- IPPj Bentiat In tho school room. No' mere - PPPJ observation of teaching qmu bring this nbout. Much can be gained by BaH observing competent teaching; jhut IC BpH ono Is to becomo a successful teach- P""fl cr, ho must have a chanco to do ,the tlBBBBrJ work himself, and It ho does tlitu tin- BTBrJ der the watchful oj'o of ono who- Is HIbTbYI quallllcd to give lilm friendly '" and BpH helpful criticism, he will moro read! flpH ly fall into those particular ways of KVVJ teaching and managing children tliitt BBBBrJ mean success. ' $? bTbbfJ J Both observation and practice teack pVVJ lug aro require! In the, coursa Is. H training. On'y a limited number of; jjpH student teachers are assigned to. each pVVJ critic teacher, This makes tho rit- ppH latlonshlp close and personal. -The VpH practice teaching Is under tho direo- HpH tlon of tho principal of tipctralnlns " school, All other professional "ork tSTBrJ Is under tho dlrection.of Ihehend of IjpH . the Normal schpol. Tbp'rn sr U in all the work and asplr"ir;ot'.iiiU' B H 1 tnal, helpfulness prevails throughput , jjlH the entire Institution'.. '"Lit-Ji M t Vs ,', . . . W J |
