FOR YOUNG TEACHERS

Press, Volume CVIII, Issue 31754, 10 August 1968, Page 4

FOR YOUNG TEACHERS

(Svoiewes ov p.w.u. Thinking About Education. By R. Chapman-Taylor and Harold V. Clark. Collins. 240 pp.

To fully appreciate this succinct little volume, one must keep in mind the authors* stated purpose: “This book has been written to help young primary school teachers to think about their work and to make up their minds how to go about it” Thus the purpose justifies the forthright simplicity of the fatherly advice presented by practitioners rather than theorists.

The first three chapters effectively explain the nature of education, basic processes of learning, and the dynamics of motivation- Chapter IV sets forth some functional principles of teaching, but tends to be a rambling presentation with *h abrupt ending, all of which might become a discouraging point in the student’s reading. Chapter V, however, is packed, with good, solid, practical factors which tend to answer many of the questions foremost in the minds of beginning teachers. Chapter VI does an admirable job of allaying the major concern of every young teacher —the management of children —and does so with well-chosen example* and suggestions.

Chapter VII skims the subject matter areas in practical and informative fashion, with perhaps an over-treatment of mathematics. Health and Physical Education may have been purposely omitted from inclusion with the more academic partners. It becomes a matter of personal judgment whether or not this is a warranted omission. Another abrupt chapter ending could have been prevented by accentuating the necessary integrative aspect of the school's programme of study.

A two page Chapter VIII on "Remedial Teaching” serves only as a simple warning sign. Dealing with the child who is performing poorly is vitally important, but no less important than maintaining the challenge of the extraordinary performer. Even a four-page presentation of the balance necessary between "remedial teaching" and “enrichment teaching” would be an improvement Chapter IX tend* to supplement Chapter VIII •nd dares the young teacher to be innovative. Moreover, despite the oversimplification in the “bridge” figures, the plea for an education which is not a one-way authoritarian process seem* to come forth with good emphasis. In the Anal chapter we again run into th* fatherly approach which in thia case

is altogether too “Sundayschoolish.” The final word needs to be an uninhibited straight-from-the-shoulder approach rather than the grandmother’s knee treatment In its totality this book measures up to it* stated purpose. This reviewer also see* two other limited uses for the book: (a) a functional source of information for the secondary school student who want* to know more about teaching as a possible career, and (b) a book which a head teacher or even an inspector might well slip into the pocket of a teacher of long experience who may need a reminder of what is basic in the educational process.

Shakespeare Play By Play. By Stephen Usherwood and Raymond Piper. Phoenix House. 99 pp. This book’s large pages are ideally suited to their task of providinfl an attractive, clear introduction to Shakespeare’s play*. The main virtu* of the work lies in the attractive way in which it is produced. Much of the credit is due to Mr Piper, who provide* some charming sketches. The text consists of a description of the plot* and a short commentary on the main features of each play. A* a children's reference book the project eaa ba warmly commended.