Greeley Daily Tribune from Greeley, Colorado on February 25, 1976 · Page 27
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Greeley Daily Tribune from Greeley, Colorado · Page 27

Greeley, Colorado
Issue Date:
Wednesday, February 25, 1976
Page 27
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We*.,Feb.S.I»7» GREELEY (Colo.) TRIBUNE Students try UNC's alternative in teacher education * . . ... j.._-,_ · ...j · ^ . . . . - . . . ; · _ ·_·__,_ · . ' · · i- 'j-j ..._, ,-j-,-_ -i .. DI. n. ..MI. atmosphere" created among By RON STEWART Tribune Staff Writer Sheila Applepolish is a fictitious student at any of the nation's teacher colleges. She's a junior, and she thinks she one day wants to be a public school teacher. She completes classes in teacher education and her academic field, and, by the end of her senior year, she's ready for student teaching. It's then that Sheila finds out how difficult it is to manage eighth graders at Urban Junior High School. They're undisciplined, she thinks, unwilling to learn, and disinterested in what Sheila has spent so long learning to teach them. By the end of the quarter, Sheila abandons hope of becoming a teacher. But that means abandoning four years of college preparation -- four of the "best years of your life," her friends and parents tell her. Sheila decides to stick it out; she applies for and gets a job In School District X. Before long, mythical Sheila is disenchanted with her job. She goes to work, prepares assignments, grades papers, and disciplines her students -- ill routinely. At Um« the explodes in nge it her student!. Behind htr back, student! poke fun it her. But SheiU'i on tenure now and accustomed to I regular paycheck. Though mtaerable, she'! secure; she won't quit. She suffers, ind so do her student!. Imaginary Sheila may be real. In all too many cases, My three professors it the University of Northern Colorado, college student! prepare for teaching without knowing what it'i really like until it'i too lite. Richard Usher, professor In UNC's Foundations of Education Department, Tom Warner, assistant director of student field experiences, and David Welch, associate professor of piycholgy, think they have at least one alternative to the traditional way of preparing teachers, one they believe can indicate early on to a student if teaching Is the career to pursue. This year they received the. go-ahead for a program called "Teacher Year Alternative (TYA). The plan involves about 50 student! - mostly junton but some are sophomores. union and graduate students who have returned for teaching certificates -- who have signed up for the optional program. They spend an entire year working in school, practicing leeching, and, in one case, even running a Khoot for a week. They receive 15 hours credit for each of three quarters In the program. It's all intended to make student! aware of what teaching Is about. It differs from traditional ipproaches under which students have only one quarter to practice teach -usually the final quarter in a four-year college program, and occasionally, as In the example above, too late to avoid the tragedy of preparing a person for a job they later will despise. According to Usher, research and experience have shown there are two things'which make a person a good teacher. "One has to do with the kind of person you are. Better teachers ire healthy, well- functioning people -- people who like themselves and others. The other is having a ·large bag of tricks' - methods and things that i teacher can do with people," Usher said. Becoming a teacher, he uid, is in part becoming a certain kind of person - what Usher called an "artistic practitioner." "The question is, 'What's the best vehicle for helping people become 'artistic practitioners?" he said. His answer: The Teacher Alternative Year. The traditional "college course model" is too segmented to be a good learning process, according to Usher. People don't learn in packages; there' needs to be a time for information to come together. "The old idea of how to be a teacher was to learn the 'how- have changed their minds for good, healthy reason!." One such student is Stephanie Vassios of Denver, a junior. She slid the decided early to be a teacher, but experiences in TYA last fall and this winter showed her that she didn't care to work with children "in an academic setting." As a result, she's decided to go into pediatric nursing where she can work with children, but not in school. Andree Krier, a San Francisco, Calif., junior, had a similar experience. Though still undecided about teaching, Miss Kder said TYA made her to' and finally apply "the-"--Btwate. of different approaches knowledge at the end of college to special education -- a About Educat training. The problem is that some students find they don't like teaching or that they are unable to apply what they've learned," he said. The Teacher Year Alternative, on the other hand, involves prospective teachers early in a sort of "on-the-job- training." And, as expected, some find they don't like it. "One of the outcomes of the program has been for some students to change their major and pursue another degree," Usher said. "But these student! speciality that interests her. Most public school systems use an approach with which she does not agree, and that fact may keep her from a teaching career. By working in UNC's Lab School, she learned of the thing that may have disappointed her later, she said. Other students think TYA