xt7k0p0wt671 https://exploreuk.uky.edu/dips/xt7k0p0wt671/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1950-07 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Toward Better Teaching", vol. XVIII, no. 5, July 1950 text
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Johnson Camden Library
' ”H. ﬂy: )
MOI-EhCZiH LEV 7:” 1'3. ( L

Commonwb‘dﬁhii‘ot‘ﬂéiitucky 0

EDUCATIONAL BULLETIN

Toward Better Teaching

A Report
On

How A District Education Association
Through A Work Group Conference
Initiates An In-Service Program
For The Improvement of Teaching

Published by

DEPARTMENT OF EDUCATION

Boswell B. Hodgkin
Superintendent of Public Instruction

‘\_

ISSUED MONTHLY

E
nteregras Sfecond-class matter March 21, 1933, at the post oﬁice at
”1" Kentucky, under the Act of August 24, 1912.

Vol. xvm - JUL $1950 NO- 5

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Jun

FOREWORD

This bulletin describes the fall conference of the Middle Cumber-
land District Education Association on October 13—14, 1949. A
report of this conference is being presented as a State Department
of Education publication, because the conference demonstrated a
unique type of district education association conference in Ken—
tricky) and because it has been recognized as a good work conference
and as an effective approach to better teaching and better schools.

. The bulletin was prepared by Miss Nona Burress, Director of
Fleld Service, Kentucky Education Association, and Miss Louise
Combs of the State Department of Education, who served as planning
consultants to the officers and program committee of the Middle
Cumberlaml District Education Association.

H is hoped that this publication will be useful to local, district.
and state groups in planning: and conducting- work-group con—
f91'91l00S~('011ferenees which stimulate professional growth and
Drovxde Opportunity for members of the profession at all. teaching
31M administrative levels to work tog-ether on problems which are
real t“ them 311d to plan for real progress in the State’s program of
education

Boswunn B. HODGKIN.
Superintendent of Public Instruction

June 8. 1950

AT A DISTRICT EDUCATION ASSOCIATION CONFERENCE

Aui

MIDDLE CUMBERLAND DISTRICT EDUCATION ASSOCIATION , 0’1

A District Education Association . , L01
A State Education Association N01

A State Department of Education
A Group of Colleges and a University
\Vork Together
For

Better Teaching

528

LENGE

PROGRAM COMMITTEE

W. E. Lacy. President

Audrey Maupin, Vice President
O’Loary Meeee, Secretary

Louise Combs, Planning Consult-am

Nona Burress. Planning- Consultant

FOR 1949

\Villa Harmon
C. D. Harmon
Orville Swearing-en
Freda Baugh

P. H. Hopkins

\ Tl
spirit
} ent 0:
of ﬁn
incipi
,' sibilit
to 001
sion.

Q M1
educa
', princi
Lance
Super
‘ time ;
and a
years,
‘ perm<
eonscf
tion.

I Drofe:
Years

The (

l’ a trib
' It
additi
3’011ng

ship t

In
; is ask

P. H. Hopkins

560

Johnson Camden Library

Morehead State College

rehead, Kentucky
TRIBUTE MO

The 1949 Conference of MCDEA was a tribute to the professional
spirit and eﬁective leadership of Mr. Porter Hopkins, Superintend-
ent of Somerset Schools and a member of the Board of Directors
of the Kentucky Education Association. This Conference had its
incipiency in his vision, enthusiasm, and sense of professional respon-
sibility. He sensed the need for a new type of conference experience

to comport with the desires of the members of the teaching profes-
sion.

Mr. Hopkins has served more than forty years in the ﬁeld of
education as a teacher of one-, two-, and three-teacher schools;
principal of small elementary and high schools; superintendent of
Lancaster Schools; State Supervisor of Rural Schools, 192027;
Superintendent of the Somerset Schools from 1927 to the present
tH116; President of the Kentucky Education Association, 1935-36;
and a member of the KEA Board of Directors for the last twenty
years, representing the MCDEA. A ﬁne professional spirit has
permeated his services through these years, and his professional

Zonsmence has urged him on to greater effort for the cause of educa-
on.

