Ai.~
ORIErl"T.A!riCN PCR TEA.CEER AIDES
by
STEPlill~
EDWIN .A:BEU-l.AN
A Research Project Submitted in Partial Fulfillment
of the Requirements for the Degree
of
.t-raster of Arts
in
EC.ucation
San Fernando Valley State College
Northridge,
C~lifornia
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Tb.e project of Stephen Edwin Abel:na..'l is approved:
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San Fernando Valley State College
.Jrme,
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Tg.J31E CF CCl:T:?1ITS
Page
Chapter
I.
Intl"loduction.
The
II.
Pl'O blerne
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(II
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Statement of tr£ Pl·oblem ••....••••...••.•.••.•
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Importance of
Study ••••••..••••.••.•••••••
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Definition of Terms Used •••••••••• .- •..••••••••••••
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SU1I1rr.ary • ••••••••..•••.•••••..•••.••• ·•.••••••••••••
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Review . of" the. Literature ••••..••••.••...••••.•••• •
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tr~
The History of the Teacher Aide Program •••••••••••
How Teacher Aides Can.Be Used •.•••••.•••••••••••••
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How Teacher Aides Can Be Used in Reading ••••.•••.•
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How to Establish a Teacher Aide Program at the
Local Scllool . ........
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Some '!f/ork:ing School Models •••••.•••••••••••••••••.
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S1.1II'mary.
III.
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Orientation Frogrnm.for.Teacher Aides ...•••.....••
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Session I: Preparation of Instructional
l~ terials . ....... -~ .......
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Anticipated
Outcc;nes~
Lecture and.
Discussion.~
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Demonstraticr1 r.,:aterial.s ................ ,.
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Supervising and Instructing ••••.•••••
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Anticipated Outcomes ••.•••••.....•••.•...••.••
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Lecture and Dise11ssion •.•.....•........••••.••
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~faterio:ils
Session II:
for Distribution ••....••••••..•••••.
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Page
Chapter
III.
Session III:
Record Keeping and Individualized
Reading: . ..........
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Anticipated G'utcornes •••........••...••••••.•••
Lecture and Discussion ••....................••
r•a terials ••.•••......•.••.••••••
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}aterials for tistrituticn •••••.•..•••••••••.•
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Library Skills ..•..........•.•.... ~ ••
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.A..Ilticipate<l Cu.tcome ••.••••••••••••••.•••••••••
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Demonstration
Session IV:
Lect,J.re and Discussiontc o • • • • • • •
Demonstration l•!aterials .••..
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1-iaterials for Distribution •••••••••.••••.•••••
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og:raph~l .
Appendices
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Chapter I
The Problem and Definition of Terms Used
The schools need help and parents ·•.a'1.t to give l:elp.
are unwilling because they are not qualified.
Bu.t rr;&'JY of them
It is the
pUl~ose
of
this project to investigate the \\rays \\rhich parents lP.ay be able to help in
the educational process of their
~nth
cr~ldren
and then acquaint parents
the school's needs so they can aid the schools by giving service.
The Problem
Statement of the uroblem. It is the purpose of this project to (1) review the literature related to parent education and parent participation
in the local elementary school; (2) establish a working criteria for
training parents as aid.es; and (3) set-u:p an orientation progre.m in the
Tulsa Street Elementary School area to acquaint psrents with good tech-
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nique in helping a child learn to read.
IliT'0ort::mce of
the
tr~':l Stt~.
~Titer be~
Through association with existing parent grou:ps
to see a need on the part of tcday 1 s parents to keep up
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\O.rith c:b..anges occuring in his child 1 s sch..'Jol;
these chan.fes reflect a 'b:?nic
change in curriculum for the elementary sc...lJ.ool cr..ild and in the orgpn-
ization and
ad~inistration
of the school.
People today are talking a lot about children.
T'nere are hundreds of
new books yearly that tell parents how to raise their children.
say talk with your children, sorr.e say
the answer, the list could go on.
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Some
together, some say tell them
Pctl"'ents are interested in knowing
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many
wa~·s
as they can, but they need to learn hmv they can be helpful.
the day of not involving the parent in school is gone.
The schools need help and parents
of this project to investigate
\~t
~dys
children in the educational process.
to give help.
It is the intent
to involve parents more with their
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Definition of
Ter~s
Used
In-Se!Vice Education. Harris (1969), says that in-service education
is designated as that ti:ne when trainees are in effect being trained.
The emphasis of in-service is ths extenSion and the enrichment· of the
classroom teacher and or teacher aide.
Teacher Aide. Teacher aide :neans different things.
Perkins (1966),
says a teacher aide is a person who assists the classroom teacher with
routine :proceJt1.res and m1der her direction performs special
The teacher aide is used to designate
that are primarily
non~clerical.
be referred to are:
t~e
assigru:~ents.
:person who :performs functions
Other names which teacher aides might
paraprofessionals, volunteers, teacher's helpers,
or sub-professionals.
Teachers Role. The Committee of Teacher Education (1961+), says there
are six roles of the teacher in promoting pupil growth: (1) director
of learning, (2) COUJlselor and guidance worker, (3) :r.ecliator of tl:e
culture,
(4)
li~~ with
the community, (5) member of the school staff
and ( 6) member of the profession.
a
director of learning.
This project defines the teacher as
'I'he director of learning su:des activities.
To be an expert director of learning a teacher must achieve: (1) understanding of how :pupils learn and direct effective learning activities,
(2) understanding of the individual ~upil, demonstrated by ability to
meet
individ~~
ne3ds and develop individual talents and
(3) the ability
to appraise the effectiveness of activities in achieving desired outcomes.
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Graded Self-Contained Classroom. In the self-contained cJ.assroom the
entire class is regulated
the teacher.
rv the teacher. All subjects are
taue~t
by
Children are usually grouped by age and subject ::natter
is taught on a hierarchiacal scale becoming n:.ore difficult as the child:ren
grow older.
Most classrooms in the Los Anseles City School District
are set up on this basis.
Role~playing.
'Harris (1969), calls role-playing a spontaneous drar.ca-
tization involving one or more persons assuming designated roles in relation to a specified
struc~ured ~J
proble~
in a given situation.
The drawa is
the problem and the situation, but is lliirehearsed and
not preplanned.
The objective is to encourage the fullest possible
assumption of roles by the players so tbat they 11act 11 and 11 feel 11 as
they might in a real situation.
Summ.ary
The continued. growth in numbers of teacher aides employed in schools
and the gro,Ah .e.nd
C.evelop~ent
of -:_:Jarent advisory
the worth of this venture by schools to
develo~
involve parents in the education process.
Tr~
§tr'Oil'9S
attests to
prograr::s which
future
~ay
~;:ill
find teacher
aides as indispensable in schools as are nurses aides in hospitals.
Shank (1970), believes this trend 1.vill develop as a substantial program
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-in the two-year colleges.
The groundwork bas been laid for Ci1apter II 'tJhich reviews the current
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literature and f:.1rther explains 1•'r.cBt studies -r)Oint out, there is a need
for volunteer
tel~)
i:1 ti:1e local school.
Chapter II
Review of tl1e
Literat~re
Huch has been written in regard. to the use of teacher aides in the
schools; most of this
stm~~-ry ~~11
deal with a review of those writings.
·The chapter has five wain parts: (1) The history of the teacl1er aide
progra'Il, dealing \vi th some early ex:9erimental progra:ns, (2) How the
teacher aide can be used in general, (3) How the teacher aide can be
used in reading,
(4) How to establish a teacher aide program at the
local school level, and (5) Some working school models.
The
Histo~_of
the Teacher Aide Progra'Il. Teacher 1 s assistants were
utilized in the knerican school systems before 1820, but the modern
context of teacher aides (the first orsnized effort) is traced to the
days of the Work Project Administration (~WA).
Hill (1953), says the
Bay City, Hichigan experiment of 1953, in respo:c.se to overcrowded class-
rooms, is recognized as the first forrca.l beginning of teacher aices
in the classrooms.
Brotherson (1971), showed tr~t in 1966, N.E.A.
conducted a st1.rvey which indi.cat.ed the use of c::::,CCO a::..ces in
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United Stated; the 1970 figo..re is 2CS,cc:: according to t..'-:.e Genter for
Urban Education, with a precicted figure of
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million by 1977.
Hill (1958), points out tr..at the Bay City program began ,,,i th 12 housewives and other non-degreed woffien
require professional tzoaining.
and the tasks had
e~!ded.
e=~ployed
to do tasks which did not
By 1956, the ll1.L11ber had g:r·Jwn to 40,
Between 1955 and 1957, the Fairfield,
Connecticut EleJ.entary s.:;..'J.Ool S7steG "Oartictr:ated in an €XD.veri:nent.al
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study of the utilization of aides which resulted in the Yale-Fairfield
Stu.9l., and concentrated its efforts on the impact of aides in the overcrowded classrooms.