is helping them learn how to teach before actually being on the job. Cathy Lipply, a Colorado Springs junior, said she loves teaching, especially after having the opportunity to run a classroom at Fiatteville Elementary School. Though she decided in high school to be a teacher, "it's important to me to see how kids are," she said. Similar feelings were mentioned by Barbara Dippo, Boulder junior. She was undecided wheathcr to be ' an oceanographer or a teacher, butTYA confirmed her decision to teach. Students whose experience in TYA confirms their interest in teaching praise it because they are free to do independent studies. Said Miss Lipply, "I've done more reading (his year than ever before. If I find something that interests me, I read about it." And, she said, she's picking up things about which she'll want to know more when she returns to regular classes next year. Knowing what she'll need to know will motivate her to learn it better when she goes back to class, she said. Though they've reached different decisions about their careers, all students praised TYA for giving them an opportunity to find out what teaching is about. They mentioned a "family atmosphere" created among the 50 students in TYA, who meet periodically to discuss what they're doing. That was heightened in January during a week-long experience which allowed TYA students to actually run a school. It was a kindergarten through eighth grade school at Lolo. Mont., a small community near Missoula. The students visited classrooms Monday and Tuesday, then on Wednesday took over while regular teachers were in workshops with Usher. Welch, and War- npr. Such a thing is unheard of, Usher said. To his knowledge it's never been done before. There was "remarkably little trouble," Usher said, as UNC students led classes, dealt with parents, and handled discipline problems. As expected, there were students who couldn't cope with the public school ' setting. The experience will help them out of teaching and into careers they're more likely to enjoy. U n l i k e Sheila.^ TYA students have a chance to decide before it's too late, Usher said. 30 per cenf in some schools Absenteeism climbs, poses problem for schools Does the post-Industrial period give hope to liberal arts major? I By PATRICIA McCORMACK UPI Education Editor If they listen to critics, the nation's liberal arts students ought to be sick \rith anxiety neurosis. Student! majoring in history, English, art, music and such where "the degree isn't relevant" or "it's not connected to a career" or "are you some kind of fool, majoring in poetry in these times?" Now liberal arts students can stand up and be counted. Be proud of your thing. takes a narrow or specialized course. highly This advice is based on words with Dr. Frederic W. Ness, president of the Association of American Colleges. He has under his belt 30 years in college administration, includ- period," he said. £·. ing a spell as head of California State University at Fresno. In an interview Dr. Ness high and dry in a short period. I pooh-poohed efforts to put down "A person with a good liberal the liberal arts degree. The arts degree can make adjust critics push skill training, expecting every college graduate to be prepared for a specific job. Asked what hie would lay to 'need! of society four or five liberal art! majon reaching for yean down the road, the panic button, the veteran "The liberal art! degree education adminiltrator laid: prepare! for the future. Narrow "I would ull them to relax training prepares for the world and not be fooled by talk that If that wai. they will take dental technician "Look at the managers of all training or something of the our organization! -- social, sort they will be made for life, economic, political -- ind you "Such talk doesn't look ahead will see a vait majority are enough to see that someday liberal art! graduates, someone will come along with ' "They get the breadth of chewing gum that clean! training to aee their ipeclalty in teeth." broader relationships. State- Through the years, Dr. New ments that liberal art! prepares said, experience has shown that for nothing are absolutely the person who take! liberal fallacious, arts is better off than one who "If we forego the kind of liberal arts training that has been a major component of our society in the United States, then our society will go. "What good li more technolo- "We are in the post-industrial 'In such a society anyone who is given a gy in a post industrial society? narrow education will be left "We must build in ability to change, flexibility. Technocrats can very easily and quickly become obsolete." The organization Dr. Ness heads includes many liberal arts college* among its 690 ments and fit into anything. "I maintain that a liberal arts program is the bat possible preparation for the member institutions. By PATRICIA McCORMACK UPI Education Editor For the third year in a row, school principals are calling absenteeism the "most perplexing student problem." It comes out ahead of discipline headaches for two reasons: One: the 2.5 million absent but enrolled students miss out on education. Some 2 million other students, who should be enrolled, are no-shows at roll- taking time year 'round. They lose out the most. Two: the school districts, receiving state aid on a per diem basis for pupils In school, get short-changed. The school districts nationwide are losing tens of millions of dollars. The National Association of Secondary