During this Confe

. rence Mr. Hopkins saw the realization of some
Droiessmnal goals he

Years at 0 h' set for himself and for the profession over 25

.he Goff W ile servmg as State Superv1sor of Rural Education.

a trib t “@1109, however, was not a tribute to a ﬁnished task, but
11 e to an unﬁnished chapter of his active professional life.

ad {£13 hoped that Mr. Hopkins Will take the lead in providing
had experiences through Which there Will be developed in

YOUR .
Ship fl? members of the teaching ﬁeld the same qualities of leader-
at have characterized his years of service.

In ‘ . .
is aSk:(111e“p0em ‘ The Bridge Builder” a man of long years of service
, Why build a bridge at eventide “l”

G°°d friend, in the path I haVe come,” he said,

“There followeth after me, today

Youth Whose feet must pass this way-

This chasm, that has been naught '60 me,

To that fair-haired youth a pitfall be.

He, tootmust cross in the twilight dim.

Good friend, I am building this bridge for him.”

531

The message conveyed in this response reflects a perspective and
a deep feeling of responsibility to the future and to all of those
Who follow.

Mr. Hopkins envisioned this unparalleled Conference in Ken- ‘,
tucky as a stimulus to greater cooperative eﬁort on the part of the
total profession for a more effective program of education and for
better teaching in the future. So long as these goals are pursued .
so long Will tribute to Mr. Hopkins endure.

pective and ‘
L11 of those ‘-

ce in Ken- ‘,

part of the
.on and for

,re pursued .

PART I

How The Program of the Work Conference

Was Initiated. and Conducted

THE MIDDLE CUMBERLAND DISTRICT EDUCATION
ASSOCIATION CONFERENCE

Theme: Toward Better Teaching

\Vhen the Middle Cumberland District Education Association
held its annual fall Conference on October 13-14, 1949, in Somerset.
those who attended found something different in the. way of dis-
trict education association meetings. This program broke with the
traditional speech making conference. The MCDEA planned and
conducted a work-group conference for two days, providing OP'
portunity for full member participation, one thousand strong.

It is necessary to go back to the early planning sessions in order
to understand the full background and signiﬁcance of the initiation
of a work~group conference such as this one. When the elected
officers of the Kentucky Education Association and of the eleven
district education associations met in the early spring Of 1949 to
discuss plans and programs for the fall conferences, it was the con-
sensus of the group that teachers and administrators were of the
opinion that even though their past meetings had been 6511601311."

' good, a different type meeting was needed one in which all the
members would have the freedom to suggest the everyday 5011001

rah

Problems which were giving them concern and then have an acute
part in planning the program, participating in it. and deciding 011
the follow-up. These officers agreed that there was a need f0? 3
type of conference which would produce better results. SCHSTW
to this need, Mr. Porter Hopkins with the officers and ngram 001?]—
mittee of MCDEA, decided that the fall conference at Somerset 1“
1949 would be a “participation conference” rather than a “Slt’aild-
listen” conference. YVith this decision made, the actual Plannmg
started. '

Pre-planning. The ﬁrst planning session of the program 09m.
mittee was held in the first week of April 1949 and f1‘0111 that time
until the conference was held in October dozens of plamning groups
met and all members of the Association were involved in some Sigliiat‘
cant way in the planning. During the KEA Convention in APT11 5),?
Year the superintendents of the ﬁfteen school Systems 11} that iit
trict met for a planning breakfast period. Each superintenlgf? 1d
the president and secretary of MCDEA and the Director of ﬁlers
Service of the KEA planned ways to meet with the 1,000 tea0 :0.
principals, and supervisors to prepare them for a different WP

534

arm—raver.

I'ION

ssociation
Somerset,
3," of dis-
with the
med and
lding op»
eong.

in order
initiation
e elected
1e eleven
3 1949 to
the con-
'e of the
speciall."
1 all the
y school
n active
iding 011
ed for 3
EonsitiVG
am 00111'
ierset in
“sit—and-
)lanning

mi 00111'
1at time
. groups
, signifi-
)ril that
:he Dis-
:endent
,f Field
gacherS-
type of

fall conference and to ﬁnd out just what the problems were which
were giving them the most concern. The questions and problems
presented most frequently were: How do I know when a child
is ready for reading"? What are good activities that promote read-
ing readiness? How can reading contribute to child growth and
development? Where can i ﬁnd good supplementary materials?
What mustl do with the retarded child? How do I group children“.2
How do other teachers teach reading ‘2 How must I handle discipline?