Bill (1958), says the early Yale-Fairfield Study supported
tr~
thesis
that the use of aides permitted teachers to have more time to devote
to the professional aspects of their jobs t,.,rhich resulted in great job
satisfaction for the teachers.
The Bank Street College of Education {1967), indicated. there
\<:as an
additional value to aides in the classroom, particularly in the area
of disadvantaged children.
The aide from the immediate community \>-Jas
able to communicate in a n_on-th:reatening and ·far;liliar·· wa:y, and also served
to interpret ber£Lvior unfamiliar to the teacher.
Ban.k: Street (19b7), ba.sed its sk.dy on 15 :prograras, representing urban,
small-city and rural areas, includL:g the Far ·.-lest, the
Hidc~e
;vest,
the South, the Central Atlantic Region and }Jew England, concluded n:;ultiple
benefits were possible in all school situations, regardless of the composition of the school population and of the socio-economic backgro11nd
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of the ai d.es.
1.
Some of the berle:f' its \vere:
For the pupil, it provided more individual attention
qy concerned adults, more moblity in the classroom, and more
opportunity for
2.
in_~ovation.
For the teacher, it rendered his role more productive
in terms of pupil outcome, and more rranageable in terms of
teaching conClitions.
3. For the other professioP....,'lls,
i-::. increas--?d U:e scope
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For the aide, it provided meaningful employment which
contributes to her own develop::nent and to the needs of the
society.
5. For the school ad;dnistrator·\ it proviced some solution
~-not
necessarily tne soluti:)ll--to his
dilerrJY~..a
of meeting
increasing needs for school services, coupled 1Nith the shortage
of professionals to meet these needs.
b.
For family life, it gp.ve aicles, many of whom are now or
may someday be :parents, the opporttmity to learn child development principles in a real si hll:ltion.
7. For the comrriUility at large, it provided a meru1s through
which unemployed and educationally disadvantaged. persons may
enter the mainstream of productivity.
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Today, aides are utilized from pre-school level th.rou€h the com'TIUnity
college level and from one end of the country to the other.
How Teacher Aides C..?Jl Be lTsed. Brotherson (1971), says what the teacher
aide does will varJ from school to school nnd from class:::·oom to classroom.
It will de-oenc:l on the needs of t.c.e corr;::;unity, the school and t:b.e
pupils as well as on the creativity of the· teacher or school using the
aides within the context of the school polic7 and tte state law.
Frequently a distinction is made bett>•een non-instructional aictes a.11d
instructional aides, the difference being whether or not the aide bas
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direct contact with children.
The non-instructional aide may perform
cl.;;riec'1.l, housekesping, or tec.bnical tas1:s.
The instructional aide, in
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teacher, 1my also have duties which are clerical or housekeeping.
The
aide may be assigned to one teacher or shB_recl bJ.'" several.
Brotterson (1971), has compiled. the following, based on logs kept by
over ~ aictes in a one year training period whic..iJ. included five months
of on-the-job assignments.
The emphasis here is on tasks done by aides
within categories of a general nature.
Clerical tasks may include:
Typing reports, tests, seatwork, book lists ancl other teaching
material.
Operating duplicating rrE-chines.
Sorting and filing.
Collecting book, milk, activity and other fees.
Keeping attendance and other rec:JrC.s.
Grading and recording objective tests.
Correcting papers .
.Arranging for field trips by contacting bus companies, making
reservations, pre~aring e!ld recording IJermissicn slips.
Handling routine interruntions in the classroom.
Taking anc1 making routine phone calls.
}..rranging for ap;Jointments between :parent and teacher.
Helping with student registration activities.
!v'Ek:ing out requisition forrr:s,
Filling out report cards from the teacher's grade book.
Inventor~yiL6 ~teriols s~d fillir.g out forTis.
Kee:ping files of children's ;,,ork.
Preparing transfers.
Housekeeping tasks -xa;r include:
Hi:xing paints ana ureparin¥ various kinds of clay.
Eel'!)ing children clec>n up after ert <?ctivities, lt.::.nch or
Putting Ollt !Jl&y e~llip:I:&~'lt 2~1lC pu.tting it ar,~EJ'"
Setting up for lunch.
Prep2ring ancl putting away science eauinment.
Distributing sup:clies and books to the stt:dents e.nd collecting
completed work.
Organizing su~lies in the class~oom and replenishing them
when needed.
Checking for good ventilation, lighting amd seating arrangements.
Cleaning the chaL~bcard.
Putting lessons on the c~Blkboard.
~aintaining bulletin boards anci room decorations.
Giving first aid for n::inor cuts, -injuries snd so forth.
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Technical tasks rr.ay include:
Setting up and operating filmstrip, fil~, overhead and opaque
projectors.
!•;aking tr<?nsparencies.
l8minating visual teaching aids.
Preparing r;.aterials c:u1d mounting them on bulletin boards.
~Taking posters and other vi sua.l aids such as graphs, maps, and
so forth.
Operating tape recorcers, recoro players anc video-t-ay.ies.
Checking out and returning films, tapes, records an<'\ science
kits.
Preparing classroom displays: art v-1ork, decorations for the
holidays, science table.
Collecting pictures and other IT.ateria1s for class work.
Monitorial tasks may inclucle:
Supervising loadir~g and unloading of buses.
Accompanying children on buses to and from school.
Supervising lunch periods.
Honi toring tests
Assisting in t:ne supervhdon of classroorr, ;:arties,
and book fairs.
Supervising assemblies.
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trips
Direct instructional support tasks may include:
Circulating in the cl&ssroom to see if children are completing
their work, &!d giving help where needed.
Giving spelling tests.
Listening to children read individually.
Reading to children.
~'iorki!lg on a specific skill area with individual chilclre!l
in all subject areas.
Assisting the teacher curing art projects.
Hel}Jir:g cr..ildren study for tests.
Listening to ancl d:.ac:dr.g inJ.i vidu.::tl self -tests in individualized progra~ed reading.
Helping childre!l '.vho r.ave been a-bsent rnake uu missed work.
Giving j:"'.c.~ke-u-_:J tests4
.\ssisting in sct~o8l ~l~ys, ~sic2ls anc9 S1.1Cl:~
Assisting in role-p~~ying or socio-dra~ activities.
Providing eruotionaJ. su-auort and close suuervision for the
teacher r..aving beb..avior nroble11s in the classroom.
Interpreting ber.avior and non-verbal corr.;11Ullication to the
teacher who rr.ay not be farniliar wi_th the corn:;;uni ty.
Takin~ over tJ.:e class 1·:~en a...'1 emergency reouires the teacher
to leave the roo~.
Translating for the teacher and child in bi-lingua.l corrmrunities.
Supervising s:mll grou~ activities fo1· suecial projects or
research.
Giving or repeating teacher-,re?arec instructions.
Reinforcing a lesson presenteo by the teacher in a srr;all
group si tent:.cn '···i :1: c!..ffe:-::ent Linds cf activities.
IJistf~:-J.ir:_~ to cl:il-:re!1 ts ll_ s:0!"'ies.
~e1.:;:::z -~~~:i~2_:~::~·;._
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t-,_T)
i~:>:~~~~s !icn.
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Hill (1958), discovered after preliminary study of the Bay City; Hichigen
schools, that teachers were spending between 21 and
time on non-teaching, tasks.
69
percent of their
The school system hired teacher aides to
perform some chores that do not require professional training.
Cne teacher
aide coffipiled tte following list of her activit:es:
Z{.
28.
Took roll and reported attendance to the principal's office.
Helped in physical education period.
Entered d8.ta in chile acco~~ting books.
Collectec_, recorded and acc0unted for flmd collections.
Assembled, prepared, distributed a~d replaced surplus ITaterial.
Checked 1X~pers, recorded grades, returr.ed papers.
Rearranged desks to group reading levels.
f.>ade ari th.'lletic cards of tc>.gboard.
Made list of library books in roo~;;,
Helped individual uu:pil s with p:::-obl e:ns.
Prepared materials for spray pair;_ting.
C9erated record player for class work,
Did general housekeeping tasks.
Changed roolli decorations.
Supervised relief time and recess periods.
Helped substitute teacher ~lan day's work.
Helped \\ri th drill for poor spelling pupils.
1-:ounted pictures for room display,
Labeled waterials end filed them.
Dictated trial test in s~elling.
Copied uaterials anc_ :::~iled tl:e:r•.
Gave first aid to !.JU:pils who became ill; tele:t::.honec porents.
Helped recent absentees with lessons to be made up.
Operated ditto rrachine.
ODerated movie projector.
Repaired torn books.
Hel!_Jed puT,Jils o:.:·gcmize cc::;:;:r:ittees for u:r1it stu.c:;r.
Played piano for ~-:n class.
:Jj.
Helped \Vith nolio ·'Oro~:-a;::"
Took care o{ ceramics --kiln.
1.
2.
~:
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7·
8.
9.
11.
12.
13.
14.
15.
15.
17.
18.
19.
20.
21.
22.
23.
24.
