Lethbridge Herald (Newspaper) - January 26, 1971, Lethbridge, Alberta
2 - THE ICTHBMDGE HBMtO - frtttfoy, Jonwry U, 1971- Education? Language lab at Matthew Halton Jr.-Sr. At Pincher Creek Philosophy of Matthew Halton In the modern world, education must take account of leisure, no less than work. It is no longer necessary to enlarge upon the fact that life is a less simple affair for all of us today. The citizens, of tomorrow will be citizens of a more complex world than that of today. Social contacts are becoming more frequent and more varied, and young persons will need to learn to mix with a greater variety of types of individuals than their parents probably knew, and to understand the point of view of people in other lands besides their own. Tbey will need, moreover, to accommodate themselves t o sudden changes of process and method in the occupations they are likely to take up, and even to be prepared to transfer themselves from one occupation to another and from one part of the country to another. The individual, therefore, must not only become more adaptable as a worker, but must also be in a position to select for himself some wormy and useful way of occupying bis free time. Consequently, the function of Matthew Halton Jr.-Sr. High School may well be summarized as being: 1-To provide a realistic environment which is best suited to individual and social development; 2-To stimulate and guide healthy growth in this environment through a variety of experiences and viewpoints so as to enable him to better establish his own set of values; 3-To enable young persons to acquire the habits, skills, knowledge, interests, and attitudes of mind which tbey will need for living a full and useful life; 4-To provide guidelines of behavior effort, and attainment by which they can measure their own conduct throughout life. The ultimate aim being to assist in the developpment of young people who are responsible, reliable, moral, and humane. Lately there has been a recognition by educators for new revisions in the curriculum to allow students a greater amount of experience and choice in their high school years. This has resulted in two new types of program being offered as part of the high school curriculum: Special Projects and Work Experience. Initial steps have been taken in both of these areas at Matthew Halton and will be operable in the second semester. Here is what we are doing in these areas. SPECIAL PROJECTS This program allows us to give high school credits for work done outside of regular classrooms. We have completed arrangements for approximately thirty-two of our students to embark on a project in conjunction with the Pincher Creek Co-operative. The objectives of this course are as follows: 1-To have students become aware of career opportunities in retail business. 2-To have students become aware of business operation. 3-To have students relate to administration of their own affairs. 4-To have students gain some practical experience in business operation. 5-To learn something about themselves and their relation-snip to other people. In order to give three high school credits, we must offer 75 hours of instruction. There will be 12 two-hour evening sessions (once per week): the first four at Matthew Halton with the remainder at the main Co-op store. The topics covered at Matthew Halton will include: an introduction, business organization structure and roles of management and staff, principles and functions of management, operations and merchandising, salesmanship and customer relations, and career opportunities. The following evenings will be practical application of the earlier sessions during which students will receive instruction by a specific Co-op employee. On one of the busiest Saturdays in the semester, the students will then run the complete downtown Co-op operation. The regular employees will be on duty but only to give assistance if it is required. Another approximately 10 hours will be spent during noon hours viewing and discussing Co-op films appropriate for this retail business course. The remaining 30 hours will be spent by the student doing individual work in consultation with a Co-op employee and officials from the school. The individual study might be done in the store after schools, or may consist of research in our own library as we are planning on purchasing a number of suitable books. Besides this major project a number of students are doing individual work on areas in which they are interested. After presenting an extensive outline of wiiat they will be studying, they are assigned a teacher advisor who will serve as a' resource person. . We intend to expand these types of individual studies in the next years. WORK EXPERIENCE Just introduced this year, the work experience program is meant to allow students to obtain experience in different vocational areas before they have to decide what vocational area they intend to enter. This will give the students a much more meaningful frame of reference from which to choose, than just us "telling them about different jobs." At Matthew Halton we will have a number of students working at St. Vincent's Hospital in the different occupations found there. Thus, some will be working along with the nurses, nursing aides, secretaries, or lab technologists, learning while working in these areas. It must be stressed that these students will not only be observing, but also taking over some of the jobs of these people under the supervision of hospital personnel. Again a minimum amount of time must be spent in this program - a total of one hundred and twenty-five hours must be spent on the job. This involves making room in the students' time* table to work eight hours shifts in the hospital to fill in their time. Another student will be working as a teacher's aid in a special education room for a full semester. Again, part of the time will be spent in observing, and part of the tune will be spent in actually taking over some of the duties of the teacher under her supervision. Evaluation will be carried out by the people involved