Practice teaching in the School of education, University of Illinois, 1893-1911

EXCHANGE

UNIVERSITY OF ILLINOIS BULLETIN

Vo1- X OCTOBER 21, 1912 No. 8

[Entered Feb. 14, 1902, at Urbana, 111., as second-class matter under Act of Congress

July 16, 1894]

UNIVERSITY OF ILLINOIS
SCHOOL OF EDUCATION

BULLETIN No. 7

Practice Teaching In the School of
Education, University of Illinois

1893-1911

BY

FRANCES MOREHOUSE

Supervisor of Practice-Teaching, Illinois State Normal University; formerly Super
of Practice-Teaching in History, School of Educa.ion, University of Illinois

s\.

JT

URBANA, ILLINOIS

PUBLISHED BY THE UNIVERSITY

PREFATORY NOTE

The Academy of the University of Illinois was discontinued
at the close of the academic year, 1910-11. It had been estab-
lished in the early days of the University as a preparatory de-
partment. With the growth and development of the high schools
throughout the State, the necessity which, for several years, had
made its maintenance imperative no longer existed; and the lack
of room for its adequate housing in the University buildings
made its discontinuance advisable.

During the two years preceding the closing of the Academy,
however, a system of practice-teaching had been organized by
the School of Education. The Academy classes were utilized as
a training school, and the principal and five of the Academy in-
structors were appointed supervisors of practice-teaching in the
School of Education. It was hoped that, with the discontinuance
of the Academy, the practice-teaching Organization could be
transferred to a high school which would be established and op-
erated by the University not as a preparatory department but as
a laboratory of the School of Education. The plan met with
general approval from the public-school teachers of the State and
from the faculty and administrative officers of the University.
The budget proposed in 1911 to the Assembly carried an item of
$125,000 for the erection and equipment of a building which
should house the School of Education and in which the second-
ary-school classes constituting the training department should
find suitable quarters. With certain other items of the building-
budget, however, the appropriation for the School of Education
was not approved by the Assembly.

The discontinuance of the Academy in June, 1911, meant,
therefore, the discontinuance of practice-teaching for at least a
biennium. The work that had been organized and developed
was necessarily abandoned, and the supervisors, who had gained
much from their experience in the two years during which the
system had been in operation sought new fields of service. With
a view to preserving the valuable increments of the experience
accumulated during these two years, Miss Frances Morehouse,

Supervisor of the Teaching of History, held a number of confer-
ences with her colleagues on the supervisory staff.

In these conferences the methods of supervision were formu-
lated, discussed, and compared; and upon the basis of this ma-
terial Miss Morehouse prepared the following paper.

W. G. BAGLEY.
October 18, 1912.

PRACTICE TEACHING IN THE SCHOOL OF EDUCATION,
UNIVERSITY OF ILLINOIS, 1893-19lM

HISTORICAL

When Professor F. M. McMurry, now of Columbia University,
was at the University of Illinois, in 1893-94, he introduced there,
what was probably the first practice-teaching in any American
university. It was on a very limited scale, utilizing a primary
school with two teachers which was established in the basement
of the old Main Hall. It was planned to extend the work, how-
ever, in the next year;, money had been set aside for that pur-
pose, and every arrangement made. The State Teachers' Asso-
ciation, influenced by the active efforts of Dr. John W. Cook,
then of the Illinois State Normal University, was in favor of the
establishment of a practice school at the University of Illinois.
But the reorganization incident to a change of administration
made it necessary to abandon the plan; nothing further was at-
tempted for a number of years, and when the idea was revived,
it was specialized in a way to suit it peculiarly to the needs of
the State.

High-school practice-teaching at Illinois is of comparatively
recent development, as indeed it is everywhere. In 1905-06 there
were observation classes in the School of Education, but courses
in practice-teaching were not offered. In 1906-07 Professor E.
G. Dexter, at that time Director of the School of Education, in-
troduced the first practice-teaching, with the University Acad-
emy as a field of operation. Mr.Hamsher, then Principal of the
Academy and Dr. E. L. Norton, who had charge of the observa-
tion classes, conducted this course. It consisted of a series of obser-
vation lessons in classes taught by regular teachers, with about
three weeks of actual practice in instruction toward the close
of the semester. The work was largely experimental, and was
so limited in scope and in the numbers registered for the course,
that no definite results were recorded.