~:
29.
the school district of University City, Missouri, ::Bair (11)64), noted_
that they employed both clerical aides and_ teacher aides who '"ork with
children.
The aides, who were assigned to teaching teams, sit in with
the team· of teachers when plans are being :rade.
are rr.ade for what the aide will do.
to tl:e ai ce s :
At tr..at time the plans
Such tasks as these are assigned
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3.
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4.
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B.
9.
10.
11.
12.
13.
Work vTi th the movie projector, film~ trip projector, or ta-oe
recorders ,,.,i t:b.. smEtll groups of children.
Develop materials under the teacher 1 s direction.
Supervise smell study groups, testing situations, or children 1 s
individual nro,jects.
Help chilClren 1.••ho have been absent with makeun work.
Help children with skill \l!ork or remedial ~vork.
Collect resources such as :;ens, rrage zine articles, or l i brar-J
books for children to use. Help a grouy of children develop a bulletin board.
\'lork with pupH committees.
Supervise children who are writing a school newspaoer.
Continue an B.rt lesson tl<..a t hctS- been begun by GLe teacher.
Help in large grou? situation as a second oerson to assist
with the mechP.Jlics of cBlling the rollt answering messages,
or taking care of fringe discinline P-cti vi ties in tL'le audi tori,,m.
Accompany a tec:cher on a field- tri-p with a large group of children.
Take a group of cr..ildren to the playground for a break.
Bow The Teacher Aide Can Ee Used In Heading.
The aide is not expected
to ha_ve remedial reading skill or to be an ex_rJert in subject matter.
Sha~~
(1970)t
says the teacher aide is not expected to teach the way
a highly -professional teacher does.
Her job is to '-·.'ork toward :nelping
the child to become a successful and happy reader.
She does this by
encouraging the child to read; by giving him her full attention when he
is reading (and never conversing •Nith others); by letting h:bl lmow that
she enjoys reading; by helping him to grcup the ···ords into :r:e2..ningfu.l
phrases; by helping him to increase hi3 sneed in reading e.s soon e_s he
is ready; and by being -patient always.
The most successful aides use
encouragement freely, look for something to praise, end are never sarcestic.
A questionnaire
\~~~is
circulated to all teachers at Tulsa Street School to
determine t£:e needs of the tec1.chers in regards to teacher aides.
Most of
the teachers were responsive, some even enthusic:stic to\>Jard the idea of
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1.
Pre~are
instructional materials
rr1e.ke tane s
ma~e learning g~res
duplic2te independent reading activities
WEke PU?Pets
a.
b.
c.
d.
2.
Assist chilC'rer1 as tutors or in sraall groups
a. tutor children in skills
b. li ;::ten to cbEt~ren. rc·ad indi vicDE.lly
c. \-vork with small grou:!'s in role :playing activities or in
research
3.
Keep records
a. correct and record tests
b. keeping attenrJance 2.llc1 other records
c. kee~ing files of children 1 s ,,ork
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4.
~'lork in the 1 i brru-y
a.
assist \-dth librery IT'Enagen:ent
eX?and the library -progT3.:L. and tours
provide a read-aloud ti~e in the library
b.
c.
In an oral interview with 1-:rs. Kent, a children 1 s librarian for_ the
Los Angeles Public Libraries, it v.Bs discovered tr..at they use library
aides quite extensively.
I!rs. Kent said that without the library aide
program at the libraries ffic.'1IlY of the services of the library would be
greatly reduced.
The
prirr~ry
but there is opportunity for
lv!rs. Kent.
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functions·of tte library aides are clerical
so~e
contact
~Qth
the children according to
The librarian aides on some occasions take sYial:: grouns of
but x.ost of their work is clerical.
~ent
(1972),
says the duties of the librarian aide are:
F..anC.ling circulation routines--checkins cares and renewing B..i'1d
checking out books.
Follow up overdue end lost rrEterials.
~;ping,
sendinG notices,
o~ening ~il an~ filin~.
13
Helping to set up audio-visual
equi~ment
for individual listening
or viewing.
Processing ne':v books including t;vping cards and card pockets.
Assisting with invento!'y at the end of the year.
Checking stelves and r::aking sure bo::Jks are ke})t neatly in order.
~~ing
bibliographies on teachers requests and putting books on
reserve for them.
How To Establ.i.sh A Teacher Aide Program At The loc.:B.l Schcol. Just as
volunteer proeran:s differ, so will the Eethoc::. used to recruit workers.
It is necessary to tailor the recrui tint; techniques to t.!.1e situation in
the individual school.
1N'Qen setting out to recruit teacher
:rJB. ture
aides, look for men and women (young,
or retired) who love dlilcren a.1d. who are flexible, friendly and
reliable.
Wri~ht
(1969), advises t~e recruiter to look for persons of
varying abilities, skills and talents wno are interested in serving
the school.
Robb (1969), ~ointe out t1J.at :nost co.•::r.unities r,ave a reservior of 1)ecnl.e,
skills that the school can use.
Positions as aides to teachers aDueal
·to married women who have ho:r.e and faJnily resyonsi bili ties, ""hose children
are usually school age and who realize that they r.t2ve ti:ne to go back
to work but do not want a regu.lar, full-time job.
If the school com.munications system
is
functioning sa.;rs Perkins (1966),
14
recruting, a.nnou.'lce t::mt the school is seeking aides for teachers at
meetings of the
P.~.A.
or other groups interested in the schools, send
announce:r.ents home with tLe children, end use local net.vs :rr:edia and vmrd
of rwuth.
Ex~l:rr!)le:
"r;ben University City, I:issouri set out to
e:x.~Ja."ld
its teacher
aide prograru by hiring teac...h.er e. ides to "''ork with teaching tea.111s,
the :project 't!as announced on a televised. session of the Board of
Education, followed by articles in the bcal newspaper.
received
inq~iries :ro~
The school
3CD persons, 76 of those inquiring applied
for teacher aide positions, ano seven
aL~es
to be err.:ployed for
the follmdng year were selected =::;r :)rincipals and teachers on the
basis of their college backgrounc a"ld experience in working with
children.
~l'n'cn
potential &ides indicate an interest, :Brotl1erson (1971), sa::;s the
scho8l should. r..ave an n.:pylication bla.'ll\: to give or send the ap1)licant.
A?r:end.j_:x I reproduces the one usecl in
teac.he:: aides.
Per~dns
~orwo.l:-::,
Connecticut to recruit
(1;60), explains,. to ei..-pedi te screenin?, furnish
the ap"JJ.icant v:i. Lt a letter describing for them the qualifications
l..... ~
~'- '
~""'::.;.
not qualified :::r a:-e not sincerely intereste:i rr;ay screen the:nselves out.
'Perkins (l)G2), says tl-:.at \·!hen selecting teacl:er aices, certain i terns
are reouisi tes for
nl~.
:.::.::nueates.
The follm.:ing list was cor:-:piled
from a study of the requirements of various scho·-ls using teacher
1.
Good moral character.
2.
Evic.ence of good physical a'ld mental teal th.
aides~
15
4.
Good 2Ji.g)_ish usa[e.
5.
Pleasing
6.
Average intelligence.
7.
Successful experience v.rorking with children.
8,
So:ne forr:;a.l education beycnd hig..'l school for :wost positions.
9.
Liking for children and youth.
10.
persoP~lity.
Ability to ·..rork under the supervision of the classroo:n teacher
--"::n.tpervision tolerance.
11
A successful teac~1er aice program must incl·.1de, in adci tion to careful
p1&nning and recr'J.iting, say ?erkins, Roob, Jano\dtz enc Love, a carefully planned and continuous orientation
The N.E.A. Journal in their survey,
11
~rogr<:un.
How Teacher Aides Feel About T:'leir
Jobsn (1967), found that most aide~> then tvorking in the program indicated
that they were sa ti sfi ed with their roles.
Some, however , ¥Jere frustrated
because they felt ttey ·,lere not being used effectively.
Iar...y women
were frustrate<.:. to see youngsters ·.v:=mting; to learn to read 1::'.1t beint;
held 1:ack because the
teacr~er
just didn l t r..ave ti.:ne to help them •.
Throufh the use of a..r1 ada.c:_uate orientation
can be
~-;rog:ra7J1, m2n::'
of these -problerr:s
overco~ne.
, Some Working Sc.~ool l-!odels.
Tea:n I·:others--ShP..ker Heights, Ohio; SerYice Bureau (1966).
Since 190o, mothers of children in Iforelanu Elementa~~ School in Sbaker
Hei.ghts, Chio have been involved in a teecher aicle !Jrogra:n.
The school
The prog,ram r.tas gro't\'!1 over the ,vears and now each mother-team consists
of a nrunber of ,\•omen who go to the school for a full o_ay, a 'b..alf day,
or for
11
spot 11 assignments.
The coordinator for the day and also one or more of the other mothers
work rig)lt along with the teachers, helping individual children, giving
them spelling tests, reading stories, typing children's stories, taking
dictation, or producing display r.zterials for r.RthTatics.
