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This article presents several ideas for teachers and students to develop their own audio-visual aids program. Student-made visual aids when intelligently utilized make rich contributions to learning. However, as is true of all learning tools, the pupil-made visual aids, if they are to prove effective, must have a direct relation and adaptation to the particular teaching situation. Appropriate use of sandtables and models made of clay, sand, papier-mache, or other materials often vitalizes learning situations markedly. A student may find his own drawing on paper, lantern slide, or blackboard to be the very best tool by which he can present his ideas to others. For group discussion there are few visual aids which surpass the lantern slide, which may be examined at length and referred to again and again; in addition, it holds the attention of everyone by its size, clarity, and brilliance. Students who recognize the tool aspect of pupil-made slides and have materials available are quick to take advantage of this medium for illustrating reports they wish to present to a group.

The article presents a discussion about microteaching. Little is known about microteaching and most of the information materials were based on experience. Microteaching is teaching that involves less time and fewer students. It also wants to simplify the act of teaching so more emphasis is put on the teaching skill. Students in microteaching situations can learn through different experiences. One of the experiences is learning through a written description of a particular skill. Microteaching is an effective technique in teacher education. Also, the teaching behavior of a teacher is changed through microteaching.

The article identifies the strengths and weaknesses of the inductive method for and by the educational researchers through null hypothesis. The strength of the inductive process is that it can be used to generalize beyond the findings of a particular study or research. The real contribution of research to education can be in its confirming of general statements or laws dealing with teaching and learning. The most obvious limitation of the inductive process is that inductive procedures cannot be used to prove anything. Data may only support, fail to support, or in some cases, discredit a generalization. A further limitation of the inductive approach in education is brought about by the use of the null hypothesis model of decision making. When the null hypothesis method of testing statistical hypotheses is used, and when the results are not significant it is not appropriate to say that the null hypothesis is true, and thus the generalization tested is invalid. As long as researchers use the null hypothesis model of decision making as their primary tool, they will be unable to find evidence that disconfirms hypotheses. Instead, they will only be able to collect evidence over a series of experiments that fail to support the hypothesis under test. Because of the limitations of the inductive process, a more valid conclusion would have been simply that the data of the research support the hypothesis of the study.

The article focuses on critical thinking. Despite of the fact that critical thinking is one the most important goals of the schools, less research has been completed on the topic. There are certain aspects of critical thinking which need absolute analysis. The aspects include are: deduction, assumption-finding, definition, explanation, generalization, hypothesis testing, evaluating theories, and detecting ambiguities. There is an urgent need to develop critical thinking tests from first grade through graduate study. The critical tests must not be confine to those traditional paper and pencil tests. These tests help in determining the relationships between critical thinking ability and several other factors including teaching methods, personality traits, IQ, and age. The tests should be constructed for literature, grammar, composition, mathematics, biology, physics, and marketing. There are some more subjects for which tests should be developed.

The article reports news briefs related to education in 1946 in the U.S. The long range curriculum study program in Minneapolis, Minnesota, was directed by Walter A. Anderson. The Department of Education in Maine has conducted a robust curriculum program development. The State Teachers College in Towson, Maryland has studied for a program that would improve teaching through a greater understanding of teachers.

The article investigates the teaching-learning process that is occurring in a number of open schools in the United States. According to the author, open spaces do not necessarily ensure freedom in the classroom. Freedom to learn, to grow, and to choose a learning activity does not appear to be a function of walls or the dearth of them. According to author J. Dewey, freedom is a mental attitude. If freedom is characterized by exploration and experimentation, then children must be given with not just the opportunities to explore and experiment but the materials to examine and investigate as well.

Presents some suggestions for making a school distinguished. Recognition of teaching as a supreme art and science needing the best of human beings and paying them in proportion; Need for honoring classroom skill; Focus on in-service growth and creative, experimental contributions; Significance of inviting and arranging continual participation by teachers in administrative planning.

The article discusses the value for student teachers of videotaped programs in classroom instruction. Film is an effective medium of modeling behavior. Watching videotaped programs of model teachers causes improvement among student teachers in their teaching behavior. The more closely one is able to duplicate actual conditions in training, the more effectively will the student teacher perform in actual classroom conditions. Videotaped programs can add a personal touch to student teaching experience. They provide important support to classroom instruction at minimum cost.

The article presents several studies conducted in relationship to the mathematics laboratory as a teaching technique. The studies cited, include "A Comparison of Effects of Laboratory and Conventional Mathematics Teaching upon Underachieving Middle School Boys," by M.S. Cohen, and "Arithmetic Achievement as a Function of Concrete, Semi-Concrete, and Abstract Teaching Methods," by R.D. Curry. Also included are "A Study of the Relative Effectiveness of a Meaningful Concrete and a Meaningful Symbolic Model in Learning a Selected Mathematical Principle," by Elizabeth Hammer Fennema, and others.

