Advancement of the Teacher with the Class. Bulletin, 1915, No. 42

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Personality Traits; Teacher Characteristics; Cultural Influences; Educational Attainment; Knowledge Level; Altruism; Teaching Skills; Questionnaires; Superintendents; Teacher Attitudes; Administrator Attitudes; Foreign Countries; Looping (Teachers); Teaching Methods; Educational Administration

Shall teachers in city graded schools be advanced from grade to grade with their pupils through a series of two, three, four, or more years, so that they may come to know the children they teach and be able to build the work of the latter years on that of the earlier years, or shall teachers be required to remain year after year in the same grade while the children, promoted from grade to grade, are taught by a different teacher each year? For the purpose of calling the attention of teachers and school officers to the subject, and that they may have in brief compass at least a partial summary of the practice of the schools of this and other countries, and of the opinions of some of those who have tried the two plans. On general grounds, in accordance with the principles of pedagogy and psychology, the argument is strong for the advancement of the teacher with her pupils for a considerable period of time. The personality of the teacher is the vitalizing force education, and it is productive in individuals: (a) according to native endowment, (b) according to personal training and attainment in knowledge, sympathy, and skill. When a wholesome, productive personality has once begun to stimulate into new life and power the growing conscious being of the child, its activity should be continued so long as it shows a normal quickening influence. This is essential for conscious mental unity in the child, and for normal, uniform development. Contents of this bulletin include: (1) Letter of transmittal; (2) The questions involved; (3) Reasoning from a theoretical standpoint; (4) Grades and cycles of advancement noted in replies to questionnaire; (5) Opinions of superintendents as to merits of plan; (6) Opinions of teachers; (7) Advancement of teacher in foreign schools; (8) Summary of arguments for and against the plan; and (9) Addenda. (Contains 2 tables and 5 footnotes.) [Best copy available has been provided.]

ERIC

2013

ED541900