11
The
coorair~tor
rnens 11 the scJwol office cturing noontia.e so that the pri::J.ci?al and teachers
may enjoy a duty free lur1ch hour .
.Each teacher tea.."TI is served by at lee.st one t:_.::_Jist an.d one person v.rho
desires to \'!Ork in the libra:rJ (::_earning center), carting and shelving
books, operating the tape recorders and record players at the listening
center.
Some mothers serve all tee.i'TIS JTIE.king visual aids with the Thermofax
copy rnachine or the ditto machine.
'l'he volunteers at I-foreland can provil!e ·a one-to-one relationship 1,vi th
rr;any individual chilcren ·..,.ho neec ac_ditional affection and attention.
Tutorial Services--Cincin."lati, Chio; Service Bureau (l•J66).
The Cincinnati schools initiated "Operation Cne-To-One. 11
This program
operates in forty eleinentarJ schools a..-r:td of necessity is an after-school
program.
This
progra~
utilizes college, high school and aQults who
would not be availab:!_e during school hm::rs.
The centers are open from
3:30 to 5:CC, three
pupils in reading a-r:td mathma.tics.
-~·---------
da~rs
a week.
Tu~ors
serve
The IJrogram provides !JUpils with a
17
Tutoring is concentrated in sc..'J.ools irlhich serve large numbers of d.isadvan t-3-ged children.
The children
li33.Y
receive help with one or more
school subjects, always on a one-to-one basis, in which the tutor and
the chHd are ma.tched.
The Inr_er-Ci ty Extended School-ray
Program~-'n'ashington
D. C.; Service
Bureau (1906).
The volunteers work on a one-to-one basis to help children in acad.emic
subjects and
~erve
ing to school.
t
l
J
as friends to those children who have trouble adjust-
They serve as library aides in elementary schools, and
assist in classrooms, giving instruction in art or music.
l
The Pace Association (Program for Action by Citizens in Educa_tion)
"J
--!Cleveland,- Ohio; Service Bureau (1966.).
~
l
Organized in 1963, PACE is a citizens
gl'O"Ll?
dedicated. to it19roving the
l
quality of education in the Cleveland. area. It works with 32
r
systems in tba t area..
j
l
s~'J.ool
PACE has sponsored many activities for volunteers in education, among which
are:
·l
The Tutor Corps--a four year program involving l8CO higb. school
students tutoring fourth graders from inner-city schools.
Right to Read-- a barnstorming group that taught 500 illiterate
adults to read.
The Early Reading Assistance--provided
4oo
trained volWlteer tutors
for seven year old children with reading Droblems.
•-.,,..,,,...,.~~~~-~--·--- - - - - - - - - - - - - - -
--
------
-----
18
•
i
I
l
ll
!
This &,.a:pter has reviewed tl:'.e literature related to teacher aides.
It
has shown attempts t'b.at other schocls have made in the use of teacb.er aides.
It has dealt with some of the duties a teacher aide can
school.
It ha.s shot1fi some of the
\~ys
~erforQ
in a
to establish a teacher aide program.
The next chapter of this paper is a. four lesson orientation -:.::rofl"am
for the training of teacher aides at Tulsa Street School.
C}-!.ap ter II I
Orientation Program for Teacher
Tr~ p~~ose
of this project
~as
}~des
to develop a teacher aide orientation
program.
The findings from the revie\tT of related research we.re org6nized into
four sessions.
aides and the
The program focuses on the cr£U·acteristics of teacher
illi~lication
for their use in the classroom.
The emohasis
is on the practical application of teaching principles in hopes tr2t
the teacher aides involved in these sessions will feel more secure in
the position they are about to undertake.
Each of the four sessions in the orientation program begins
~nth
an-
ticipated outcomes followed by t}1...e content to be lectured on and discussed.
Each session has rr.aterials for distri tution vib.ich 'flill su.:ppl;y further
information for each participant.
A ha.."ldbook vJill be prepru·ed for these
sessions and wilJ. be the prLr.ary text.
The four sessions are:
I.
II.
I II.
Preparing Instructional Y..a.tedals
Supervising a'1.d Instructing
Indi vi d:uali zed. Heading and 'de cord Keeping
IV. Library Skills
19
20
Session I
Preparation of Instructional l·!aterials
Inclependent study or individual instruction is haT.f!ered by
tr~e
great
amount of time reQuired to produce, store, classify and select appropriate
materials.
For this reason the textbook remains the most cornmon piece
of teaching material in the average classroom.
With relatively little
advance preparation and with simple direction from teac..hers, the teacher
aides can
prer~e
such items as overhead projector materials, charts,
models, pictures, files,
gre~hs,
tapes, and the like.
I. Anticipated Outcomes
After session I the participants will be able to:
1.
Operate the tape recorder and be able to construct tapes for
classroom use.
2.
Understand the value of transparencies in learning and be able to
reproduce samples for the teacher.
.)•
"Z
Prepare cbBrts, models and pictures for use by the teacher.
4.
Cpe~ate tl.J.€ i!pirit c~~liccti!l_s =.acl:.ine
(a. itto)
Cl:d.
Ce able
to duplicate work.
II.
Lecture a.TJ.d. Discussion
Preparing Taues
lva>J.y schools have used tayes successfully to provide remediation
materials as well as motivation.
After
certa.in li l:rary or text r::aterial for the
R
teacher
stu~'ents
~~s
selected
to rea.:}, and
21
rJB.s rr.arked key words and phrases \vi th which the child will probably have difficulty' the aide in a quiet' room reads the material
to be recorC..ed on tape.
As she reac's, she stops at each word
identified by the teacher and gives its literal
~eaning.
Thus,
the child can achieve irr.mediate word. recognition and comprehension.
As the aide becomes more experienced, she can select the word
interpretation without much assistrutce from the teacher and can
include questions on the tape trJB.t the
cr~ldren
should ask about
the reading material.
Robb (1969), pointed out tr..at in one schocl, a mother who v.,ras making
tapes from library rr.aterials decic'.ed tr..at the children were probably
tired of listening to 1t.'omen 1 s voices.
To provide male voices for
the tapes, she took a recorder 3.lld b0oks home and convinced her hus"banc
that his voice would be easier for the y01m.gsters to relate to.
Read-Along Tapes
If children are to follow the printed text as they listen to tte
taped narration, one must be sure to recorc the text
e::r..actl~r
as
it is printed.
look at the picture before reading the linterial on the page.
dicate when to turn the page by
at a normal paca, phrase
~dng
r~turally a~d
sor::e sound.
Read the Ir.aterial
avoid stressing syllables
that are normally unstressed.
:~
~------
In-
\
22
If tapes are to be used for listening only, an aide can tape stories,
poems and plays from library books.
by music or other sound effects.
The narration may be enhanced
Commercial recordings can be
transferred to tape and used for listening.
Hotivational Tanes
Another use of tape recordings is that of motivating students to
read..
From a list of books selected by the teacher for independent
reading, the teacher aide takes portions of
catalogs them according to genre;
folk,
ea~~
of the books and
fancifu~,
ani=al, adventure,
mytht fable, historic, fiction, biography. A child is invited to
select a tape of adventure stories and after listening to a short
introduction and some excitint excerpts from the book, my request
the book from the library and read the ba.Ja11ce of the story himself.
OVerhead Projector !·aterials
For large group presentations and as a motivational
instrw~ent,
the
aide , planning a teaching unit with a teacher, can rna.ke overhead
projector rr:aterials..
Host of them c::::.n l::e creater from lir..e crml-
ings or t;ypewri tten rr,a.sters and :!Jrepared on sirrrole duplica.ting
equipment (Transofax).
The teacher e:ioe can, with directicn from
the teacher, rr:ake simple drawings, produce "}Jroblems. type lines
of poetry or vertal directions and re:prcduce other i te;ns on standard
.......:; ..
1
I
}
1
~
23
Charts, lfodels E>..nd Pictt1r.es
Teachers find frequent use for indiviclualized or group teaching
aids as &.arts, graphs, cards, models or "Qictures.
The modern
reading series calls for a niDJ.ber of '"all charts a.s te.aching de-
vices in reading anct :9honics.
The teacher aide can prepare flash
card.s, learning charts and job cards with little more the-m paper,
some time and a few colored. pens.
Inclepm .. dent .A..cti vi tie~ (Worksheets)
Teachers at
al~ost
every grade level are in frequent need of work-
sheets and activity sheets for students at their level of ability.
A teacher aide can reproduce teacher prepared materials on the
dittomaster or mimeoLTaph machine.
IIL
L'emons tra t ion f.fa ter ial s
A.
Cassette tape recorder
B.
Overhead projector
C.
Thermofax ruc:tchine
D.
Chart -;:aper and let te:ring rr.a terial s
E.
Di. t tomaster duplicating machine
·f
IV.
Haterials for Distribution
11 0rientation
for Teacher Aices 11
A.
Parrrphlet for teacher aides:
B.
