Lethbridge Herald, The (Newspaper) - March 31, 1970, Lethbridge, Alberta
THE IFTHBRIDGE HERAID Tuetdoy, March 31, 1970 Home-Bound Teaching Service Lafccview School By MRS. SI. OOKDT In October of 1960 the School Trustees of Lethbridgo School District No. 51 established a home hour.d teaching service. The purpose of this service is to assist students who lor one reason or another are not at- tending school. After I was hired to develop this program, I was often asked why these itudents do not attend school. Situations vary from chil- dren undergoing post-operative recuperation and handicapped children who need a more gradual exposure to the school environ mcnt to emotionally disturbed children for whom group involvement is, for the present, impossible, and other individual cases where school attendance is not possible. Thus, I set up my "class- room" in living rooms, on kitchen tables, in hospital wards, in backyards or any place where the student hap- pens to be. With a "class" ranging in ages from 6 to 18, located throughout city of Leth- bridge, and in various stages of disability, scheduling becomes important for I am able to spend only limited periods of time with each student per week. In order to maximize the effectiveness of the time spent, student needs are assessed as to materials, concepts, and re- inforcement items. The student is encouraged to go ahead with independent ma- terials on his own. When ho meets a concept which ]a un- familiar or which needs clari- fication, I try to give assist- ance. In these areas that need rein- forcement, various materials are collected for his uso and assignments are- made to strengthen it These are check- ed again on ray next visit so that progress may continue. The student's teacher pro- vides guidance as to class pro- gress and what types of mate- rials the student might need to carry on his study more ef- ficiently in order to stay abreast of his group. One of the key ingredients in this program is the assisting adult. Meet often this has been tho mother of the child. Since she is most directly involved with the homcbound student for tho major part of his day, she Pollution By LONA CHOW Central School There ore different kinds of pollution A bad thing is water pollution For which they cannot find a solution. K_is filthy, dirty, and even slimy Unclean, slushy and sometimes grimy. Pollution people have tried to prevent Machines, scientists fcav." tried to invent. It pollutes our lovoly rivers and lakes And gives us humans stomach aches. 'Air pollution known as smog Keeps us walking around in The air around is filled with smoke Causing man to cough nr.d choke. Mitn is in an awful stew The government hat shall we Gathering facts, collecJuig rmmcy This situation is not very fuixny. carries on the lessons and as- sists the student whenever pos- sible. Besides the mother, the rest ol tho family helps tho child as well. Concerned classmates relay assignments, get books and materials for the student, and generally help to miiirrtnin an important contact with the home-bound student In cases where the student is hospi- talized, nurses assist the pa- tient with his lessons when time allows. After having spent several years 'leaching in a "normal" classroom, I have re-discover- ed some valuable things as a nome-bomd teacher. I liave al- ways felt that the home is a major link in the educational circle. Now I experience the rela- tionship daily. If we as teach- ers and as parents could feel free enough with one another to spend some time in the child's "other" environment yra would discover some signifi- cant answers to questions fac- ing us in regard to our chil- dren. Learning occrnS in sev- eral arenas and we need to bo able to plug one into the other. Another re-discovery is the significance of offering stu- dents several approaches to learning. Some home-bound children progress swiftly in particular subjects where- a one to one ratio is optimum. Perhaps wo need to in- dividualize many areas of learning and proceed1 on a small group basis more fre- quently. But there is something missing when only one person can share an. exciting dis- covery or a completed project How he wishes his group could know of it! What fun is there in acting out a story by him- self? He needs the responsive- ness of his peers when he makes a clever remark. So the larger group plays a signi- ficant role in tho learning pro- cess ois well. Finally, I feel, that I have too often underestimated both the students with whom I have learned :md the community in which I have lived. If students can handle more responsibility for their learning when they ore confined to their home, I feel the professional adults con give students this responsibility in school as welL If the assisting adults can of- fer significant help to the home bound student, then schools ir.tat tap into this in- terested and capable link in the circle of learning. Total Involvement Needed By ELMA GROVES Principal Lakcvicw School We bear a great deal of dis- cussion about education. "It is too it Isn't doing the things we.want it to do; the children aren't making the progress we want them to: wo don't understand the things that you are doing; it isn't like it was; we must make education relevant; let us have it like it is" hue and cry from aH sides and all facets of society! And probably for good reasons. For example, the pace at which life today is moving is a frightening thing the pace seems to accelerate daily. Often our children seem to talk a different language, and certainly deal with what to us as adults are awe inspiring events, with a casualncss that is frustrating. If we are to deal with hopes and fears and frustrations and divergent views of education then we must make a concerted effort to get together as parcnto and educators and students. Perhaps we have been too long apart we three who are so vitally concerned with Educa- tion. Perhaps our only hope of providing our children with an education that is relevant, that is useful and fruitful, lies in just such co-operation. TYe 'he school as a place for quality educa- tion cannot survive. Parent and student representation of facul- ty councils or at whole staff meetings whatever tho method of decision making it one way of begmning matter of involvement and co- operation.