School Principals isn't alone In the battle to bring down the absenteeism rate, which runs from 10 to 15 per cent of those on the rolls in a given school on a typical day. In some areas, the daily absence is up to 30 per cent. The National Congress of Parents and Teachers is in with suggestions on how the PTAs can help the schools. The blueprint for action, recommended to local PTAs, is based in part on findings in an absenteeism survey conducted by the National PTA last year in Colorado, New Hampshire, Ohio, Tennessee and Utah. The study found, for example, that some children of working parents may sleep in, not . hearing the alarm clock after their mom and dad head for the office or factory. To remedy this situation, the absenteeism action blueprint drawn up by the PTA suggests that the local PTAs consider a "wake-up and pick;up" service for such children. .The patterns of absenteeism detected during the PTA survey in the five states included: -- Kindergarten boys and girls are absent more often than children in any other elementary grade. -- Children in enrichment programs are absent less often than others. -- When it comes to a choice between being late or staying home all day, many parents elect to keep the children home. -- Family traveling accounts for many absences. -- More absences occur on Mondays and Fridays than on other days. -- Absences frequently occur on gym days. This suggests children without necessary gym outfits prefer to stay home: -- Students who walk to school or ride in cars are absent more than those who go ·by bus. -- Parents often keep children out of school to help at home --with baby-sitting, for example. In addition to the "wake-up and pick-up" service, the PTA recommends the following to local PTAs wanting to help curbabsencee: -- Set up a system for telephoning parents of an absent student each day he or she is absent, to inquire about the cause and to offer assistance. -- Provide clothing for children in need. -- Offer a baby-sitting service during school hours for parents who might otherwise have to keep the older children of the family at home. -- Try to bring more volunteers into the schools to work with students having difficulties of any kind. -- Give awards or rewards to students and-or classes for outstandingattendancc. -- Consider setting up a "buddy" system for all children, but especially for those new to the school. -- Ask parents to time family trips so as not to interfere with school attendance. -- If appointments with the dentist or doctor must be scheduled during the school day, ask parents to return children to school following the appointments. Mark 25th anniversary Cameron students plan district menus School District Six students participation in the school lunch Shave been enjoying school program, Cameron ichool [ lunches prepared from menus students, teachers staff, all designed by Cameron School have participated in students this month. designating and planning the Celebrating their 25th year of lunch menu for each day of the month. Mrs. Ann Einapahr, Cameron School lunch manager, worked with itudenti and teachen explaining how to plan a balanced menu. Mn. Einipahr explained STUDENTS PIJVN MENUS - Mrs. Ann 'Kinspahr, right, school lunch manager at Cameron Elementary School, and Mrs. Anne ' St Clair pose with Cameron students who have helped plan district-wide menus this month. The students are, back row from left, Louis that school lunches ar Type A lunches, a government designation for a meal containing one-third of the minimum daily vitamin and nutritional requirements recommended by the U.S. Department of Agriculture. According to the lunch manager, each meal is made up of the four basic food groups- milk, meat, vegetables and fruit, and bread and cereal. Each grade in the school designed a lunch menu for each day of the month. The menu was then posted on a special shield on the door of each classroom. The parents of the children were invited to the school on the day their children's meal was served. Together with teacher Dick Sprague, Mrs. Einspahr decorated the entire school with poster and designs describing the school lunch program and food and vitamin information. "When we first thought of the idea of celebrating Cameron's 25th year of participation in the school lunch program, we started off to do something simple. As we talked to the Concordla, Scott Qonki, Tim Affuello, and school principal, Paul Delia Moreno. Front row from left are Cindy Rutherford, and lunch super- Scheldt, Debbie Duran, Chad Johnson, Jimmy visor Ralph Randel, the project Rodney, Brett Kent, and Rusty Barfoct. got bigger and bigger until it (Photo by Norm Schaff) involved everyone in the school," Mrs. Einspahr said. The PocketTeller Circuit is wired for cash. 24 hours a day. A PocketTeller card is your connection to instant cash when you're away from our bank. It plugs you into the PocketTeller Circuit, made up of eighteen ABC banks. Eight of these banks, located in Denver, Boulder, Loveland, Greeley and Colorado Springs, have PocketTeller machines where you can get cash 24 hours a day. You can get a PocketTeller card by opening a checking or savings account at our bank. Cards arc free to customers who apply. Plug into the circuit that's never closed. Only ABC banks have it. EELEY NATIONAL BANK ' ·*·- " * aeoo W. 10th · Greeley. Colorado 80631 · 353-4335 Member FDIC. Member Alliliated Bankshares of Colorado. Inc

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