Faculty list
C.
Operating instructions: filmstrip 3)rojector, tape recorder,
overhE-ad. projector, di t t'J :r:2.chino
24
J
Session II
I
Supervising and Instructing
j
!
t
One of the easiest tasks for volunteers in the area of supervision
l
is that cf assisting individual students with drill excercises, especially
1
for remediation.
j
I
Chi:eren often need
attention.
Com-
petent aides can be given the res'}?onsibility of supervising areas where
}
j
children are
l
·~l
only tr.l8.t an adult be present.
1
individua~ized
~\Torking
individually and w.harever an activity requires
The task tr.at aides
Cc"U1
perform in
these situations involves everything from writing passes to assisting
~~th
aides
the selection of individualized materials in the classroom.
CBn
Teacher
supervise individuals or small groups without doing any actual
instruction.
They can supervise study areas while students do inde-
pendent work.
I. Anticipated Cutcomes
After session II ti1e ::_:Jartici;:ants
1
.....
Be a~Bre
2.
E-xplain wr.at is rr::ean.t ty ti.ltoring.
3.
Be able to sit and listen to chileren read.
of the inde?encent needs of children.
4.. Demonstrate an a~dreness
5. Underst.?..nd wr...at is meant
6.
l
be able to:
·~;ill
of children's needs
by the
11
Lan[Uage 3:xperience Approach. II
Demonstrate an ability to act as a scribe for children ~Titing
stories.
7.
Be able to take a
s~all grrrup
and guide them in a learning
25
l
.j
l
II.
Lecture and Discussion
l
l
·!
J·;
Children's Needs
Valett (1969), says biological drives arise out of ~hysical requirements for survival; continued
~enial
of satisfaction of these
drives will result in yoor health, illness and.
eva~
death.
The
biological drives and needs are: hunger, thirst, air, rest, sleep
and so forth.
Biological drives do not con:::ti tute the total
we also have social and effiotional
nee~s
as
;r:a11;
factors.
~otivatior~l
These needs are:
1
~r'hen
,.....
Tt. e need to investigate--curiosity.
2.
The need to achieve.
3·
4.
The need for affection.
The need for acceptance--belonging to a group.
5.
The need for cllimge--variety.
(...
v.
The need for independence.
7.
The need to love and be loved.
8.
TL:e need for aesthetic satisfaction.
a need is tmsatisfiedj t::e child becc:-::es restless,
and seeks to rex.ove t.!:e tc;nsion
.,
.t
•
seeks to remove the tension is
b~r Ea tisf~,ri1:g
w~P.t
behavior pattern the child uses is a
modified
tr~ough
the
nee(~.
we call oePavior.
re~Jlt
of
fr~_,strat.::?d,
Eic;v hz
~~e
inr~rited
snecific
structure
learning.
A number of adjustment med.1ai1isms to deal with frustration-- failure
to satisfy
needs--r~ve
of these are:
been identified by psychologists.
Some
~~essi~:
_attacking tl:e obstacle causing frustration.
Example: A child throws his book to the ground bee2.use he
CBJ'..not read it.
Wi thdra\>Jal
Reaction~
~:&~action:
•..vi tr~crawing from the frustrating situation.
lie seeks Gn alternate goal that is socially
acceptable.
It must be stressed that tl::ere· is a great·need for conscious m..,-areness
be having acljustr.:ent
urbblems--~they
are not born ·bad.· Tr.e aide. tdll
need: the awarr:ness and tmaer:o.tf.mding of cer.:avior .to acti vel~·
support. -the teacher as he seeks :to d.eal with. the.· problem.:·
Tutoring
A teacher may discover
tr~t
some students cannot function because
they still are unable to perform some process.
IY.hen the teacher PJls diagnosed the ceficiency he can call the aide.
At this point, the aide is able to reinforce wrlB.t the teacher bas
raised by the child..
.Another example is tr..at of the teac..'J.e:!:' •.vho discovers tbat :nan;r
students are rmving
so~e
difficulty with
perhaps tt.e i-e cornbi.r.ations.
so~e
aspect of spelling,
·rhe aid.e can assist the children
in reviewing t:C.e i-e rule for spelling, or have them practice
27
·,
While working 1Yi th the students. the aicle can offer
an individual when it appears necessary.
assist.~ce
to
He IP.ay discover that the
child needs specific instruction from the teacher, in which case
he ,,.,ould simply wait for an opportune time to relieve the teacher
of her assignment so the teacher can come to the
c..~ild ~t/no
needs
reinforcement or re-teaching.
The teacher aide can assist with either remediation or acceleration,
while the majority of the students continue with their work with
the teacher.
Read.ing \<lith Children
One of the most important jobs a teacher aide can do in a read.ing
i'
program is to be a good listener for children.
Children enjoy
reading to someone and reading is the one thing they do not get
enough of in the classroom.
The teacher aide should work
helping the child to become a successful and
this
~' a~couraging
ha~
reader.
to~~rd
He does
the child to read, by giving him her full attention
when he is reading, by letting him knot-J she enjoys reading 1 by
helping him group the words into 3)r..rases and cy being -patient ahvo.ys.
The most successful aides use encouragement freely and look for
something to praise.
Language
~erience
ADDroach to
~eading
The language experience approach in reading instruction is an
attempt to keep listening, speaking,
together during instruction.
T!:.e
~Titing,
anQ reading experiences
"togetherncs~ 11
of skills rr,'J.kes
28
it possible for tr.e child to use his m·m ex:periences, background,
and personal lang_uage when learning the skills of reading.
~·1ore
than other reading approaches, a language experience approach
uses the thinking of individual children in tne development of
materials which promote skill development.
Some of the language exoeriences needed for a child are:
1.
Sharing eX!)eriences=-the ability to tell, write or illustrate
a personal experience.
2.
Discussion experiences--the ability to ir:teract with what
other people say and 1:vTi te.
3.
Listening to stories--the ability to listen to others end to
relate what is said to one 1 s m·m experiences.
4.
Telling stories--the ability to organize one's thinking
so tba t it can be shared orally.
5.
Dictating words, sentences, and stories--the ability to
choose, from all
tt~.t
mirht be said, the most important
part for so;r.eone else to write and read..
b.
v/ri ting ind.e:pendently--the ability to record one 1 s o•.·m
ideas and present ti::e;r. for others to read.
7.
!laking and reacting bocks--the ability to organize one 1 s
o~~
idea into a form
t~4t
others can use.
The language experiences required to :naf{e this a productive mettod
of instrt1ct:i.on require much supervision and InA.inteP..ance.
The teacher
I
aide in this situation coulc greatly increase the effectiveness of
t
the progra~.
l
The teacl:er aide could hel3'J cy actin€ as a scribe
for chilcre:1 ,.,~ h;ish to ~.:::7e a stcr-;:: wr-i ttan. tv· actir:,~· as a
resource for someone who wishes to write their
acting as an auc!ience for
so~ne
o~·'11
story, or by
child who wishes to tell you his
experience or read you one of his stories . .Art activities are also
involved in this prograrr_, and the teacher aide :night set those acti vi ties up for the C'..hilcren who c_esire them.
The teacher aic,e in this t;ype of experience is a busy one but the
rewards will more tr..a."l. w.eJ::e up for the work.
III.
Demonstration i';aterials
A.
IV.
1 «.....
( C"ll·
J.._; 'l,.:i"'Pn
U.i. ...........
Haterials for Distribntion
A~
11
B.
"Rules for Reading with Children"
Err:otional Needs of Children"
•·.rn,..1KlI
••
~,.....
Session III
Indivi~JJali zed
Reading and. Rec.ord· Keeping
Indi vidtmli zed reading is a'1 a1)proach to the t:;aching of reading \'.'hich
gets
a\~ra:y
from a.uniforrn procedure for each child and which emphasizes
teaching to read more than it does teaching hOt'-' to read,
works at his mvn level.
Each child
Aides are needed t::> assist in the cLi.stribution,
scoring, and recordine of these rraterials.
I. Anticipated
Cutco~es
After session III tl:e partici:yants will be able to:
1.
Understand wr..at the purposes of an
i~di viclualized
reading
prog:rmn are.
2.
Assist
c.~ildren
ized reading
II.
with recording their progress in an individual-
progra~.
3.
Record the results of di8§1ostic tests the children might take.
4.
Assist the teacher in evaluatinf the
~regress
of chilcren.
.Lcct'J.re anci Di sct:ssion
Individualized reading includes the conce-ot of allowing students
to -progress at their own rate.
Obviously, if each chUd is pro-
gressing at his O'-m rate an.cl is to r..a.ve the suD';ort o: i--rJ-::ediate
feed.l::eck in the fo:cm of constant testi::I?, someone m-r.1st check his
:progress 1Hi th and for hL:..
'E'1is is a si:::ple task and
·~:om
be done
31
student ?erforn.s son:.e task involving a skill, upon completion of
the assiened task he checks himself and after grading it, he is
ready to move on to the next task.
keeping on the child 1 s
~art
This involves a lot of record
and a lot of checking over by
so~eone
--preswrably the teacher aide.