"Review-Classes" for Practice Teaching. — The next year saw
the introduction of the "Review-class" form of practice-teaching.
After the usual preliminary course in visiting classes, the stu-

4

dent-teacher was given charge of a review class, made up of
Academy students in English, mathematics, language and his-
tory, who needed or desired tutoring before taking the final ex-
aminations in these courses. The practice-teacher met his pupils
three times a week during the last three weeks of the course, and
presented a brief analysis and summary of the cardinal features
of the course, a rapid drill upon them, and a final quiz. As a
means of training high-school teachers, this system had several
objectionable features. Especially, it required of the novice a
mastery of the course and a skill in organization and presenta-
tion that would tax the resources of a trained and experienced
instructor, without giving him any compensatory approximation
to real high-school conditions and requirements. It was at that
time, however, the best offering that could be made and a num-
ber of students in education availed themselves of it with profit.
Only four students took the course during the first year. In
1908-09 there were eleven registrations in the first semester and
fifteen in the second, and in 1909-10 five registrations in the first
semester; in the second semester the system was abandoned en-
tirely in favor of the more effective whole-semester plan. The
simultaneous offering of the short and long practice-courses in
1909-10 gave an opportunity for comparison which demonstrated
clearly the advantages of the long course.

The Whole -Semester System. — When Dr. W. G. Bagley
became Professor of Education in 1908, he bent his energies to-
ward establishing a more thorough and adequate practice-teach-
ing system. Cooperating with him, Mr. G. M. McConn, then
Principal of the University Academy, formulated in 1909 "A
Plan for the Trial of Practice Teaching in the Academy in 1909-
10." This plan was approved by the faculty of the College of
Literature and Arts and was put into operation in the second
semester of 1908-09. It involved no radical change in the ad-
ministration of the University Academy. Sections of the large
classes in English, mathematics, history, and foreign lang-
uages* were assigned to practice teachers, who were either grad-
uate students or seniors in the University. These "assistants"
as they were called, applied for their positions the semester before
entering the practice school. Only those were accepted who
gave promise of effective service.

The university credit given was disproportionately small
considering the amount of work necessary. This may have worked

*To those were added in 1910-11, botany and zoology.

some injustice to the students, but it had the happy result of elim-
inating all save those who were vitally interested in securing the
training offered. The cadet-teachers attended Academy faculty-
meetings, their classes were scheduled on the program with
those of the regular teachers, and in their relations with the stu-
ents they were treated in no way differently from other instruc-
tors.

The Plan of Supervision. — The supervision of the practice-
teachers was carefully organized, and involved the cooperation
of the Director of the School of Education, the members of his
staff, the Principal of the Academy, and the department super-
visor. The last named had in charge the direction of the course,
which was usually parallel to one he was himself teaching ; and
to him was intrusted the greatest degree of responsibility for
the success of the student teacher. The Academy Principal
criticized from the standpoint of the man who was directly re-
sponsible for the maintenance of a high standard of work in
the school, and to whom the needs of its pupils was a matter of
paramount interest. Lastly the Director, either personally or
through associates with whom he kept in closest touch, gave
unity and definiteness to the entire system, which was closely and
consecutively connected with the courses in educational theory
and in observation.

Incidentally, all of this supervision resulted in a definite and
appreciable raising of the standards of instruction in the Acade-
my, which never offered better opportunities for preparatory
students than during 1909-10 and 1910-11. Under this system,
which, after Mr. McGonn's resignation, was carried on by his
successor, Mr. F. W. Thomas, about forty teachers were trained
for high school positions. Many more applied, but the limited
resources of the Academy prevented the carrying out of the plan
on an extensive scale. The following paragraphs represent,
then, the results of an experiment which has been intensive rather
than broad.

Methods of Selecting Practice Teachers, and Methods
of Supervision.

In view of the freedom allowed to the department supervis-
ors, it is noteworthy that, after the first year, which was partial-
ly experimental, the methods of supervision came to present
many common features. Requirements for the different courses

6

corresponded in a general way. General principles governing
visiting and conferences, were established. Matters for criticism,,
adverse and otherwise, do not greatly vary in the different
courses. The following paragraphs represent the conclusions
of the workers who had charge of the practice-classes during
1909, 1910, and 1911.