How do I get started in {retting the total staff to work on their
problems“;2

It was evident that the members of the Association wanted the
conference to give major consideration to the “How” of their every-
day Simple pmfessional jobs. The planning committee knew that
a work conference could best meet this need. Further from the
{We 0f problems on which the teachers and administrators wanted
hell), the improvement of instruction in the classroom on a practical,
workable basis Seemed to be the most needed theme for a work
conference in this particular area. “’l‘oward Better Teaching” was
aQ‘I'Oed upon as the central theme.

'Selecting leaders and consultants. in most of the eleven dis-
tricts there is one or more senior colleges and quite naturally the
staft members of these colleges make valuable contributions to the
2:2:{111111126 Til; :lifvh‘liddle Cumberland Education District, how—
'i‘hiseollooxemm]:if.020:ecouegehLmuSOY-“7118011 Junior College.
and 1.980151% 201:1 ,s‘siall.‘ available, but many leaders, consultants,
Viewed the Nels-[dafil‘rls w eie needed; therefore Mr. Hopkins inter-
Slty of Kentuci] “en Is) of all the nearby state college. andthe Univer-
illekv said “F <3 Cresident Lonovan of the U111vers1ty of Ken-
Staff-11101159“ (:1 a onference-of that kind you may have all the
Education fro; 30111 need, even lf‘ll'llﬂ means closrng the Collegeof
Was millllfPSth( {$151101} two. ' . This same enthustastic cooperation
\'ited to help hm; :11 ' tie presidents whose staff members were 1n-
“Icky, Basra-113} Lnsha good conference. .The Unwersrty of Ken—
10:30, LilldSW-‘\Yi\1:(l)11l1u;Ay' State College, Union College,.Berea 001-
the State Department. :13]???Collcg‘e,$Ca1111)bellsvtille Junior College,

, . J(unati01’l,i the Kentucky Education As—

\
‘The (tntn -
-. .e v . suoe
2°Tpartmpate bec‘adsléuﬁ’f‘dgm- Mr. Boswel} B. Hodgkin, could not accept the invitation
(.toa m , , prevmus appointment w"h nnothe l'"trict education asso-

cmg avail one staff member as
t and the 5’ cos of other staff mem-
:s.~ted in one or more planning sessions,
two—day Conference.

535

sociation several public school systems outside of this area, and the
text book companies provided leadership for the conference in addi-
tion to the leadership in the Association. Also the Oak Ridge School
System in Tennessee made available three former Kentuckians, two
of whom had been members of the MCDEA. For each of the thir-
teen work-groups the co-leader and recorder selected were members
of the Association.

Organizing the Conference. The conference was so organized
that teachers, principals, supervisors, and administrators Worked to-
gether in the same groups. Those whose interests and problems were
in the secondary ﬁeld were placed in one of six different groupS, and
the secondary ﬁeld were placed in one of six different groups. and
those with interests and problems in the elementary ﬁeld were placed
in one of seven different groups. Each superintendent requested
his teachers to register for group work in such a way that 501110
members would be in each of the thirteen groups. The rez‘l'lSll'atlon
card gave the section number and the room where the incetingll011M
be held. By having this kind of organization, the gl‘Oups were well
divided and easy participation was made possible. Each teacher
remained in the same work gr 011p for both the mowing and aim
noon sessions. The leade1, co- leader, and recorder 1e1nained“1tl1
the same group for both the mowing and afternoon sessions. E3011
group had the services of t11o consultants 1301 the entire morning
session and two different consultants for the afternoon sessioil and
the general consultants, Mr. William D. Chilton, M1. LymﬂnGmger'
Miss Nona 13111 ress Miss Louise Combs, were available to all “1011135
Also, Mr. J. W. Brookei and Mr. Ad1 011 Doran who had othm
responsibilities on the program served as consultants at— large