The individualized reading program is a self motivating program.
It is the children 1 s own enthusias;;1 that TrE.intains the -progrc:L"ll.
If he becomes bogged Cio'.<.rn with to much pa!Jer work tl::en he· cannot
be
i
reading~
Tne teacher aide's job in
tr~t
case would be to score
papers, note Clfficulties the child is having c:md indicate to the
teacher or sometimes
intei~ret
her findings to the child.
I
The teacher aide would also assist with the handling of the lab-
i
oratory materials involved in the progr&u:
..·l'
S.R.A. (or other) kit$, earphones, tape recorders, plugs and switches,
1
books, pencils,
c~BXts,
or any other materials.
1
Evaluating Children
1
The teacher aide should not eva.luate chileren, but rather, recognize if a p:'oblem exists, then refer the child with his probleL
to the teacher.
The teacher aides job should be, however, to look
at the errors a child :wakes while he is reac_ing.
try
to find
so~e
consistency in those errors.
Then she should
32
III.
Demonstration Haterials
A.
S .R.A. reading kit
B.
Games and activities ttat might
i
accoillpa~y
reading
in an individualized reacing prog-rrun.
'1
!
IV.
~hterials
for Distribution
A.
liSuggested Room ArrP.ngement 11
B.
SaTPle reading evaluation sheets
C.
Sharing activities
D.
Checksheet for teachers new at conferencing
E.
The San Diego Q.uick Assessment of Reading Ability
~aterials
33
Session IV
Library Skills
In an elementary school v.rith a libra.7 the volunteer can provide assistance
to expand the library progra111 and hours.
They assist with library man-
agement, process and catalog books, and read stories aloud.
I.
Anticipated Outcome
After session IV the particiyants will be able to:
the
1.
Understa~d
2.
Assist with the
3. Process
i~ortance
r~ving
a good library program.
libra~; ~~gement.
and catalog books.
4. Serve children in
II.
of
a beneficial ~tJay in the 1ibrary.
Lecture and Discussion
Importa'1ce of
A
Library Propa'TI
If reading is the most important skill tausht in schocl, then the
who enjoy reading are inevitably good readers.
Therefore, we want
children to see the many advantage available to them to extend their
reading interests.
Melvil Dewey describes the goal of the library as: "To get the right
book into the bal'J.ds of the rig.l}t person. tt
The volunteers 1 goal
for every child who vmlks into the library to find something that
interests him.
Sometimes this !Leans helping the child. discover
what he is interested in.
1.1.p
for the .child.
So~tetirrles
this means lookL7lg something
A."ld sometimes this means just b..aving the materials
available, in tbe rig.._'J.t place, when he
~g
~·:alks
in the door.
Libra:g: _!.~sers
This part of tne library aide's job may take several forms.
she simply t>..elps the reaC.er find infor:r.ation
specific question, such as,
.
i
i
11
t~:.at
Often
will answer a
i'T.r..at is the --population of Los Angeles?"
For requests like this tr,e library aide drmvs upon her knmdecge
of the library 1 s materials.
This means knowing where m.aterials
are anil being able to locate them quickly.
However, the library user ll'ay .b...ave a broader request.
If he asks
for material on Abrar.am Lincoln, the librarian aide rrnJ.st consider
several :points.
how to get the
·.f.re.t tl:'.e needs of tt>..at ::;-c.rticuJ.ar- c!::i=-.c are e.nd
~~ild
to that rraterial quickly.
The needs of a
second graC.e cr.ai:d and t.tose of a sixth grade child are considerably
different,
The library aide rr:ust be a'ble to handle vari:)US -problerr.s
in reg_:lrd t:) o'bta inb_g
Interestin~
Children
1n
t:1e Library
The library is books e.nd by Ci splaying books in a rneal'lingful way,
they seem less aweso:.1e ar:.d more appealing to young children.
:cis-
playing the front of the book is more meaningful to children thr.m
looking at spines of bocks.
BJok covers are often used to make
35
The most rewarding thing an aide
do in the library is to· read
C3ll
a story to children in the library.
There is something special
about having a book read to you in the library.
remember these things:
(1) Pick a book she likes and hat> read before.
(2) Use her voice to 1r2ke the story
(3) If
the
sto~J
The aide should
interesting--drarr~tize.
bas pictUres be sure to show them to everyone anc
if possible while s!c.e is reading
is on that pare.
~trbat
Li
V.ana.£err:en t
- bra:ry
.11-~-----~-- Because there are so many materials in the l i bra!7r' it is necessary
to maintain order,
T'nis is done ty an elacorate systen of catrJ.og-
ing and arrangement of books on the shelf.
The card cataJ og is the library index.
The library collection is
listed on at least t:hree cards in the card catalog.
separate divisions of the catalog are 8y author 1 s
The tr..ree
na~e.
~~
title
and by subject.
I
!
•
Knowing the title will al:o'll one to use the title card caJalog
dra1tTer containing the initial letters of the title.
K.l'lOit!ing the
autlli."i-r allows the child to c.ho:se the drat::0r wi til t:-:e beginning
1etter,-of· the author 1 s. last nan:e-•.
~v:"len
locating information en a
particular. subjectt orre cheeses the drav.·er
responds to Ll-J.o subject.· Toys would
The Dewey Decimal Syste:a.
system.
~.-.rhich a~pr.al::etica:!.::.y
b'e. found
under "T 11 •
This is a nuJnbering classification
It classifies books into ten large subject areas,
large subject areas and
correspondin~
cepir-.ning call
n~1.:nbers
The
are
occ
100
CDC
~g
??O
tO~
700
&)~
900
General ;vorb;
Philosophy
Religion
Social Science
L?Jl[U.age s
Sciences
Useful .A.:rts
Fine Arts
Litera t:J.re
History
Each of the larger divisions is
c~vided
into ten smaller categories
and each of these is further dividedinto ten subdivisions.
Th.ch
non-fiction book .has a call nu:nber, but fiction is arranged alphabetically by the author 1 s last name,
j
l
l
III.
Demonstration Ha.terials
A.
Card catalog file box
B.
Sample, enlarged catalog cards (title, author, and subject)
C.
Sample stor.;rtelling book (Steig, 'ililliam, Sylvester and the
Iv:S.gic Pebble, Simon an.d Schuster, Ne"' York,
IV.
~aterials
1969.)
for Distribution
A.
Book list (Caldecott and Newberry award winners)
54
SQTJ?~e s~eets
C.
Information sheet on the rewey Deci::r.cl System
D.
Rules for checking out books at the
cf the card
c~talog
r~lsa
Street
Scho~l
Library
BIBLIOGRAPHY
Bair, J'v!edill.
Team Teachinfl; in Action.
!•fi fflin Co,
Boston, Eassachusetts:
19G4.-----=-
Houghton-
Brotherson, Ha.ry Lou. ana Fary .Ar.n Johnson. Teaci:er Aide Handbook--A
Guide for 1Ycw Careers in Education. rrulvllle, f.IIIriOTST~Inter~­
state Printers, i971.
Committee on Teacher E.C.ucation. The Six Areas of Teacher Comoetence.
Burlingham, C.:1lifornia: California l:eaC:.1er.a .Association-;--rgc4.
Barris. Ben I·tl.. In-Service Zducation: A Guide to Better Practice.
Englewood, NeWJ~ersey: Prentfce-lfa:frT--lc-:-;-1)o9. - - - - -
Hill, Clyde E.. Teacher Assistance: A Re"')ort of the Yale-Fairfield
Study of El~inta1~- 1~~chi!:,~. Lew ?zven, Connecticut: Yare-University ?ress, 1)5-;.----
j
l
j
t
Janoi'Jitz, Gayle. Helping }l.-a.1J.C.s: Volunteer 1tlork in Ec.ucation.
Chicago, Il.linois: Tbe U:i1i versi ty of "Clilcago Fres~5.
Kent, ])orthea~,. 11 'Ihe Volunteer in the Livrary 11
Los . Angeles, California: r·ay 1972.
•
(an interview)
Love, F.arolcl D.. Parents :ciaf)1.ose and Correct Reading Prcblens.
Springfield, Illir.ois: Charles C. T'nomas lub., ;9-{C •
.J
~
J
j
r
I
''
f
l
l•liller, J. .
Hay,
11
Volun teers in the School Li bra.ry, '' ~ol B.nd CoiLT.tmi g.
1971.
Perkins, Eryce. r~tting Bct~e~ P~Eults from Substitutes, Teacher Ai~es,
and Volunteers. Englewood Clif:'s, 2iew Jersey: .Frentice-.riall
Inc:-,
ig66.
Robb, Nelvin E •• Tt?acher .A.sEistants.
and Co.,
SharJc, Paul C••
19cJ:----------
Colwr.bus, Chio, C"b..arles }ierill
The ParanrofezGi0nals or Teacher Aides.