The prerequisites for practice-teaching, which were set by
the Director of the School of Education, the Principal of the
Academy and the heads of university departments, were (1)
elementary courses in education including one course in obser-
vation, and (2) a "teachers' course" in the university department
in which the student was majoring, when such a course was of-
fered. Elementary courses in psychology, although not required,
were considered an additional advantage. Teachers of. wide ex-
perience were excused from the course in observation. No cadet-
teacher was appointed without the indorsement of the university
department representing the subject matter taught. Even if all
requirements were met, peculiarities of personality might cause
the application to be refused ; while the comparatively small num-
ber of practice-teachers whom it was possible to accept, owing
to the size of the Academy and its limited quarters, made care-
ful selection necessary.

Preceding the beginning of the semester the cadet-teacher
made careful preparation for his work under the direction of
his supervisor. He was required to demonstrate his familiarity
with the text to be used, and a working knowledge of supple-
mentary material. A thorough review of the special points em-
phasized in secondary-school courses, but omitted from college
courses, was insisted upon. Having completed this, he made
the general plan, covering the work of a semester. This plan
was the work of the cadet-teacher as far as his ability or exper-
ience made it possible, although in content and arrangement it
corresponded with the parallel model course which was almost
always given by the supervisor. The making of the comprehen-
sive, unified semester plan is the first real test of the practice-
teacher's ability, and serves as a guarantee of that mastery of
content, aim, and means which a thoroughly competent teacher
must have. In the making of these plans the supervisor some-
times took a more active part than in any subsequent process of
conducting the course. Relative emphasis, educational values,
order of development, length and nature of assignments, and
standards of accomplishment, are subjects which the student

teacher learns carefully to consider in making his plans.

After the semester's course had been outlined, the more de-
tailed plans for individual lessons were marked out; inmost
cases those for the first week being completed before the opening
of school. After that, at intervals of one or two weeks, or pe-
riods approximating that time but varying according to the re-
quirements of a topical division of the subject, the practice-
teacher submitted to the supervisor sets of recitation outlines for
daily lessons. These were examined and returned with such
corrections and comments as might be helpful to the teacher. In
some cases rewriting of the outlines was required, but this was
seldom necessary, especially if the general plan and method of
the course were well understood.

The sets of outlines for language, history, civics, English
and science, were by topics; in mathematics invariably by the
week's work.* In every case the outlines must be submitted in
time for revision and return before the beginning of the set of
lessons covered. Variations from these plans were sometimes
necessary but the aim was to hold to them closely. They differ-
ed much in different subjects, but commonly included lesson-
title, statement of the aim- of the recitation, of text assignment,
references and aids used, an outline of treatment or development,
and appropriate schemes for generalization, application, sum-
mary, and drill. Special emphasis upon "star points", to be fix-
ed in the students' minds above all else — usually central truths,
about which the remainder of the recitation may be unified—
constituted a feature of many lesson plans.

Having superintended the careful planning of the course, the
supervisor's further function lay in criticism of the actual work
done. Practice-teachers at the University of Illinois are intrust-
ed with a maximum of responsibility, in that they take entire
charge of a class for an entire semester. The conditions under
which they work more closely approximate, therefore, those of
the schools in which they are placed when they become regular
teachers, than in a practice school where the cadet takes charge
of a class or classes during a few weeks only. The authority of
the supervisor was never obtruded in any way, nor that of the

*The supervisor of foreign language in 1910-11 departed from this general usage in his
conduct of the practice course in first-year Latin. Here the close following of a well arranged
text, as well as the formal nature of the grammar and exercises, resulted in a deviation from the
usual group or topical arrangement in favor of daily submission of recitation outlines, which
were criticized and returned just before the cadet-teacher's recitation. This course was also an
exception in the matter of semester plans , which were not required.

8

practice-teacher questioned or weakened by any active interfer-
ence or comment before members of the class. Supervisors vis-
iting classes occasionally participated in a discussion or raised
a question, but only as any interested visitor might. The occa-
sional disadvantage of this policy, in that an unforeseen blunder
on the part of the practice-teacher goes uncorrected so far as
the immediate recitation is concerned, is amply compensated by
the ease, confidence, and pride in efficiency, incident to the atti-
tude of unquestioned authority which such a cadet may safely
assume before his class. The mistakes were, of course, in-
variably discussed after the recitation in conference, and pro-
vision made for correction.