General Meetings. M1. Adi on Doian. past president of the KEIL
and a graduate student of the Un1vm s1ty of Kentucky, “3V9 l:
Owning address 011 “\Vhat Constitutes Good Teaching.’ Afteri 9
address which was the keynote fo1 da1’s 11' 01k, the thiiteon discu:
sion gTOUDS met for an how and a half in the morning and form
two-hour session in the afternoon. At the close of the afterIllO?g
session many planning and business sessions Were held 111011111311e
the recorders who made theii 1e11o1ts available to Mr GingeI'yMr-
over all I'GDOF’EGI‘; the Fridav inoinino panel members with ith
William D Chilton as chairman; officeis of classroom teachefftias
State Classroom Teachei President, Miss Nanalyne Brown. was
not considered wise to hold an evening session since many men

536

hat

the

Mr
Rel
pro

of 1
con

obs
and
tior
his
had
for
an

hav
proi

a, and the
3e in addi-
lge School
kians, two
f the thir-
|, members

organized
torked to-
lems were
pups, and
cups, and
are placed
requested
hat some
gistration
11g would
were W911
1 teacher
.nd after-
110d with
118. Each
morning
ssion and
11 Ginger.
[1 groups-
ad 0th“ 1'
rge.

Elie KEA'
gave the
After the
n discus-
nd for a
fternoof1
“eluding
1gel'7 the
vith MI“
LBI‘S with

It was
members

had a great distance to drive in getting home. The dinner meeting
for guests, leaders and consultants and administrators provided by
the Somerset Chamber of Commerce and the Association contributed
to the success of the conference. There was opportunity for all per-
sons to become better acquainted and to hear Mr. J. T. Alton discuss
the signiﬁcant work of the N.E.A.; Mr. William D. Chilton discuss
the two proposed amendments to the constitution, to be voted on in
November 1949, and which held signiﬁcance for progress in educa—
tion in Kentucky; Mr. Adron Doran discuss history of past amend-
ments; Miss Louise Combs discuss values of the conference, includ-
mg a tribute to Mr. Porter Hopkins.

On Friday morning Miss Nona Burress served as chairman of the
total elementary group and Miss Mary Elam, consultant for the
Silver Burdett Company, led a discussion on “What Constitutes
Better Teaching in the Elementary Grades.” It was signiﬁcant that
Miss Elam could work with the elementary teachers because she
served as director of one of the largest and best workshops for

elerllgentary teachers in Kentucky at Lindsey-\Vilson Junior College
In. 45.

On Friday, also, the secondary group participated in a panel dis-
cussron led by Mr. William D. Chilton, Director of the Bureau of
Fmance, State Department of Education, and a member of the State
Committee on Public Relations. The Panel under the leadership of
Mr. Chilton considered “Better Teaching Through Better Public

Relations” This was a timely and signiﬁcant approach to the im-
Provement of teaching.

The ﬁnal mornin

of the Kentucky Ed
confere

g session included the message of the president

ucation Association and a report on the over-all
nee and the evaluation.

ObseElrhfanlélagllfg: Mr. John \V. Brooker and Mr. Lyman Ginger who
and their OWHQI'OUPS 0f the Conference at work presented reports
tion, no doubtevayluatlon of outcomes and values. The real evalua-
is Work and a; “ as madéblf GEtCh participant as he returned to
had had at Somppl‘anhed it in light of the two-day experience he
or illduejm Ch crset in the work conference. A very strong force
an El'aluatizn 03111:: and improvement in teaching would have been
have COmmittednth e part of the participants whereby they would
DPOCess, howev emselves to certain action in the future. This

er, was “013 employed at this particular conference.

537

(It was hoped that the commitments would be made at a follow-up
meeting of representatives from each of the ﬁfteen school systems
in the Middle Cumberland District Education Association.) The
following comments typical of hundreds of such comments made
by the participants are signiﬁcant:

“This was not just another conference. We have been searching
for somethin ' for a lonrr time in the wa r of effective conferences.
g o 3
This one was a ‘rin er’ .”—An administrator
g

“You can sum it up by saying that it was so apt.”——An educa-
tional consultant of one of the book companies

“I have been attending teachers’ meetings twenty years and this
is my ﬁrst opportunity to feel that I could participate and talk
about my down-to-earth school problems.”—A principal

“Certainly an improvement over the past.”—A teacher
“I like the group participation.”—A principal

“I have learned things; I want to get home now and try them
out Monday.”—An elementary teacher

“It was wonderful. I am going to thank everyone who helped
plan it.”—An elementary teacher.

“I have attended regional, state and national meetingsnf0r 332111:
time and this is the most realistic and best meeting yet. ”A
gate to the NEA.