?'enaell rub. 1)7':..
Hidland, ti~:•
"School Volunteers.
---service 3ureau Inc., 1966.
11
Arlington, Virginia: Ectucationa.l
• A Study of P.J..lXiliar:r Pc:o3onnel in Education.
-----.~~r-e-~i--.Y'~'"o-l:-;.k:--:---=The
.
Eank ~S-treet College. of £-iucation. l'jcq.
Vallett, Robert E.. Hr-:oC.if;ying Chi:!.eren 1 s Ber,avior. 11
California, Fearson Fu.b., 1969.
Palo Alto,
Their
Jo~s,
11
38
;Vright, Betty Atwell.
1
Teacher Aic_es to the Rescue. 'Hew York:
The Jol1n Dey Co., 19c9.
•·
j
1
Parent Volunteer 11 Self Help 11 Q;uestionaire
Application for Position as Teacher
Infor~ation
Aide--No~~dlk
Plan
Sheet for Volunteers--Urban Service Corps
39
TUIJSA STRE.Sr SCHCCL
April 10, 1972
To: Teacl1ers
From: S. Abelman and E. Scott
Subject: Parent Volunteer
11 Self
Help 11 Progra_m Q.uestionaire
To enable us to have the imput necessary to make a
rc~ort
to our
Advisory Council regarding our feelings as to the function of such a
program, we have :prepared this brief synthesis of activities en@lged
in by volunteer groups already ftmctioning in schools.
Please comment
on how you see a program of this nature functioning at Tulsa from your
otm observations and need.s.
Check the most important areas of need here at Tulsa:
Basic Puroose:
To provide service to children in schools.
Functions in Other Schools:
6
Resourse people to cc~e into the scr~ol and talk
With Children in specialized fields and skills.
2
Teacher .Aide \fho, under tr1e c.irection of the regular teacher,
worKs witn individualn or groups in and close to the classroon.
a~d ~ork
Lab S"Oecialist, \vho 1'10rk~ in a sneci?.l room set UD for ce:-t.:lin
curric'J.lo.:z- :1esd. '.vi trl .:I:.<"~terials and eqciptraent provided (i.e .
.Reading Lab) .
4
Li bra.~r Cl eri e<:~.l Ass is t.a!l t
8
School Cffice Assistant
Enri.ch:·u.:mt Aide who ,,;orks with teac...lJ.ers in a self-contained
facility in ~i.1e area of: rr:usic, art, se.,..iing, science, etc.
1
Preraro.tion Aida who assists teachers in pre~<.>ring and organ=
izing""K:1ts, reading IP.a.terials, or§:lllizing book shelves, etc.
Lq
.A.fl..,LIC1\l'ICN FOR PCSITICN AS
T~>.CHEIZ
Aiill
* NOR.tl.AI..K
PU.l'i
rate:
-----~
Eiddle
Address: _________________________________________
Date of Birth: __________________ Pluce of
U.S. Citizen: Yes
No
Soc. Sec.
Telephone~-=-~
~irth:
l":aTital Status:
-----------Children -------
Indicate General Health and Presence of Defects or
Ail~ents
------
In wr..at capacity have you worked with children 7
:Nhy do you feel you would like to become a teacher aid.e? - - - - - - -
:CO you play a. IIUlsical instru.'nent? ___ )lfr..at7
List your office Skills:
Secretarv
- - - - S tenogranher
==:==:Dictaphone
I,·lail Clerk
==Library Ass 1 t
r
Grade School
1
Please check X what you can do XX w{l..at you prefer.
Switchboard Coerator
- - P..eceptionist -
==
--- --- Key
F\L~ch Cper.
----Tabulating ~B.chine op.
A.Jcins I ·:achine
--- High School --- Trade
'llORK EXPERII:.~C.S
4
References:
or Vocat.
Clerk
---- File
General Clerk
------ ___ Bookkeeper
==
---
:Bookkor.
T;y-ping
Colle§':e
(last position listed first)
Technical
~c~h~ar~a~c~t-er~--------------------------------~----~--~
Signed:
fute:
~:ach.
11
4
l
I
l
t
Ij
I
4
I
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I
URE.A.N SLttVI CE CORPS
Information Sheet for Volunteers
rate
-----
1.
Name-~~--rr--·-~·
- Snouse
~
wst \Please pri11t) .l!1:rSf"
2.
Home Address
Zone
Home Phone______
--------------------------3· Business Address------------------------------Bus.
4.
Person to be notified in emertency
5·
Age (check one)! Under 2J_ 21-Llo
6.
Phlfsical or other limitations, if
-----------
~N~an-.m-e----A~ddr,_e_s_s----~~ho~n-e~--~
Children:
I
Phone
41-Eo
any--------------------------=
Ages~_____Schools
Number
Over~
now attending,____________
Education
8.
Elementary school
Student at present
Eigh School
School
~'fork
-
College
Course__________
Course of Study_ _ _ _ __
Exneri ence
--~
9. Type of work (e.g. teacher, doctor, buyer, secretary, etc.)
Ho1,., long
Volunteer Exuerience
lC'. Nan•e of Organization
Len.e:th of Service
Precise nat'..:re of
~rou.r
service
11. Check areas in wb.ich you. wish tc serve as a volunteer:
---SCHCOL
AIDE (underscore urefere!lces a.YJ.cl e~lain)
-
Accompanying pu,ils on excursicns; SU?ervisin~ after-school study
groups; accon>pcnying pupils to cli:1ics; cor;.':actin.&; 11 hard to reach
families"; su;;ervisin6 needy lW1ch ?r<Jgra:.:; etc.
Drmnatics; crafts; 11.usic; 2...rt stor~'telling; cera::.1ics; r.andcrafts;
science; instru!:'.ental ;r;usic; etc.
ReT.edial teaching; set ti:r;.§.:' '.::.~ li'.:r2r7; te:?.c::!:::ir:g un\';ed :::otb.srs; urovicing leaderdlip to parents cl.u'::s .or stuc~,r grc'..l:Js; col.mseli.r:.&; etc.
1
l
1'
APPErmrx B
~~terials
for Distribution--Sessions I, II,III, and IV
44
J~-~~--~~l~~-~A~~-~
~
1
I~
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1
12
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26
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t-~"1!-~~~,g;~~~"Wol';:('.!r-v~~~--~
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D.
Supoly Roo:n
Lost e..nd Found
Ball Room
Lavatories
E.
Kiln
B.
1,.
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Tt~SA ST~T
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Adapted from Lecture Session II
Biological drives arise out of physical requirements for suTvival;
continued denial of satisfaction of these drives .,rill result. in poor
health, illness and even death.
The biologic..al drives ancl neec.s are:
hunger, thirst, air, rest, sleep a11d so forth.
Biological drives do
not constitute the total man; we also have social and emotional needs
Tr~se
as motivational factors.
l.
2.
a:
~.
b.
7·
8.
needs are:
The need to investigate--curiosity.
The need to achieve.
Ti.~~e
The
The
Tt.e
The
The
need
need
need
need
need
need
for acceptance-~~belonging to a group.
for affection.
for change--variety.
f'Jr indepeno.ence.
to love and be loved.
for aesthetic satisfaction.
When a need is unsatisfied, the child b.Jcomes restless, frustrated, and
seeks to remove the tension by satisfying the
need~
remove the tsnsion is wr..at \-;e call bel'...avi-Jr.
The S!Jecific bef..avior
pattern the
cr~ld
uses is a result of
inr~rited
How he seeks to
structure modified
tr..rough learning.
~.o-ression
----
~:ri thdrmvnl
Reaction
---
Compromise Reaction
--------~----------------------------------------
***Children who misbehave are raving ad.j"'.lstment proble:r.s-·-they are not born
bad.
The aide will need the a•,.'B.reness and
to actively
sWJPOr~
the teacher as
1~
u.n:iers~
of behavior
seeks to deal with ths problem.
~-6
R;l!ADE'lG WITH CIITicDR'i:lJ
Adapted frau LectUl'e Session li
One of the most
~qm
is
~ort::mt
~___E-~__a
good
jo_bs a teacher:....?.:.tde can Clo in a
l~st~~r__f~
chil_cf!:J:?l.
re~
Children enjoy reading
to someone and reading is the one thing they do not get enough of
the classroom.
~n
As the teacher aiCte you should work tm'l'&d helping the
child become a successful and happy reader.
You do this by encouraging
the child to read, by giving htn your full attention when he is reading,
·by let tin~ hLn know tr.tat you enjoy reading, by helping him grotrp the
words into meaningful phrases, by helping him increase his speed in
reading as soon as r...e is ready and by being patient
abra~rs.
to be a most successful teacher aide is to use encouragement freely,
look for something to praise.
I
I
I
1
'
I
'\
~
I
I
I
:sx:PERI~TCE
IANGU..AGE
1
:
l
1
Some of the language experiences needed for a child are:
1.
s~~ing
experiences--the ability to tell,
~rrite
or illustrate
a personal experience.