This policy of allowing cadet-teachers every possible respon-
sibilty resulted in a general, almost an invariable custom of not
visiting classes for a day or two after the opening of the semes-
ter. After that,, supervisors visited classes two or three times a
week on an average, with daily visits where advisable, until the
student teacher could safely be left to teach with less constant
supervision. Visits varied in length from ten or fifteen minutes
to the entire hour; they were never arranged for any regular
schedule of days, and were always sufficiently frequent to enable
the supervisor to keep the closest account of the students' pro-
gress and needs. With the purpose of promoting a feeling of in-
dependence and personal responsibilty, of noting the practice-
teacher's growth in strength and skill for a given time, or of
"checking" results, classes were sometimes purposely not visited
for as long a period as a week; very rarely, even at the end of
the course, was this limit of freedom from direct supervision
passed. In no case was any comment on the teaching made in
the presence of pupils, nor did the supervisor interpose his
authority between the student-teacher and the members of the
class.

Conferences of Special Supervisors with Student Teachers.

The observation of the supervisor forms the basis for dis-
cussion at the conference. Here the method perhaps varied
more than in any other one feature of the work. Most supervi-
sors made two regular appointments with their student-teachers
each week, these to be supplemented by almost daily conferences
during the early part of the semester, when corrective criticism
is most needed. The conferences varied, from ten minutes for

9

suggestions following a visit, to regular conferences covering at
least an hour. The small number of cadet-teachers in the school,
who taught different sections of the same class, made the in-
dividual rather than the group conference the rule. In history
and English, however, group conferences were used with most
satisfactory results. They had the double advantage of saving
time and of affording student-teachers an opportunity of com-
paring methods, and of profiting by each other's experience.
The value of group conferences depends largely, of course, on the
personality of students and supervisors. One supervisor con-
siders them especially valuable where one or more cadet-teachers
are supersensitive to adverse criticisn, inasmuch as reproof or
praise may be indirectly given in such a way as to do good
without wounding.

Very rarely did the subjects of the conferences follow any
predetermined plan; they were germane to points brought up by
observation oif the lessons, and so almost wholly incidental.
Nor was much time given to the preparation of the teacher in
the subject matter of the course, which is supposed to have been
mastered either in prerequisite university courses or in special
preparation before the beginning of the semester. Occasionally
a teacher does need such instruction, particularly in the matter
of interpretation of facts learned, but the policy or the admin-
istration in selecting the best prepared of the applicants for prac-
tice-school positions, made such cases exceptional. On the other
hand, the reading of references to texts on pedagogy, to current
technical magazines, and to approved treatises on either the
subject or its presentation, was frequently required.

With regard to that type of criticism which is the most
valuable and necessary part of the supervisor's work, methods
differ considerably. Criticism may be classified briefly and con-
venietly as of two kinds, the positive or constructive criticism
which aims to build up in each teacher a comprehensive, correct,
and effective technique of presentation, and the negative or cor-
rective criticism which aims to eliminate faults. The two are
commonly used simultaneously, and so united as to tend to sub-
stitute good methods for bad ones, and to give to the use of good
methods a maximum effectiveness.

The following elements of a good technique in the conduct-
ing of recitations have proved in the experience of our super-
visors to be of basic significance. Their relative importance
has been indicated by their order, in as close approximation as

10

the tabulation of several differing opinions would permit.
/. Clarity and logical order in the topical arrangement of
subjects presented to the class. This involves the differentiation
of fundamental and auxiliary points, the careful avoiding of
"side issues", conciseness in definition, and emphasis of "star"
points, these are characteristics of the pupils' recitation which
must find their example in the lesson presentation of the teacher.

2. Questioning. This must be clear, definite, and forceful,
and so phrased as to direct attention to the cardinal points of
the topic in hand. It should also be stimulating, aimed to arouse
definite and lively thought, sometimes leading and sometimes
surprising the pupil into new fields of speculation. It may degen-
erate into a lifeless or .pointless catechizing, or lead skilfully to
an orderly synthesis of topics, built up under the teacher's guid-
ance by the response of actively interested pupils. The whole
character and value of the recitation may depend upon this
detail alone.

