In School and Out

Press, Volume CVI, Issue 31153, 1 September 1966, Page 9

In School and Out

ADOPTED CLASSES

(Specially written for "The Press” by

A. McCURDY.

senior lecturer,

in chemistry in the secondary department, Christchurch Teachers’ College!

In teaching as in other professional walks of life the matching of theory and practical experience is all important. This applies especially in teacher training. With this principle in mind, and with the added intention that training courses must be closely related with the work in schools, lecturers in the secondary department of Christchurch Teachers’ College in the last two years have embarked upon quite extensive schemes for bringing teachers-in-training into yet more direct contact with the classroom. The method used has been together with his tutor group to assume responsibility for the teaching of a particular class for a period of time, frequently the whole year. Techers in the secondary department of the college are organised into tutor groups, according to their major subject specialisation, and each group has in charge of j it the lecturer in that subject. Schools Last Year In 1965 classes at the following schools were adpoted and their teaching was carried out by the tutor groups . concerned. At Christchurch Boys’ High School Mr J. Dugdale, the mathematics lecturer and a former member of the Boy’s High school staff continued his work with a junior form, i At Hagley High School, then Christchurch West High School, the chemistry, history j and physical education groups under the respective tutors, Mr A. McCurdy, Mr H. C. Evison and Mr F. Carter, took 1 classes in these subjects. At Hillmorton High School the ; chemistry group assisted in the teaching of an upper- ' sixth-form class. Mr J. Ren- ■ ner, lecturer in geography J and social studies and his group, were responsible for the whole year for a ' class at Christchurch Girls’ ' High School. Mr I. D. Leggat, ' head of department at Shirley : Boys’ High School and Mr J. Grigor from Aranui High ■ School accepted secondment 1 to the secondary department ; of the College during the i year and. taking advantage of ; their intimate association with ; their own schools, adopted i

classes also, for work with their tutor groups. Mr Grigor acted as lecturer in science with Division B teachers (then known as Division D). Mr Leggat's appointment in charge of the biology group, and his adoption of’ a class in a boys’ school involved women teachers in the group in a novel situation. However, as a result of their ability, their enthusiasm and the guidance of their tutor .the women coped splendidly with their all male environment. In general the classes taking part in the scheme are third and fourth forms. It is at this level that the young high school teacher has most to learn in classroom management. This is the age group he is farthest from, the group whose habits he has probably forgotten most about, where teaching technique is most different from that of his immediate experience, where he has to make greatest personal adjustment. Thanks to the interest and active assistance of the principals, the heads of department and class teachers of the schools concerned, the system of adopted classes is providing additional opportunity for young teachers to extend their experience of working with junior classes. There are numerous advantages in this close association with a specific class and school. It provides a reference from work for college courses. Ideas developed there can be tested directly in the classroom with immediate feedback of classroom experience for analysis. As an example of what can be done an experiment conducted by Mr C. Knight may be quoted. Together with his group of teachers from Division B, Mr Knight conducted last year a series of fifteen lessons with a fourth form at Burnside High School. The lessons were recorded on tape and then studied back at the college. The opportunity provided for the detailed and continuous planning of lessons is most valuable. Apart from the value of this direct experience in lesson preparation there is the advantage that lesson material of this kind can be made available to the whole group and can provide a basis for future lessons providing the

(material Is modified in the light of new circumstances and of the experience gained in teaching it to the adopted class. In some cases it has been possible to make material prepared for the adopted class available for general distribution to teachers. Lesson matter in mathematics which has arisen out of Mr J. Dugdale's work with his class at Christchurch Boys' High School is a case in point. New Approaches New approaches can be Investigated with some hope of continuity in the investigation and attention can be given to alternative methods of classroom presentation such as the most extensive use of class assignments designed to encourage independent work by the pupils, or programme learning. Preparation for such approaches involves the young teacher in a number of salutary experiences: having to examine his own understanding of a theme, having to find ways to “put this across,” and of having his material put to the test by the adopted class. In general the increased classroom association is working well to keep teaching theory and practice in firm contact. It has increased the scope for lecturers to highlight significant aspects of classroom experience, and has helped to intensify the sense of purpose in all work undertaken. Main Value But the main value of the adopted class is that here is a class with which the young teacher can identify himself. It is close to being his own class. There is opportunity to get to know individual pupils well and in the atmosphere of mutual support and of candid but understanding comment which ideally the tutor group provides to develop a sure touch and greater self confidence with pupils in general. Classes usually adjust readily to the situation and, in many cases, are plainly stimulated by the enthusiasm of the young teachers dealing with them. The adopted class system continues in 1966 and, as last year, there are indications that it is an important step towards assisting next year’s starters in secondary teaching to do their work well.