Teaching Aid Rediscovered

Press, Volume CVII, Issue 31384, 1 June 1967, Page 10

Teaching Aid Rediscovered

In answer to criticisms of the traditional “learning box” method of instruction now in use in our schools, a bold new educational programme is being undertaken in Washington, D.C. This experiment makes use of live adult humans, called teachers, who give instruction to young people in groups of 25 to 35 called classes, says an American magazine. Several advantages are claimed for this radical departure in education. Children who formerly played aimlessly with the dials of their learning boxes instead of devoting full attention to the lessons are finding a new interest in learning. A live teacher cannot be dialed away. Though he may be distracted momentarily by laughter at his favourite jokes, sooner or later he returns to the lesson. Small children react warmly to live teachers. They crowd around the teacher for friendly words of encouragement Under the learning-box system, little enthusiasm is generated by the impersonal “You are right” “You are wrong,” "Try again.” No child wants to hug the learning box; the only warmth it radiates comes from overheated tubes. Children now have an alert twinkle in their eyes instead of the typical learning-box stare. Educators in charge of the experiment also report that the older students respond enthusiastically to instruc-

tion from a teacher. Teenagers conduct and participate jn discussions and debates under the guidance of the teacher, and some educators believe that oral communications skills will become an important aspect of the training of all students. Another advantage claimed for the teacher is that he has no tubes and condensers to burn out. Though it sometimes appears at the end of the day that the teacher’s wiring is defective, a good night’s sleep usually repairs the temporary damage. Teachers come in assorted sizes and shapes, with diverse

• interests, abilities, attitudes, s and backgrounds. For recreai tion some play the piccolo. : some hunt hippopotami, some i delve into the ancient origins ■of hootenanny. Unlike the i learning box, they are not ■ standardised; they do not think alike. The use of teachl ers may eliminate the comi plaint that centralised pro- • gramming is fostering regi- ■ mented thinking and stifling ’ creativity. i Although it is too early to I assess the results of this ini teresting experiment, we may be witnessing the birth of a I revolutionary new era in edui cation—the use of a teacher.