The article examines the cognitive level, length, and syntax of pupil responses to teacher questions. It shows that the cognitive level, length, and syntax of pupil responses are highly contingent upon the cognitive level of teacher questions. Evidence is provided that there is a significant association between the cognitive level of pupil responses and the length and syntax of those responses. The study provides empirical support for the assumption that the characteristics of pupil responses are significantly related to the level of teacher questions.

The article focuses on the role of teachers in sensitivity training, that is, group relations training. However one may choose to describe the learning process in the context of the classroom, there necessarily has to be concern for the relationship between the teacher and the pupil. Such a relationship requires the individual to have certain skills and abilities and to communicate himself to the other person through his expressed attitudes and behavior. Given the assumption that teachers are qualified in some content area, they still should be afforded the opportunity to participate in some type of human relations or sensitivity training. The outcomes of sensitivity training are construed to be a necessary though not sufficient condition for learning. The teacher needs to be aware of the purposes, must understand the relationship to the classroom learning situation, and must be given the necessary skill to be able to translate the outcomes of the training laboratory to classroom behaviors. Thus, the teacher needs to be versed in sensitivity training as well as be a participant.

The article presents a discussion on whether learning is improved by using a practice technique that is spaced over time and provides rest periods between sessions (spaced practice), or whether learning is improved by bunching the practice sessions together and allowing no rest between sessions (massed practice). It investigates the relative efficacy of spaced versus massed practice using a significant task in normal school classrooms. It involves both human and animal studies. Results of the studies are also provided.

The article examines available research studies concerning the importance of teachers' ability to explain on effective teaching and education. Explaining was defined as the skill of engendering comprehension of a process, concept or generalization. The studies about the ability to explain involve two changes in the design for the study of teaching effectiveness. First, only short segments of teaching have been observed; and second, the role of the teacher is limited to the explanation or presentation of specific cognitive material.

The article discusses results of several research on the relationship between beliefs and behavior in teaching. The results showed that teachers' behavior in the classroom is influenced by what they believe. Teaching behavior is related to beliefs about classroom situations and the fundamental questions of philosophy or the basic content and structure of the teacher's belief system. Specific fundamental philosophic beliefs of teachers are consistently related to the observed classroom behavior of teachers than are their educational beliefs. The authors conclude that the relationship between beliefs and behavior is important in unraveling the complexities in explaining and predicting teacher behavior.

The article presents an account of the author's visit to the U.S. to attend conventions on international cooperation in education. The author made her first visit to the U.S. in November 1965 when she attended the Annual Convention of the National Council of Teachers of English. After this, she went on a whistlestop tour, coast to coast, in which, in just under three weeks visited Chicago, Madison, Illinois, Oregon, San Francisco, Washington, Delaware, and New York. In the autumn of 1966 the author spent a whole month at Dartmouth College, New Hampshire, at a seminar on the teaching of English. The author's another visit to the United States was in the spring of 1967. In 1965, she had seen a number of the Curriculum Development centers of the Federal Project English and had come away with a number of impressions of the drive in the teaching of English toward a new academicism in revolt against the intellectual thinness of the "life-adjustment" period--a new academicism which emphasized the body of knowledge that can be subsumed under the subject heading of "English."

Discusses teaching machines and auto-instructional programs. Information that one has been hearing a good deal of talk lately about teaching machines; Concept of self instruction a concept of individual instruction; View that good teachers are scarce, and, at least in relation to demand, are getting scarcer.

The article presents an author's teaching experience on educating parents and guardians regarding proper child rearing. According to the author, she prefers using the old techniques and belligerently holding on to them. Her attempt toward a bigger and better child development program received a disagreement from one of her superiors stating that she was still inadequate to handle the field.

The article discusses the list of abilities which most people think of what teacher competency is, that can be used in school improvement programs and management. One of the issues that have been focused on is the educational accountability wherein people based the abilities they assumed to be the definition of competency. These improvement programs include the use of programmed materials, thoroughly detailed lesson plans, and scripted questionnaires. From these improvement programs, they now add the performance-based, educational accountability, and teacher competencies in the mix which in turn they call as their newly improved teaching programs.

