Guidance techniques used in a fifth grade class

67 Pages·02.918 MB·English

by  Lambson, Bob R. G

GUIDANCE TECHNIQUES USED
IN A FIFTH GRADE CLASS
- , „ , . A P roject
Presented to
the Faculty of the School of Education
The U niversity of Southern C alifornia
In P a rtia l F u lfillm en t
of the Requirements for the Degree
Master of Science in Education
by
Bob R. G. Lambson
June 1950
UMI Number: EP45922
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This project report, ‘written under the direction
of the candidate’s adviser and approved by him,
has been presented to and accepted by the Faculty
of the School of Education in partial fulfillment of
the requirements for the degree of Master of
Science in Education.
Dat ...................
J
Adviser
Dean
CONTENTS
CHAPTER PA®
I The Problem- - - - - - - - - - - - - - - - - - 1
Need for Classroom Guidance - - - - - - - - l
Knowing C hildren- - - - - - - - - - - - - - 4
II O bservation- - - - - - - - - - - - - - - - - - 5
D irect O bservation- - - - - - - - - - - - - 5
Anecdotal Records - - - - - - - - - - - - - 10
III Interview s - 13
With C h ild ren ------------------------------------------------------ 13
With Others - - - - - - - - - - - - - - - - 16
IV Case Studies - - - - - - - - - - - - - - - - - 18
Ordinary Students - - - - - - - - - - - - - 19
M aladjusted Students- - - - - - - - - - - - 21
V Standardized T ests - - - - - - - - - - - - - - 23
Purpose or Uses - - - - - - - - - - - - - - 23
Samples - - - - - - - - - - - - - - - - - - 24
VI Cumulative Pupil Records - - - - - - - - - - - 35
Content - - - - - - - - - - - - - - - - - - 36
Purpose or Uses - - - - - - - - - - - - - - 42
VII Other Records- - - - - - - - - - - - - - - - - 47
H ealth Records- - - - - - - - - - - - - - - 47
Report Cards- - - - - - - - - - - - - - - - 47
Attendance Cards- - - - - - - - - - - - - - 48
M iscellaneous - - - - - - - - - - - - - - - 48
VIII Sociom etry 60
Adm inistering the T est- - - - - - - - - - - 60
Tabulating R esu lts- - - - - - - - - - - - - 52
Other Sociogram s- - - - - - - - - - - - - - 54
Conclusion- - - - - - - - - - - - - - - - - 56
CONTENTS
CHAPTER ' PAGE
IX Summary- - - - - - - - - - - - - - - - - - - - 59
Bibliography- - - - - - - - - - - - - - - - 62
CHAPTER ONE
THE PROBLEM
I t is the resp o n sib ility of the schools to carry out
the w ishes of our dem ocratic so ciety and meet the needs of
our youth. Each teacher w ill have to know h is pu pils in
order to f u lf ill th is resp o n sib ility of the sch ools. How
can the teacher r e a lly know h is pupils? Is the teaching
load so heavy that i t is p ra ctica lly im possible for a c la ss­
room teacher to carry out an organized guidance program for
h is room? How do the d ifferen t guidance techniques actu ally
work in a classroom? Teachers have these guidance techniques
availab le for them to learn and use. is t h e purpose of
th is project to show the ap p lication of some of these tech­
niques in a fifth grade classroom and in so doing answer the
above questions.
MEED FOR CLASSROOM GUIDANCE
I t is obvious there is a need for guidance in the class'--
room. The guidance we are speaking of here is not ju st the
in cid en tal help the p u p ils are receivin g but a d efin ite pro­
gram the teacher has worked on in order to further the growth
of h is pupils so they may meet the ob ligation s of the futu re.
The subject m atter taught the children and it s ap p lication to
th eir needs is guidance and not ju st in cid en tal but there is
a further resp o n sib ility of the teacher and th is is an organ­
ized guidance program along w ith h is regular teaching.
2
Why do we have to have an organized guidance program in
our classroom? The answer to th is is that we can b etter our
teaching and carry out the ob ligation s of our p osition s to 'a
more sa tisfa cto ry end. I t is not only a p riv ileg e but a duty
for the child to attend school and i t is therefore the duty of
everyone concerned to f i t the program to th is ch ild and we can
only do th is through knowing the ch ild and the situ a tio n s in ­
volved. Knowing the child and these situ a tio n s or the environ­
ment c a ll for classroom guidance and the help of other school
personnel.
There is much a c tiv ity going on around and in the liv e s
