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Lethbridge Herald Newspaper Archives

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Lethbridge Herald, The (Newspaper) - September 3, 1970, Lethbridge, Alberta 4 THE LETHBRIDGE HERALD Thursday, September 3, 1970 Anthony Westell The Damage Has Been Done Half way to another federal elec- tion, the Conservative party in Can- ada gives the appearance of being less prepared to make a good fight than in the days when it was licking its wounds after the 1968 defeat. Host of the blame can be laid at the door of the western group who give the appearance of being reluc- tant to accept Mr. Robert Stanfield as leader. It is all very well for the members of that group to deny that their meeting in Saskatoon dealt with the leadership question but the damage has been done. This is not because newspapers gave false reports. There may have been distortion in the press reports and that is to be regretted if it is so. But it was the way in which the meeting was held that is basically at fault. Most of the members of that group of western Conservatives have been exposed to press report- ing long enough to know that they stand a better chance of being properly understood if they eschew the secret, meeting for an open one. The presence of a number of report- Who Will Help The King? The latest attempt on the life of beleaguered King Hussein of Jordan has catalyzed the danger in the Hashemite kingdom. It now appears that a full scale civil war is in prog- ress. It is a civil war that at any moment could also break out into a iull scale confrontation between Iraq and Jordan, and eventually in- volve Egypt, Syria and Algeria. It seems an obvious, though yet unconfirmed, fact that thousands of Iraqi troops have been moved into Jordan since the dissolution of the Arab Eastern command early in August. The Iraqis, bitterly opposed to the ceasefire with Israel, are joining Palestinian guerrilla forces in Jordan, making it almost impos- sible for Jordanian authorities to maintain control. King Hussein has denied that he is opposed to a resistance move- ment based in Jordanian territory. But it is plain, now that he cannot control the explosive militant ele- ment among the guerrillas, and that with the help they are now getting from Iraq, the present Jordanian government is in grave danger of falling victim to their excesses. Im- mediately prior to the attempt on his life, Hussein is quoted as saying that "it would be a shame if the Arabs .turned to fighting each other and forgot about the Zionist dan- der." Arabs are fighting one another in Jordan. At any moment, they may be fighting each other in Lebanon or Syria. Hussein says that "any at- tempt to break our steadfastness, to create confusion and spread sedi- tion, will be met by what our duty dictates on us to correct the situa- tion." Hussein did not elaborate, but presumably he was referring to a situation where martial law would have to be proclaimed. But in the present tragic situation in Jordan, keeping the peace by martial law, has a hollow sound. Effectiveness. In Teaching By Ed Hyan, Kate Andrews High School, Coaldale FACULTIES of education have admitted to professional training virtually any- one who earned a senior matriculation standing. Actually, the only criterion that the student had to meet was the successful completion of certain required high school courses with a designate! standing. The implication seemed to be that anyone who met this achievement requirement was pre- sumed to be reasonably intelligent and pos- sessed whatever traits and abilities were considered necessary to be an effective and competent teacher. The commonly held assumption was (and for the most part, still is) that the higher a student's aca- demic grades, the more effective and com- he or she will be as a teacher. And on the face of it, this seems to be a logical assumption. It seems almost axio- matic that a student who has earned high grades, say in a subject like mathematics, should be able to teach effectively in re- lated areas of this subject. Not so. The relationship between academic achieve- ment and teaching effectiveness has not been established. If it were, the most effec- tive teachers would all be found at the university level, and the most ineffective would all be found at the elementary level. As it is, effective and ineffective teachers are found at all educational levels irrespec- tive of their previous level of achievement or fund of knowledge. There can be little doubt, mind you, that a teacher must have an adequate grasp of his subject matter. More important, how- ever, he or she must be able to cope with the idiosyncracics of different students to get them to learn up to the level of their capacities. This, you'll agree, requires more than merely the possession of a vast reser- voir of facts and knowledge. Teaching is so varied and complex that a simple criterion such as grades or achievement is practically useless for pre- dicting performance in teaching. As a mat- ter of fact, the possession of very exten- sive knowledge in a subject may actually be a barrier to teaching it effectively, it is probable that an increase in knowledge or grades beyond a certain point is not ac- companied by a corresponding increase in teaching effectiveness. Few teachers fail because of the lack of knowledge in their respective subject areas. Many leading educators have been highly critical of universities which place such a high value on achievement criteria in the selection and evaluation of teachers. One of the leading critics, Mosier, argues that what tests can measure reasonably well- command of knowledge is relatively tin- important. Moreover, the weak teacher is rarely one who does not have sufficient command of his subject. Rather, he is the kind of individual who cannot reach his stu- dents. Dandes, too, questions the impor- tance attached to subject matter and grades as significant factors in predicting teaching effectiveness. He puts it this way: a teacher may possess all these knowledges and facts and yet may not be able to apply them in his teaching behavior." Shaffer concurs, offering this advice to those in charge of teacher training institu- tions: "If we continue to prepare future teach- ers as if their preparation consists pri- marily of learning isolated facts and skills, then they will view their own works as imparting them." University instructors who tend to rely almost exclusively on the lecture method for imparting knowledge should not be sur- prised if their students, as future teachers, do the same. The widespread practice of applying the results of achievement grades to the selec- tion and evaluation of teacher candidates is certainly not justified. Their exclusive use is indefensible since their relationship to success in teaching has not been establish-' ed. Universities have a responsibility to de- velop other more valid criteria. It is botil wasteful and tragic for, the student who has devoted considerable time, effort and money in the pursuit of a teaching career only to fail in his chosen work. It is even more lamentable to permit 'unpromising students to enter teaching and add to the number of unfit and unhappy teachers. Libs By Doug Walker I' am in a state of mild shock follow- ing Equality Day when women were supposed to go on strike. As a long-time liberal and democrat I naturally harbor some sympathy for the women's liberation movement. But two of the women I am closest to put the blast on the whole thing. First there was .lane Huckvalc, my edi- torialist associate. I thought it would lie appropriate if she wrote the editorial on that subject. But she had only harsh words for the feminists anrl I had In crawl back to my corner and write the thing myself. And then there was my wife. She lint only vocalized her objection to Hie strike idea but acted out her defiance. Our meals were prepared as usual and she even journeyed downtown to s'nop for school sup- plies lor the boys on that day. The might sign me up as