Lesley University DigitalCommons@Lesley Lesley Review Special Collections and Archives Winter 1966 Lesley Review (Winter 1966) Lesley College Follow this and additional works at: https://digitalcommons.lesley.edu/lesley_alumnae Recommended Citation Lesley College, "Lesley Review (Winter 1966)" (1966). Lesley Review. 13. https://digitalcommons.lesley.edu/lesley_alumnae/13 This Book is brought to you for free and open access by the Special Collections and Archives at DigitalCommons@Lesley. It has been accepted for inclusion in Lesley Review by an authorized administrator of DigitalCommons@Lesley. For more information, please contact [email protected]. ~ ~ Lesley Review / / / LESLEY GRADUATE SCHOOL New Approaches to Advanced Teacher Education by Boris Gertz, Ph.D ., Director of Lesley Graduate Programs Today's teachers are faced with a dual challenge. First, ness. It is anticipated that student s will reflect the re­ of course, they must be capable of teaching children in sults of this course by exerting a more constructive classroom situations which grow increasingly complex influence in their classroom teaching. in our busy society. Also of paramount importanc e is This training is given in the fall semester. It is based the fact that our teachers must be equally competent on a theory of learning which recognizes the complex­ leaders in team teaching situations. ity of human behavior , and the structure and nature of Lesley's Gradu ate School of Educ ation recognizes forces and principles underlying attitude change. Grad­ these educational facts of life. In fact, many gradu ate uate students participate in a basic training group LESLEY REVIEW Winter 1966 Volume 4 Number 2 program developments are based on the belief that stu­ called a "T-group." This is essentially an unstructured dents who are perceptive of their own effectiveness in group situation where members learn how to observe dealing with groups-childr en or adults-will make the operation of group forces in relation to their own Contents better teachers than those who are not able to relate be­ behavior. Opportunities exist for students to accept 1 Lesley Graduate School tween themselves and the group . and provide leadership in a peer group situation which This belief is support ed by indications that teaching helps them learn first-hand about the nature of authori­ 5 Lesley Schools become Lesley College Schools for Children is becoming more and more a complex group process ty, status, decision-making, creating climates for effec­ 6 Just boys calling for the adaptation of team work and an em­ tive learning , and other areas in the behaviorial sci­ 9 Homecoming 1966 phasis on subject matter competence . ences. Armed with this knowledge, they will then, We feel that the inclusion of human relations prin­ hopefully, generalize their learning experiences in the 10 The Bethel Experience ciples in our graduate programs , along with a variety group and apply them to their teaching situations. 12 Record attendance at Lesley-sponsored N.E. Kindergarten Conference of professional courses, will provide the means for im­ Group work is followed in the spring semester by 13 Final Report, 1965 Annual Giving Program proving the competency of future teachers who serve concentrating on the application of social-psychologi­ either as autonomous educators or as members of cal theory as applied to classroom situations. First, re­ 14 News and notes from the Alumnae Office teaching teams. Skill in human relations will help pre­ search literature on subjects such as group productivity, 15 Nominations for membership to the Lesley College Alumnae Association pare these students for leadership, giving them greater co-operation-comp etition, and group standards are Board of Directors opportunity to make a significant contribution to the studied and reviewed. The information thus provided teaching profession. becomes the basis for an individual action-research 17 Club notes Essentially, the aim of Lesley Graduate Programs is project in each student's area of specialization. 