12. A Change in Method Needed

Case. A majority of the teachers in this school system used a method of teaching phonics that involved all possible phonetic sounds and combinations. After a demonstration was given illustrating a different method of phonic instruction, many teachers were still loathe to give up their present procedure.

Solution. The supervisor worked with a group of younger teachers who were willing to try a usable system of phonics based on a minimum list of phonetic combinations derived from the tabulation of ten primers, ten first readers, ten second readers, and ten third readers. This minimum list reduced itself to fifteen common phonograms and three simple rules.

The supervisor then initiated an experiment in twenty buildings. For six weeks one group of teachers taught phonics by the simpler method and another group continued to teach in their own formal way. At the end of the period a stiff pronunciation test was given to pupils of both groups.

Results showed that children taught all possible phonetic sounds and combinations had to rely on memory alone to aid them in pronunciation tests, whereas other pupils applied their knowledge of the fifteen families or the three simple rules. Children of the first group found it a mental impossibility to recall all phonetic combinations of the common English words. The results showed a decided gain for the second group over the first.

Results. The teachers were convinced, and wanted to use the more economical method.

13. A Conservative Becomes a Progressive

Case. In a system of about 500 elementary pupils, one of the teachers had taught a certain fourth grade for a

great many years. The superintendent was new, but found in an early visit that although the teacher's discipline was good, her methods were out of date. The teacher felt certain that long experience justified the continuance of these methods, and it was evident that she intended to keep by them.

Solution. Not wishing to have trouble with such an old "resident," the superintendent sat down to study out the situation. He finally decided upon a self-survey of the system, using a number of standardized tests, especially in reading, spelling, and arithmetic.

The results indicated that this grade was well below in most of the things tested. When the results were posted on the bulletin board, considerable discussion followed. The teacher in question apparently had a battle with herself, but after a few days she appeared at the office, rather quiet and meek, and asked for aid in raising her class standings. Of course, this was the opening wedge, and by using care and tact the superintendent introduced her to newer methods and ideas.

Results. From a conservative of the old type, she soon became progressive and gained a new interest in school matters.

14. Peaceful Penetration

Case. In a large city school, the head of the department may be a person of long years of teaching experience, but an ardent devotee of the traditional. Such was this case. The problem was one dealing with a highly cultured, highly intelligent, and very positive-thinking head of the English department. The case was solved by kindly, tactful, and sympathetic contacts.

Solution. The principal began by holding frequent informal chats with the person in question. The principal spoke incidentally but frequently of some of the latter

day ideas and practices in the teaching of English, the most of which were characterized by the head of the department as "bunk." Finally, one day, the principal suggested that as a mere matter of curiosity the English department ought to try out certain suggestions relative to home reading and methods of administering the same, as given in the 1917 Bulletin of the Bureau of Education on the "Reorganization of English." In talking to the department head, the principal gave the impression that he doubted the efficiency of the department's methods. By frequent tactful talks during the year the principal gradually influenced the method of teaching of the department head in question.

Results. At the close of the year the department head was enthusiastic about new methods and materials.

15. A Social-Science Lesson

The teacher of social science presented more than an ordinary challenge. Each member of this sixth-grade class, which was supposedly making a study of France, was supplied with a copy of Essentials of Geography, Book II. These books lay open on the desks while bored owners were entertaining themselves in various ways instead of following the oral reading of one of their number. The teacher assisted with pronunciation of unfamiliar words and occasionally referred to a wall map.

At the close of school that day a request for a conference, which the principal so dreaded, came from the teacher. There seemed so little in the lesson to commend. The first question put to the teacher was how she rated her lesson. To the principal's surprise and relief her rating was identical with the principal's. Here was something to commend. The teacher's realization of the situation made it possible to make changes in organization and method more easily and quickly. When asked the

reason for the present condition, she ascribed it to inattention of pupils. Causes of inattention were then discussed. The teacher was led to see that it was frequently due to inefficient presentation of the subject matter, but in defense said she had undertaken the teaching of social science in the fourth, fifth, and sixth grades because no one else had been willing to do so.

The principal then offered to assist her in reorganizing and building up a technique that would make her work more satisfactory to herself and helpful to the children. It was suggested that the teacher and the class make an outline of topics or a list of problems to be studied. Then the class was broken up into groups with a chairman for each group who worked on a special topic that was of interest to him. The members of each group would be given an opportunity to tell about their findings later. This method provided a motive for work, an opportunity for service, leadership, and coöperation, besides making it possible to cover a wider field.

Then came the question of how to secure material. Books of which the teacher had known nothing were found in bookcases and closets. The teacher visited the public library and also requested the children to bring books from home. After several days had passed, another visit was made by the principal. At this time chairmen were taking charge of groups and the teacher was in the background. There were many references in the pupils' reports to books read. There was substantial evidence that the books were being used.

Later, material from the Children's Museum and the Department of Visual Education was used.

Finally, many of the children, on their own initiative, went to the library and returned with books from which they wished to report to the class. Pictures brought by pupils were mounted and used as occasion arose.

By the end of the year the geography classes presented an interested group of children, developing in leadership, coöperation, self-direction, and self-appraisal, with a teacher who, though failing at first, was now doing work of at least average quality.

16. The Supervisor Taught

Case. The teacher used worn-out methods of teaching reading. Each child had the same book. The reading was largely oral, and the pupils read one by one with frequent rereading of paragraphs. The children not only failed to get the story but were restless and inattentive.

Solution. The supervisor took the class, turned to a new story, and after giving the brief setting needed, asked the children to read portions silently to see who could find the answers to certain thought-provoking questions which the supervisor gave them. The reading became a sort of game, the children became alert, and a new atmosphere seemed to pass over the class. The supervisor called the children's attention to the fact that they could read more rapidly without lip movement. She also showed them that they could get the story just as well by reading rapidly.

After class she talked the work over with the teacher, explaining to her the different types of reading material and the several methods of procedure. The supervisor suggested that each lesson be carefully planned; also that the method of teaching fit the type of lesson taught. She then recommended several books on methods of teaching reading. Among these was Stone's Oral and Silent Reading, which contains type lessons and readable discussions of reading lessons. Many conferences followed.

Results. The teacher became greatly interested in the great variety of efficient methods of teaching reading,