2.
Discussion
experience-~the
ability to interact with what
other people a.g;y and write.
3. Listening to
stories~-the
ability to listen to others a.11d to
relate what is said to one 1 s own experiences.
4.
Telling stories--the ability to organize one's thinking so
that it can be
5.
s~~ed
orally.
Dictating words, sentences, and stories--the ability to
choose, from all
th~t
might be said, the most important
part for someone else to write and read.
r
o.
r,vriting indepenC..ently--the ability to record one 1 s mm idea.s
and
prese~t
them for others to read.
7. !•laking and reacing
bccks~-the
ability to organize one 1 s
m~n
icleas into a form that others can nse.
~1\.dapted fro~:
· u.J\. ~;B'"' Approach to E.aadine:ll
by Roach Van Allen; Elementary R~dine: ToQ5'[
43
Na.:r.e - Therese
..
r~~~\l'J~~.@'"-~~~~ ~~if;t~\IO,:~..pfr~~");i',-~~~<J.¥~.fopt'~~.it~~~~----~-~
rrhe Ki..ng;s ·:ash
I
!
i
the king alwas ~van ted to go
l
fishing.
I
He wished one day,
I
when he \vent fishing ;;.e got
~
i
l'
captured then the h-'.d Ir.en were
I•
I
f
! capered. End.
·
I
f
t-.....,~~.·.-.:'Ul.":"~~A<v,··..-~~~~""#-:.VO::~~t:tt"~~~a;;;;,l~:;l:.!:;i;.&r.t:!Qf&••.:•~l~~~~~-;or~~~~-~-~--~
~ '...n,;1e Cur1ous
.
Cow
lI
1 K"at:r is a cow.
cuxious.
She
She ',vas
we~t
~ )·
a~.'..,as
into her
neighbors yard for soffie other
k:i.nCI. of grass.
It taste the
l
l same.
One time she got in a
,
_ ho::.e.
~ne ~:;t
1
~
!
;
l~
!•
l'
~
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out.
.
l
f~~~~~~~~~~~~,.,.:~~~~l&!~·~~~~~~
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~
THE CARD CkTALCG
Reprinted from the P.arbracs Colle,'e Ha..."ldbook: 5th EC!i tion
The card catalog is the index to the wh0le 1i bra.r;r.
and all tound magazines.
It lists all cooks
Usuall;y the card calalog consists of cards
3x5 inc..1.es in si'ze, arranged alpl".a"betically in drawers.
11 authorfl
cards,
each book is
11
title 11 c.ards, or
listed-~in
11 subject' 1
pl~oper
its
'rhose rray be
cards; for in most libraries
alp:na'betical place--once accordir:g
to its m.:thor, C-gain according to its title, and :ret acmn accordi:1g t)
its subject or subjects.
The illustrati!)ll below is for the author card, filed in the card calalog
under R.
The title card is identical excent for the title
the top, filed Dncer T.
t~'J)ewritten
at
The two subject cards are also identical except
that each :is hea1ed by its subject typewritten in red and filed under I
and H respectively.
l
,,--::------~~~~~ .....~-=,.J~,os;,)'>,.,.~~~~~~_m-l'l!',a.t'!trT"JI!§f¥,P!}f;•.;;..~4~~"'¢.fi_..,~__.-~"'~l'.-fi'*>-YtK"<:Jf< ..... ..,....._..,...
kT7~
RE?.J), GA.i.~Ji:R.
.R37
1913-
TheSU'-'-r'.1S of o:rc!--_;;;;:: tr2.l C.e-,rices.
;
Pitman
P~b.
Coru.
-
r
:xxi' ':J3l p.
l
t
:::~.:;;i~~
25
1.
Instr~Tentation ru1Q
2.
I J:litle
1-Iusical instr>J.'lents
~
I-iTJO.R37
{
<1a~3'
\
·' ..1 1
lib of
731.-.:;)2
COGfT8SS
(
Ccc-2)
~;;-S'·! York,
.
1
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~
orchestration
53-13253
l
.
~--~~-"'~·--~~~':li-.<J».J~.-~.. .-~.l....,.,.a:<4P'l"!u~V~,;r-.;;_v-.n -'"''!t;l\".\'i.'o~t-=-rt·,.~lL.."U:O:l--~·~,,c....,.,...,ffi<>l":~t'!ori.~v~~~~~--·n:lft"'1
...
1.
2.
Author 1 s na---::e a."lC. &'1te of birth
?l2c~, pu~lisher, date
4~
l!i -t:}pe
3.
C:::.::.l
n:_:~:: :::.::::"
... ..... ·--... -.r
...
._,~: ..
SuOject er;.trias
7.
IJi. ~r.4:;.r of
cq~lPT~;ss
c.:31l
3.
9~
De:·rey red:nal C3..ll ll~'Tibers
Card 11~11Cers
TULSA
ST~T
SCRCCL
1 IBRARY FRCCZUJRES
1.
'dri te last name and room number on white carc1..
2.
':/rite roo:n nDJnber on yell:'w card.
3. Have both cards stamped with date due.
4.
Keep white card in grot;:p to be filed Behind. room m1;nber.
5. Yellow card.s are to
6.
rerr.ain in books.
If a book does not r.ave a wf>-i te card, "Dlace i t on the shelf bet.inc
the des..'tc.
7.
If tr.c0 carcl is fillei, office will ty-pe a new card.
ro not re:novf
the filled card.
Checking Books in:
~~T.e a~d
room
nu~ber
1,
Cross
2.
Be sure right cards go back in to books.
3.
Refile books or put
1.
Be S'J.re your cards are secured to ifOur room number with a
the~
off both cards.
on cart.
rubber banll..
-
--~·-,.,.,.,,,,,.,_n_•----
~library
2.
Pick up cards
ti:r:e and check bocks in room.
4.
Place :-:1arkers (fray folccers) back in box befor.:; leavi:::g.
51
CHIL1~T 1 S
.
:30CK LIST
~
---
Caldecott rio·:-!Gl Winn.Gr};l.
The Stor;r of I':ankind
The 1Tv oya.;a or~"'
J;r. r~·-~-·1
Dll "t e
The Dark Frigate
Tales fro:11 Silver La.YJ.ds
)~imals
Ne,..rberv i·:Iedal ';/inners.
Shen of the Sea
Smoky
Gay-Neck
Th~ TruJ>r;Je ter of Krakow
Hitty, Her First 100 Years
The Cat :·tho ',~ent to Heaven
Waterless Lountain
Young Fu of the U·pper Yar..gt ze
Invincible Louisa
robry
Caddie \'/oodlawn
Roller St:::ates
The 'llhi te Stag
Thimble Surr.:ner
D9niel Boone
Call It Courage
The l-io.tchloc~c G;;:n
Ada~ of the Road
Johnny Tre:.:-ain
Rabbi -u EUl
-~-~~~-
of the Bible
i<ei Li
Abrab..alu Lincoln
Tr...ey ~vere Strong c:<..nd Good
I :Eke .V'a~' f cr D.1ckl i:ngs
The Little Eouse
Ifan;v 1-roons
Prayer for Children
~r. .e Ro0ster Crot:Js
1
Tte Little
Isl9~~d
Sno~r,
Bright Snow
'l'l:e Bif; Sno~·\'
Song of tl1e S't:allows
~~e Egg Tree
Finders Keepers
;·rni te
The Bigsest Bear
l·!adeline 1 s Resct:e
Cinderella: or The Little Slass Slipy:er
Frog Went A-Courtin 1
A Tree
Tin:;e of
is Nice
~·:onder
CbaJlticleer and the Fox
Rine Days to Christrras
Ba.boust.tlm. t1nd the ~:n.r;2e Xings
Strawberry 3-irl
Once ·A ?:ouse
Miss Hickory
The Snov1y illy
The ~#enty~Cne Balloons
Kin£ of the ~ind
The~ Door in the ·.vall
\f.o.ere tile r:lild_ ·r~:1il1~~s P.~re
l '.ay I Brinf a J:'d sYJ.c'?
.<Uvvays Room :!!'or Cne !·fore
..'\.~:~os Fortu.n.e, Free :\an
Sa:n, :Ban?,' a.YJ.d the >:ocnshi:ne
... .An.d ~To''' i~:igc:el
The ';t'leel on t!"'~e Scr...ocl
Carry Cn, ~-;r. 3o•vdi tch
Sylvester and the :-!8r.ic Pebble
A Story: An African Tale
2·iiracles on l.-<aple Rill
Rifles for 'datie
The 't/i tch of Blad:"':Jirc Prmd
Cnicn John
Island of a Blue Dolphins
T2:.e 3rc!lze :Ba•.v
A :frb.kle in 'rir::e
T 'lr"' T' ; ~
.... t
I ..." I ~~ .ul.~e
n- !5. v.:1.
5!:-.&d.o·,.J of a :Bull
I , '!J ·-~.:::~ :_. 2 ::.~:_,_ .~ .~ :..:t