. . ' ' the
“You made it so easy for us to discuss our problems. T111515

ﬁrst time the teachers of the one-teacher schools have felt fieeﬂtl:
discuss their problems along with the problems of teachers 1110 ‘
larger schools. It didn’t seem to matter this time whether We tauiin
in large or small schools. No problem seemed ‘too little’ t0 be C
sidered.”—A teacher of a one-teacher school

. . ‘ncipﬁl
“We need more meetings like th1s.”——A hlgh 5011001 pm
ever
ia-

“I feel that this was the most worth While thing that has
been done in this or any other area by a district edu
tion toward the improvement of instruction. I am f
that we have moved in the right direction and I am ho" dir
idea of work conferences spreads to other districts. ”A
of the KEA

Cation 3.5500
ully 00nvmce

Peful that the
ectOT

Keg
Dis

Eve

Pre

a follow-up
ool systems
tion.) The
aents made

[1 searching
onferencesv

_ A11 educa- '

rs and this

3 and talk ‘

her

1 try them

rho helped

for a long I

’——A dele-

I‘his is the
alt free to
ers in the
we taught
to be (3011'

principal

‘ has 9"“
11 associﬂ'
convinced
I that the
. directOT

PART II

Ke)’note Address .....
............................ Adron Doran

Discussion G '
uldes and Re orts f
Program Committee p r0111 ‘VOl‘k Groups - .Recorders and

Evaluation and Report
Lyman Ginger ..................

Pr ' ’
es1dent s Message . . .

John \V. Brooker and

Henry Chambers

KEYNOTE ADDRESS

The January issue of the KENTUCKY SCHOOL JOURNAL 0f
the Kentucky Education Association carried the following keynote
address of the conference: “Toward Better Teaching” by Adm
Doran, Member of the KEA Board of Directors.

)

540

URNAL of
mg keyllOle
by Adrou

TOWARD BETTER TEACHING
(Keynote Address by Adron Doran)

I am sure you are impressed by the fact that this subject, Toward
Better Teaching, is a rather ambitious one, and the task of discuss-
ing it is a rather challenging one. The combination of these terms
into this phrase is wrought. with great signiﬁcance. This is the title
given to the 1949 Yearbook of the Association for Supervision and
Curriculum Development, produced by a committee under the direc-
tion of Alice Miel, Columbia University, and Kimball Wiles, New
York University. In commenting on the selection of this topic by
the executive committee, President \Valter A. Anderson said, “We

are convinced that there is no more important topic for consideration
in these times.”

The subject, Toward Better Teaching, implies that we count not
ourselves to have attained or to have become static. “Toward better
teaching” has a dynamic quality which points ahead. Each of us
then should be moving in the direction of better teaching. It is
saddeniug- to obserVe that many who hare had years of experience
have moved no closer to better teaching than when they ﬁrst began.
AS someone has well said. “lustead of having ten years of experience
tho." have the same experience ten years.”

Th“ big question of this dismission, and l suppose one of the
lilOSt “Noted with which we are concerned, is—What constitutes
tliéilitsizltluiff 'After deciding-what constitutes better teaching
Somewho “7‘()S]<.11)s’illiis1 we take in movmg toward it? There are
instead of toll} slay that we are moving away from better teaching
('ussionsA and efflahll. .lt IS. not an uncommon thing?r to hear dis;
Versus the “1:11.“ ‘cm in print. 0,1,1 the merits ot the ABC method
lllftelnveheal- rib-(1:51.21? ‘method ot teaching children to read.
When at 801100] bellltﬁsas that we should return to the good old days
andastudom ( eonsIstcd ot a log w1th Mark Hopkins on one end

in the other. What shall we say then?

Let us look at a do

term teaching.
111ng

tinition which we shall be able to give to the
and succ Bglll'sell deﬁnes teaching as, “organization of learn-
learning,” Thessl ul teaching- .as that which “brings about effective
are BmSIOyed e C§c1s1ve question Is not What methods or procedures
tested or e 2 an Whether they are old-fashioned or modern, time-

Xperimental, conventional or progressive. The ultimate

541

criterion for success in teaching is results. Mursell hastens to add
that the results about which he speaks are those which are lasting
rather than transitory; results which a learner can use freely,
ﬂexibly, and conﬁdently in a variety of situations; results in terms
of the learning cf subject matter and in terms of the development
of pupils as persons. In line with this thinking the Committee on
Curriculum Planning and Development of the National Association
of Secondary School Principals released a publication in 1944, en-
titled, Planning for American Youth, setting forth the ten im-
perative needs of youth. These needs, say the committee, are:

All youth need to develop salable skills and those understand-
ings and attitudes that make the worker an intelligent and produc-
tive participant in economic life.