This article reports that beautiful school buildings, elaborate equipment, and unlimited instructional materials do not, in themselves, assure good teaching. It is informed that teachers in modern schools are attempting to do something infinitely more difficult than to lecture, exhort, or advise a single pupil. He is seeking to guide the growth and development of many pupils who differ significantly in their needs, interests, and abilities. The teacher in modern schools is not satisfied with the verbalization, memorization, and recitation that characterized much of traditional teaching. He is striving to provide opportunities whereby his pupils will be encouraged to think, to express themselves, and to apply the knowledges and skills which they learn. The reluctance on the part of many school boards to spend large sums of money on equipment which is requested in vague terms such as "providing a pleasant environment," "aiding the over-burdened teacher," "modernizing the curriculum," is completely justifiable. The teacher making requests in this manner does not himself understand the real significance of this type of equipment.

The article describes the stations-centers-places method of classroom teaching used at Mebane Middle School in Alachua, Florida. The method is a technique for individualizing instruction through learning stations. According to the author, the technique gives teachers more time to help, support and guide students since they do not have to dictate to them and try to rule them. The author states that a stations-centers-places method should be made attractive to attract students' attention. This can be done by using bright colors, pictures, mobiles and bold letters. The author cautions teachers to combine the learning stations technique with other methods of teaching so as not to bore students.

The article highlights two studies which suggest that student participation in a teacher's lesson affects subsequent preference for using the teaching styles noted in the research. These teaching styles are the discovery style and the expository style. In the studies, the student response variable was not experimentally varied, so the authors thought that it was possible that other differences existed among groups which may account for the preference shifts derived from the experiment. The authors cautioned that the results were obtained with undergraduates preparing to be teachers and that it may be that increased experience tends to stabilize teaching behavior to the point where it is relatively uninfluenced by student response.

The article examines the effectiveness of a student-centered approach in teaching basic concepts of mathematics needed by the elementary school teacher. Since a student goal determined course content indicate students' reactions and suggestions, it is possible that there may some topics which would not be introduced during their instructional periods. Apparently, there was no reference to geometry made by any student, therefore no instruction on this specific topic was given. In conclusion, the instructor may need to provide some form of intervention in the selection of topics to be discussed.

The article discusses the components of a general instruction theory for introduction and testing in the classroom. The said components are the factors which make a child inclined to learn, knowledge structure consisting of power, productiveness and economy, optimum sequencing needed for learning, and schemes which deal with punishment and reward. Instruction theory should be distinguished form theory of teaching since the former provides a broader scope for the classroom environment than the latter.

The article presents a discussion on the relationship of man and technology. By recognizing that technology is something that has been thought of, and used in various ways in the past, educators can conceive and invent, new uses of technology in the future. As educators acknowledge past and present uses of technology, they must also acknowledge that their action in using technology helps shape the very world that they and their students live in. Technology becomes dangerous when it no longer works together with the imagination of the people who use it, but acts instead as a substitute for their imagination. Technology is safe, on the other hand, when people who care for the world and the people in it use the technology in caring, and as an instrument of love.

The article discusses how teaching competency is defined. One of the major issues within the competency-based teacher education programs is the definition of teaching competency. Questions regarding this issue shows that there are no definite formula of how teaching competency is measured. The questions include: is the demonstration of mastery of knowledge about teaching, be considered as teaching competency?, is skill in performing the tasks of teachers the meaning of teaching competency?, or is the term teaching competency to be applied only to the demonstrated ability to bring about the results desired of a teacher in a certified teaching position?

The article reports on learning how to teach from school children's interests. Teaching from children's interests needs special skills and requires designing learning activities from a topic that strikes the child's curiosity and fancy. Several factors are identified as skills that are needed by teachers in learning to teach from children's interests including the ideational fluency and spontaneous flexibility. Several studies that attempt to identify the ways in which teachers can acquire the needed skills are presented.

The article examines the relationship between the teaching styles of student teachers and their cooperating teachers. It investigates the development of teaching styles by young teachers at Teachers College, Columbia University. Samples of the candidates' teaching behavior were obtained during the "observation-participation" experience when they were working in tutorial sessions with small groups of children in language arts lessons. The article indicates that there are no relationship between the indices of the student teachers and cooperating teachers prior to their contact. However, there were relationships in several of the indices very shortly after student teaching began.

A response by James D. Raths to a letter to the editor about his article "Teaching Without Specific Objectives" that was published in an issue is presented.

The article explores the dynamics of the Conceptual Systems Theory of personality organization. Conceptual system was defined as a schema that provides the basis by which the individual relates to the environmental events he experiences. The theory first appeared in 1961 and its originators postulated a concrete-abstract dimension basic to all behaviors and integrated existing research into a framework allowing the explanation and prediction of individual behavior in terms of conceptual level and the operational situation. According to the author, the theory offers a fruitful field of theory and research for teacher education but the differences among the three derivatives of the theory need to be further clarified for the theory to be better understood.