both at the place of work and by school officials. Plans are under way to establish a committee of local business people who can suggest and offer different areas of work and who can work in conjunction with the school to make this program more meaningful. Both programs offer the students a chance to experience for themselves in a much more meaningful way, the world of work which they will soon be entering. Such programs can be considered a forward stride in making education more relevant to the needs of students. By ROYCE WOODRUFF Matthew Halton High Who needs it? The world today needs it Without education today this world would be very backward and none of the conveniences we nave would exist. Many inventors were well-educated and we need educated people today to service their inventions. Many of today's "respectable" jobs require a weu-edu-cated employee. There are a few jobs, such as sanitary engineers, pick and shovel operators, and some farm jobs, which need hardly any education. These jobs are fairly well paid ones, but where would the world be today if everyone took up these trades? We might not have all the pollution we have now, and everything would be clean, but life would be very hard for us and for the workers. Without mechanics and manufacturers, the sanitary engineers would have a problem executing their duties. Without automobiles, good roads would not be necessary, so road builders would be unnecessary. Farm work would be very difficult. With no tractors, and other modern equipment, agriculture would still be the same as it was two thousand years ago. With today's living conditions, educated men are necessary. Doctors are needed to heal the sick. Without education these doctors would not know any more about diseases and other human ailments than any other person. Many poorly built shacks would be scattered an over the land if architects and engineers were not in existence. Wax candles and kerosene lamps would replace electric lights if there were no electricians. With out education, horses would become popular for transportation because vehicles would no longer be made or serviced. The above people need education and the best time to give it to them is while they are young. Elementary school is just the beginning to university standards. Many of the lessons taught there could be taught by the average parents in the home. The reasons that I believe that this is taught in a school is so that the students are able to adjust themselves to school life, get used to teachers, and get used to being in a school room all day. A proof of this is that in elementary schools recesses are held regularly. As the student advances to high school he is not given this privilege. Most lessons taught in junior and senior high school are probably forgotten by the time the student has reached university, and all that be has remembered will not help him in the profession he is going to practise, but some of it will. Senior high school prepares the student for his future Mfe and gives him an idea of what he would like to practise. To me, any thought of dropping education is as ridiculous as dropping atomic bombs all over the world. About teachers By JUDI MacLEOD Matthew Halton High Pincher Creek I would like to express my thoughts on the very much talked about subject: Teachers. I think teachers are underpaid, overworked, and treated lik old rejected books! Now I realize that many of you really do not agree with me, but I will try to prove my point. Now, these people have gone to university and majored in a certain subject. Tbey all work hard to become "someone" and to get their degrees just because they want to help some smart "Aleck" kid to make someone of himself also. I guess we really should not feel sorry for a person like this, when all tbey do is spend $30,-000 paying for their school, and four to six years of their lives, just to get sassed by some "juvenile" child, who should know better, but does not. Well, what the heck, all they could do with the money is buy a beautiful home, an expensive car, or have a trip around the world! Or what about when the teachers who have just received their Degree walk into a class room just to see 20 to 40 kids staring at them and smirking and making the teacher feel like a stranger from Mars or Venus. But even though their knees and arms are shaking, and their stomachs are upset, they must go on because I guess that's what their job calls for. Isn't it? Haven't convinced you yet, eh? Well, how about when students plan a school function or activity and they need help. Who do they go to? Do they go to the parents for chaperons? No tbey go to the teachers. These teachers receive no pay, little thanks and tbey spend half their night escorting kids who are intoxicated and vomiting oat the doors. I'll tell you, they sure don't have a very pleasant evening- And what do they receive for this? A big fat nothing. What about when they have to figure out what the next day's work will be, and spend the next day, trying to make it interesting enough so the students don't get bored. Yet many people think that the teachers should never get bored. Teachers are human beings too, you know, believe it or not! How many of you could teach the same lesson six to seven times a day and not get edgey with the students? I don't think too many of you. I do freely admit that there are some teachers who are mainly interested in the money, and not the welfare of the child. But what about the others? Don't you think that they deserve some more money and thought for all the sass and harshness they must take? What about when the student tells the teacher that be Was sick, when really he was skipping out. Don't you think the teacher has right to lose confidence in the student, and think he is irresponsible? Yes, parents, your children do it, and I think probably that you did it, too. Try to put yourself in the teacher's shoes. What would you do then? Think it over, I think that you will agree with me, that teachers are underpaid, overworked and treated like old rejected books!