All youth need to develop and maintain good health and phl’s'
ical ﬁtness.

All youth need to understand the rights and duties of a citizen
in a democratic society and be diligent and competent in the per-
formance of their obligations as members of the community and
citizens of the state and nation.

All youth need to understand the signiﬁcance of the family for
the individual and society and the conditions conduCive to suCCESS'
ful family life.

All youth need to know how to purchase and use eoeds and
services intelligently, understanding both the values received hi
the consumer and the economic consequences of their acts.

All youth need to understand the method of Science, the inﬂue‘
of science on human life, and the main scientiﬁc facts concerning
the nature of the world and man.

All youth need opportunities to develop their capaClties to ap-
preciate beauty in literature, art, music, and nature. d

All youth need to be able to use their leisure time'W€11 iiie
budget it wisely, balancing activities that yield satisfaction to
individual with those that are socially useful.

All youth need to develop respect for other persons,
their insight into ethical values and principles, and to
live and work co-operatively with others. . ghlS

All youth need to grow in their ability to express the“ thou
clearly and to read and listen with understanding-

HCE

to grow in
be able to

If we accept these as the valid results of. successful teadimgh:
then becomes the responsibility of the instructor to Organizil'hat
pupil’s learning better than he can do it 011 his own account: iiiﬂ
the teacher is paid to do is to organize the student’s learning

. ., . ' liat‘V"
skillful and effective fashion. Therefore, it it can be 531d t

542

lei
co

se'
8(1
th
ed
fa.

stens to add
1 are lasting
use freely,
ilts in terms
development
ommittee on
Association
in 1944, en-
the ten im-
.ee, are:

understand-
and produc-

th and phi’S'

; of a citizen
t in the per-
munity and

re family for
e to SuCCESS'

e goods and
received '0."
if acts.

theinﬂuence
; concerning

cities t0 39‘

me tven and
,ctiontothe

, to groW in
) be able to

eir thoughts

caching: It
.gauize the
int. What

. ' ‘l
irning 111 L

id that We

are moving in the direction of accomplishing these results then it
can be said that we are moving in the direction of better teaching.

Let us think now for a moment about some of the things neces-
sary if we as individuals and as a profession are to move in the
direction of better teaching. 1 would suggest, ﬁrst of all, that every
school unit in the Commonwealth of Kentucky must be manned by
highly qualiﬁed, properly trained, and adequately paid personnel.
lhope we soon may come to discuss more realistically the type of
individual who should enter the teaching profession and become
courageous enough to eliminate the “sow’s ears in the process of
making purses.” The teacher is the most important factor in the
school’s effort to educate the youth of this land. Hollis L. Caswell,

Columbia University, advances the following as necessary qualiﬁca-
tions of better teachers:

. The teacher should have a Wholesome personality and broad
interests.
The teacher should be concerned with the major problems of
our times and should participate as a citizen in constructive action.
The teacher should be committed to the democratic ideal and
Should see education for all our youth as a principal means of its
achievement.
The teacher should ha
standing their ambitions,
mg the sensitivity and skil
as persons.
The teacher
knowledge, and skill
Youth, with th '

capacities and concerns of pupils-

ve a strong interest in youth, under-
possibilities, and problems, and possess-
l to contribute to their Wholesome growth

,
Burthermore, we s

m . hould establish minimum pre-service require-
ents for certificatio

lege trainino- Th 11 at not less than four years of approved c01-
00111111011 Sch: 1 f en enough. money should be appropriated to the
minimum' sal0 r und and raised from local sources to guarantee a
Service pre a.r)t-0f $2,400 for a beginning teacher. Although pre-
is of equalpaga ion for teachers is an essential, education in-service
equality of 23d: 62.611 greater, importance. The American ideal of
tion of tea h ‘ca 101131 Opportunity IS directly related to the prepara-

(3 ms, and all programs~state and national—to equalize

Cducat' ..
actorlonal Opportunities should include as one of its important
3 the education of the teachers.