The article investigates the role of student motivation in teaching and learning. Some of the factors that influence students' motivation to learn are teacher behavior, the structure of the curriculum and activities that require students to use their creative ability. The author enumerates some of the methods that teachers can use to motivate students to learn. These methods include giving students a chance to use what they learn as tools in their thinking and problem solving, showing an interest in what students have learned, making them produce something like a drawing or a story and encouraging students to ask questions.

The article discusses the behavior of teachers in the classroom and the things that they expect to their students. Some studies show that teachers' expectations influence student achievement. Research reveals that expectation affects the relationship between teachers and pupils. Investigators report great differences in the diversity of teacher-pupil contacts. Pupils who have different sex, social status, and achievement level also have different type of interactions with their teachers. The weight of the evidence recommends teachers to balance their treatment and interaction with students.

The article asserts that supervisory services should be provided to substitute teachers. Substitute teachers are categorized into four classes, recent college graduates, persons who do not want a permanent assignment due to other commitments, persons with college degrees but lacking in certain education courses required to become fully or permanently certified and those permanently certified teachers who have retired and wish to supplement their income by substituting. According to the author, supervisory services that should be provided to substitute teachers should emphasize greater proficiency, cooperative group planning, understanding policies regarding student grouping and understanding the procedures for acquiring instructional resources.

The article presents a review and synthesis of studies on the effectiveness of supervisors in improving teaching and provides suggestions on staffing practices. Studies showed that consultant services such as assistance in analyzing instructional problems contribute to effective teaching. Significant changes were also observed in the teachers working with university-based science consultants, who give clinical supervision for individual teacher and feedback seminars. Likewise, a study found out that significant changes were noted on the teachers when supervisors conducted consultations than simple presentations.

The article presents a study about the alternative schools in the Southern states of the United States. Many people have misunderstood the real meaning of alternative schools. The common stereotype of these schools is that they are independent private schools that are alternatives for public schools. The study looks at the independent schools all over Florida. The reason of the establishment of the schools is to provide Christian teaching in schools. The result of the study showed that some of the schools are in church buildings, temporary facilities, or private residences. The alternative schools is becoming a problem for public schools.

The article presents a way of evaluating educators that will make a developmental difference in education. Before evaluating the teacher, one must first know what to evaluate and why should the educator be evaluated. It proposes that most efforts at teacher evaluation are far too narrowly focused and too oversimplified. Hence, there is neglect on the important factors that are critical in the improvement of teaching. It mentions that a lot of schools assess their educators to make determinations about what their salaries will be for the next school year.

The article presents a much better approach in guiding a learner through individualized instruction. Individual differences are the primary reason why there are proposals and programs that implement individualized teaching. However, there are still educational practices that base their group activities on the similarities of their students. There is a huge difference between "nothing" and "not everything." People usually realize that if someone is different, he has nothing in common with another person.

This article discusses the summative and comparative methods of evaluations used for evaluating the early childhood education programs. Comparisons among programs are made difficult because they often do not share the same goals and/or accept the same kind of data as a basis for judging program effects. This problem is compounded by the tendency of evaluators to search for the one program or method that is "best" for all children and all teachers in spite of increasing evidence that this is a fruitless search. Perhaps the most serious problem in the evaluation of early childhood programs is the absence of the third match. Attempts to compare the effects of different types of early childhood education programs entail all the above problems of summative evaluation, plus more. One set of additional problems is that certain dimensions of development are not included in the list of objectives of all the programs being compared. This means that certain dimensions will be omitted from the summative evaluation of certain programs.

Comments on the hypothesis presented by B.S. Bloom in his article "Learning for Mastery," published in the May 1968 issue of the journal "Evaluation Comment." Tasks of instruction in teaching; Changes in attitudes and educational practices; Claims that much teaching is self-defeating; Impact of instructional expectations on instructional outcome; Argument made that many students are biologically incapable of achieving mastery; Design of a performance-based course which is taught by either a lecture-discussion method or by a laboratory-inquiry approach.

The article presents a report related to a sensitivity training program. In August 1968, Gilbert Wilson, Chairman, Division of Instruction, Boston University, Massachusetts, encouraged teachers to proceed with plans to provide sensitivity training in the Block II program for juniors preparing to become elementary school teachers. The Block II program was, and still is, a one-semester, nine-hour block of time that represents an integration of the Psychology of Learning, the Philosophy of Education, and Elementary Education courses. Sensitivity training was introduced as a dimension of applied psychology. The article author found himself faced with the problem of finding trainers for some 220 juniors, or 20 groups of from 10 to 12 members each, rather than for the 25 to 30 students originally considered in 1968. There were 20 groups meeting for one two-hour session each week for 12 weeks. Ten of the groups met on Monday mornings, and 10 on Friday mornings. The trainers were graduate students selected from three areas of graduate education. The goals of the training experiences were identified under three categories: personal and interpersonal, group processes, and application to personal living and to teaching behavior in the classroom.