18 Class notes to provide three vital contributions to the field of teach­ Project s are carried out under the direction of Elmer er education : 1) promote leadership characteristics for Van Egmond (Ph.D., University of Michigan), Direc­ · future professional work ; 2) foster increased interper­ tor of Research for Lesley College. Research projects sonal competence in the classroom and, thereby, stimu­ are varied. However , one such study might include an STAFF BACK COVER: Mrs. Arthur M. Greenwood, a Fellow late the highest possible climate for intellectual and analysis of the informal social organization of a class­ James A. Hiltz, Editor in History of Smithsonian Institute, was presented emotional development of children; 3) provide other room . For a project of this nature , the student would Barbara Shaw, with an L.H.D. degree at Lesley's Winter Convoca­ teaching institutions with an innovative model of teach­ prepare questionnaires to be filled out by the children Director of Alumnae Affairs tion this past December 16. Mrs. Greenwood has er training which, when evaluated, will offer useful data of a selected classroom . The questionnaire would seek Ann M. Parks, Design dedicated many years of her life to collecting, study­ ing, and preserving information, artifacts and books for the improvement of teacher training programs. to determine who, of their classmates, each child would The Lesley Review is a publica­ on Early America. Much of her collection-13,000 prefer to work with and the reasons for his preference. tion of Lesley College , 29 Everett Street , Cambridge, artifacts and 11,000 books-is housed at her home­ Relationship Of The Individual To The Group Is Impor­ Such a study enables the teacher to better understand Massachusetts 02138 . Articles "Time Stone Farm" in Marlborough, Mass. "Time tant A unique aspect of all Lesley's graduate de­ the · current organization of her classroom activities. in the Lesley Review are the Stone" is historically rich in its own right, having expre ss opinions of their gree program s is the requirement of six credit hours of One of the consequenc es of sociometric studies is to authors and are not necessarily been built in 1702, and standing today as a living link course work which enables students to study group help the teacher with a procedure for perceiving her shared by Lesley College . with our nation's past. processes and methods for increasing their effective- children's activities and learning to delegate some of 1 her more administrative duties, thus providing her with L: "Senior Teachers " in Lesley's Graduate Program more time to teach. ll observe and guide other graduate students ("Jun­ ior Teachers ") who are new in the field of teaching. Graduate Programs There are three major graduate "Senior Teachers" are experienced teachers who en­ programs now in effect at Lesley. One is geared to the roll in graduate program for advanced study or to obtain graduate degree. liberal arts undergraduate . A second is aimed at experi­ enced teachers who are currently working in local school systems. A third program offers specialized R: Wendy Oldfield, ;ho received her Master of Edu­ cation degree this past summer, shares an adventure study for both liberal arts students and teachers who in the use of Cuisenaire Rods with her class during desire to work with mentally retarded children. All of an arithmetic lesson. these programs integrate courses in education with a co-ordinated program of liberal arts and experiences in laboratory methods of education. PROGRAM I Program I, under the co-ordination of Nancy Woods ( Ph.D., Harvard University), Assistant Professor of Education, is structured for liberal arts students with standards of Massachusetts) fill out the school year. mentally retarded require teachers whose professional health organizations and local school systems in nearby little or no professional teacher training or background. Students may also choose one elective in either general backgrounds have prepared them to meet this unusual communities. In line with this thinking, the Graduate This program combines student teaching with courses education or professional education depending upon teaching challenge. Extension Division has planned a special education in Psychology, Philosophy and Foundations of Educa­ their needs and background. Our Special Education Program is organized and series, known as "The Campus Comes to You," a pro­ tion, Elementary School Methods, and Curriculum Students participating in Program I are awarded co-ordinated by Miss Helen Freeman, Director of gram for experienced teachers. Development. Practice teaching is carried on during their M.Ed. degree upon successful completion of Lesley's Carroll-Hall School for Children, which offers The nucleus of this unique in-service education pro­ the graduate student's fall semester. At this time, both graduate studies. education programs for the mentally retarded, and Mr. gram was initiated last year when a Kindergarten Cur­ the college staff and the co-operating teacher supervise Floyd Benitz, a new faculty addition at the College and riculum Workshop was jointly formulated by Lesley PROGRAM II the student's progress in the classroom. a doctoral candidate at Wayne University. Miss Free­ and the Quincy, Massachusetts, Kindergarten Teachers Program II is an outgrowth of Lesley's in-service train­ Concurrent with practice teaching, students attend man and Mr . Benitz co-ordinate a program that also