Succes ' -
sful teaehmg is not a matter of using certain methods

543

and procedures but of producing effective learning upon the part
of the student. There are certain characteristics of a good learning
situation in which such desirable results are obtained.

1. The learning situation should be one surrounded by an en-
vironment that is comfortable, attractive, challenging, and stimu-
lating.

2. The experience of the children should be meaningful and
should establish an interrelation of general environment with school
environment.

3. The curriculum should be adapted to individual variations
both in terms of materials used and in ways in which the students
are permitted to express themselves.

4. We should ﬁnd in the situation a balance between “mental
and physical activities,” “active and passive operations,” and
“vicarious and direct experiences.”

5. The classroom situation should reflect an understanding 0f
the meaning of human beings. and a sensitiveness to the growth
and development of children.

6. The situation should provide experiences for participation
in the democratic processes and demonstrate that the teac‘h'er
herself has developed interest. hi gh morals, and a co~operative splrli-

School administration should be considered as we think of the
avenue down which we move toward better teaching. In the 111'
troduction of his doctoral dissertation, An Approach to the Develop-
ment of a Program of In-service Education for Public School'slﬂpe“
intendents in Kentucky, Harold 1?. Adams says, “School administra—
tion exists for one purpose—to improve instruction and learlllllg'
The administrator must see that plans are made and that pohcles
are formulated and adopted. He is responsible for the PFOP"?
execution of plans and policies.” School administration makes};
greatest contribution by providing efficient teachers and by furnlsin
ing them and their pupils with the proper tools and environmenfiize
which and with which to work. The administrator should 1201“ n-
the human resources of all personnel engaged in the educamnlﬁo.
terprise for the realization of the purposes of education .111 a de
cratic society. He must lead in discovering the needs of 111.
and groups. The expansion of school services reﬂects the £31
the American people have in their schools and the heavy 1‘
sibilities delegated to school officials.

dividuaIs
th which
espOD'

544

mar—Flam ﬂ.m»—4,—o.;-«

ammo

)on the part
30d learning

d by an en-
and stimu-

ningful and
with school

1 variations
:he students

zen “mental
tions,” and

standing 0f
the growth

articipation
:he teacher
ative SplI‘ll

hink 0f the

In the in—
he DeveloP'
hool super-
a“ministra—
d learning,
lat 130110ies
the Pro?“
1 makes its
by furnish-
ronment ”1
1d mobilize
ication 911‘
in a demo-
individuals
?aith Which
vy respon'

There seems to be a feeling upon the part of some people that
all school administration should be abolished. Some look upon it as
a necessary evil. These are they who are uninformed on the com-
plexity of the problems of education, or are unconcerned about
public education, or have had experience with inefficient school,
administration. However, instead of taking the backward step of
eliminating special administrative machinery and personnel let us
march forward to the day in which we develop educational states-
manship and creative leadership in school administrators.

A discussion of this type would not be complete without mention
of the importance of membership and participation of the teacher
in the professional organizations at the local, state, and national
levels. In most cases professional growth upon the part of the school
personnel is in direct proportion to the interest and activity in the
representative organizations of the profession. Jesse Stuart, in his
recent book, The Thread That Runs So True, says, “Teaching is not
charitable work. It is a profession. It is the greatest profession
under the sun. I don’t know of any profession that is more im-
portant to the people upon this earth. I’ve loved it. I still love it.”
Your professional organizations are designed to develop such a spirit
upon the part of you who teach today.

We should speak at length of the relation between guidance and
better teaching. Some effort must be made to enable the student
to understand his abilities and interests, to develop them as well as
pOSSIble, to relate them to life’s goals, and ﬁnally to reach a state

of . . . . .
complete and mature self-guidance as a desrrable Citizen of a
democratic order.

eSt5:11;;ialiflogrbladsttha’;1 I‘spealv of parent-teacher relations, effortsat
PeSOurces 8011001elselei-recruitment program, use of community
health, Cioﬁurrie u1 dings, transportation problems, nutrition and

ular activ1ties, public relations, and many other

thi ' -
f ngs Which are directl