of our pupils today. There are, of course, many problems for
each of them to face and so lv e. Most of these problems are
very im portant to them and may a lte r th eir futures to a great
extent.^/
Even in our democracy some of our fifth grade pupils have
an economic problem. Some of them are able to dress very w ell
and others have to depend on some w elfare agency. If there
happens to be some kind of a show a t the school where there
is an adm ission charge,, or i f they are having hot dogs in the
ca feteria today some of the pu pils w ill be able to go, others
w ill not. I t's a rea l problem for the child and a lso one for
the teacher.
The fam ily and home seem to have given up some of th eir
3
resp o n sib ility to the sch ools. Children are more dependent
on the schools today than ever before and the schools must
accept th is resp o n sib ility .
The pupils in our fifth grade bring in reports from news­
papers they have read, sto r ies from the radio and te le v isio n .
They are aware of what is happening around them and they want
to be able to cope with these thin gs. We a ll need guidance
■\
in our liv in g and the children depend on i t i not only from
th eir parents, but from th eir teachers.
We need classroom guidance because a ll pu pils are not
a lik e and because they face d ifferen t problem s. Even i f a ll
children were a lik e and faced the same problems we would s t i l l
need guidance but not to such a great degree as we do now.
We a ll have certain basic needs such as ph ysical needs,
a ffectio n , w orthiness, and a feelin g of belongingness. This
is why we can carry on a guidance program in our classroom s.
We have something in common on which to sta r t our work.
S atisfyin g these needs is another problem. The make-up of
our p u p ils, although they have the same basic needs, is d if­
feren t. They are in d ivid u als. This is the place where the
classroom teacher w ill have to have an organized guidance
program i f he wants to help these ind ividu als get the most
from h is teaching and take a responsible p o sitio n in lif e .
4
KNOWING CHILDREN
The follow ing chapters of th is p roject w ill cover some of 'X
the guidance techniques a teacher can use in h is classroom . X
We w ill show the ap p lication of th is technique in a given
situ a tio n in the fifth grade and evaluate it s outcome. I t is
up to the ind ividu al teacher to determine what techniques he
w ill use and what he w ill not use. In th is fifth grade cla ss
we w ill cover the techniques used and the outcome of using
that p articu lar one.
Opinions w ill be given by other teachers on the use of
these methods. There w ill also be some inform ation on what
they think a regular elem entary classroom should do in re­
gards to an organized guidance program.
I t is hoped that th is pr-ej-etrfc-'may help some teacher take V
cognizance of the fa c t that there is a w ealth of m aterial on
elem entary school guidance and that there is time to apply i t
in our regular classroom s. These guidance techniques w ill
help us know our pupils and we w ill be able to carry out the
du ties of our p osition s in a more sa tisfa cto ry way,
5
P
CHAPTER TWO
OBSERVATION
DIRECT OBSERVATION
O bservation seeks to ascertain what people think and do A-
by watching them as they express them selves in various situ ­
a tio n s, selected to ty p ify the conditions of inform al liv in g
or to represent some sp ecia l se t of fa cto rs. D irect obser­
vation is one of the best^w ays/in which a teacher can rea lly
come ' to know a ch ild . Yqujnust have some question in mind
about the ch ild and then carry out a system atic observation
study of him. 7s
In my fifth grade classroom there is a boy, we sh a ll
c a ll John, who has been the troubles of many teachers. In
my observations throughout th is sem ester I have formulated
some questions concerning him. Such questions as these are
asked o n eself, "How are h is study h ab its?, Who are h is frien d s?,
Does he take active part in the group?, How does the group
accept him?, What does he do during h is leisu re tim e?, # These
are only a few questions but they w ill give the teacher some­
thing to work on.
"^Good, C. V ., Barr, A. S ., S cates, D. E ., The Methodology
of Educational Research. New York, Appleton - Century - C rofts,
In c ., 1941. p. 390