The article presents information on a study that was designed to examine differences in undergraduate teacher candidates' verbal teaching behaviors associated with their participation in a program of student teaching. Around 140 secondary teacher candidates, who were enrolled in six sections of the first course in teaching in the professional sequence at the University of Texas, Austin, Texas, were taken as subjects. Since random sampling was made impractical due to facilities, scheduling, and other logistic problems, intact groups were employed. Registration was permitted on a first-come- first-served basis. This study also demonstrates the research possibilities inherent in an ongoing programmatic situation. Data useful for decision making may be possible to collect at one time only.

The article reports on the valuing processes of a group of fourth-grade pupils. It attempts to investigate and explore the valuing of children in a systematic, long-term study, by encouraging and providing opportunities for children to write about their values. The study was designed to obtain information directly from the pupils and to analyze it in an objective manner. It discusses the correlations between teachers' ratings and the valuing enhancements and deprivations for the total group of fourth graders. The study shows that power and rectitude are consistently at the seventh and eight places in rank order for the valuing enhancements.

The article reports on the attitudes of teachers toward their students and the subject matters that they teach. A teacher-attitude questionnaire is developed. The author suggests that the questionnaire's purpose will be served only if its use can cause teachers to think more about their pupils first as individuals rather than as receivers/learners of factual subject matter. The author also expresses his concern over the trend toward specialization in the secondary school, particularly in the junior high school. The article comments on the number of teachers who are too much subject-oriented, rather than primarily interested in their students.

The article determines whether a dominant use in social studies text-type materials of analysis and evaluation questions would effectively stimulate the development of sixth-grade pupils' critical thinking. It reports on the construction of two sets of text-type materials and corresponding answer sheets, one stressing questions requiring analysis and evaluation and the other containing questions stressing knowledge. Results of the analysis of covariance of the post-test inference scores, adjusting for pretest inference scores, are presented. The article offers possible reasons for the failure of the high level questions to stimulate critical thinking.

The article explores the reciprocal relationship between affect and cognition, and its implications for education. It discusses how the synthesis of affect and cognition is first demonstrated in the infancy period. The article suggests that at all ages, cognitive organization, development, and change are inspired and fed by a search for meaning which is affective. The author indicates that a good classroom cannot be understood if the two elements are taken apart. The article also discusses the relationships between affective climate and cognitive development in the classroom setting, and the predictive relationship between self-esteem and attitudes toward self in relation to school.

The article presents the D-O-S-E model strategy for training of elementary school teachers. D-0-S-E stands for diagnosis, objective, strategy, and evaluation. Diagnosis is concerned with the capabilities of a child at a given period. Objective concerns itself with the nurturing and development of said capabilities. Strategy pays attention to the environmental stimuli needed to reach higher levels of capability. Evaluation refers to the assessment of the actions based on diagnosis, objective and strategy.

The article discusses the use of curriculum guides in teaching. The teaching profession is highly intricate and necessitates decision making at numerous points. While it has been supposed that curriculum guides affect the decision of teachers, some research identified that many teachers do not adhere to the use of guides. It has been noted that teachers who are innovative are drawn to use curriculum guides, as compared to those who are inexperienced. The two aspects of teaching behavior is examined. These are written instructional goals, a factor of preactive teaching behavior, and oral classroom questions, a consideration of interactive teaching behavior.

The article reflects on the ramifications and dynamics of teaching the word "black" in the classrooms. It analyses the psychological effect of the word "black" which when used causes a multitude of conflicting feelings and emotional loadings that is difficult to deal with in the classroom. It also discusses the emotional and psychological effect on the child to whom this word is directed to. It also explores some ways on how to ease the tension that can be created by the use of the word "black" such as presenting a new dimension or transformation of the word in a positive connotation.

The article examines the militancy of advocacy groups. Group of parents, students, teachers or interested residents have organized to advocate or to resist changes in the schools. Such groups would not exist unless there were major dissatisfactions or shortcomings with the educational status quo. Uncrystallized group is one in which the group's goals are ambiguous and the ways in which the goals are to be accomplished are unclear. While an intervention is defined as an attempt to influence the group's goals, strategies or structure.