3. Coherence. This is particularly important in connecting
the day's lesson with that which has already been mastered, in
recalling processes or facts of a previous lesson in review, and
in the skilful introduction of advanced work.

4. A just and sane appreciation of the efforts of pupils
even when these efforts are not altogether successful. Cadet-
teachers usually underestimate at first the value of an apprecia-
tion which is carefully fitted to the case, and so accurately
gauged to the value and nature of the recitation offered, that the
judicious giving or withholding of praise becomes in itself sug-
gestive and stimulating. Nothing else can so quickly establish
a good atmosphere, a feeling of friendliness between teacher and
pupil, as this sympathetic appreciation of the spirit and value
of the students' response to the teachers' questioning.

5. Ability to "keep track of the class. The teacher must
see that all are fulfilling minimal requirements ; that notebooks,
supplementary reading, laboratory work, and special assign-
ments are not neglected; that individual difficulties are over-
come ; and that each student gains in power as the semester
passes.

6. Life, variety 9 and naturalness in the recitation.

7. Ability to divine the difficulties of students, quickly and
accurately. This ability, intuitive in some teachers of sympa-
thetic, imaginative nature, is not incapable of development in
those temperamentally less gifted.

11

8. An abundance of illustrative knowledge. Especially im-
portant are concrete illustrations of things abstract, parallel
cases, even anecdotes and quotations where they add interest and
value to the subject in hand. In history, English and science
this auxiliary information is a necessity: everywhere it is help-
ful.

9. In science courses, orderly arrangement and adequate
care of apparatus.

10. The projection of a strong and wholesome personality
into the ivork in hand, resulting in the setting up of helpful
ideals and moral prejudices in the minds of students. Since the
ethical values of all educational subjects are at least among their
most important values, and since the inculcation of habits, ideals,
and prejudices must depend largely upon the personality of the
teacher, it is important that the beginning teacher should learn
early the art of making his personality a dynamic factor in his
teaching. No methods have been formulated for the communi-
cation of so intangible and individual a thing as a teacher's feel-
ing of moral responsibility.

Negative Criticisms, Discipline, and Drill.

Negative criticism is directed toward the correction of the
faults and mistakes that are common to most beginning teach-
ers. Such faults are of two kinds, those arising from a poor
mastery of subject-matter, and those which are the result of
some fault or lack in personality. In the following summary of
these shortcomings, the order given is no index to relative im-
portance, since those causing most trouble will naturally be at-
tacked first.

1. Confusing questions, and repetition of answers.

2. Unfortunate attitudes and mannerisms; particularly the
domineering manner, the taskmaster attitude, inherited from
past generations of teachers who were school-masters or "school-
ma'ams" rather than teachers.

3. Lack of sympathy and appreciation of the work of stu-
dents; poor class presence, resulting in poor class response and
spirit.

4. Blunders and inadequacy of interpretation, — a sin, strong
both in commission and omission with immature teachers. Here
the work of the supervisor must aim to direct the student-teacher
toward such experiences, personal or vicarious, as will give a

12

broader, saner, deeper insight into meanings and values, to be
communicated to the class in wholesome interpretations, and
judicial estimates of the values of facts or theories studied.

5. Technical blunders in the mechanics of class manage-
ment, mistakes in English, poor spelling, and poor class routine,
including such matters as ventilation, temperature, and seating.
All of our supervisors have especially emphasized in this con-
nection good English, good spelling, and correct pronunciation,
points in which experience shows the majority of beginning
high-school teachers sadly deficient.

6. Faults in manner or personal appearance are the most
difficult of all to attack, and require especial skill and tact ef-
fectively to correct. The voice is a factor of almost supreme im-
portance; few cadet-teachers do not need especial help in the
process of adapting it to classroom requirements. Since a strain-
ed and harsh voice results often from nervousness, direct work
is usually not begun until a degree of ease in appearing before
and conducting the class has been attained. Then the difficult
problem is attacked by definite criticism and suggestion. Em-
phasis on the informal conversational method of conducting a
recitation, on private conferences with students which tend to
encourage friendly and unstrained relations, and exercises in
adjusting the voice to rooms of varying size, have been found
very useful. Clarity, pitch, and modulation are improved by
imitation and strength grows with practice, while animation and
variety of expression come from a very real sense of the interest
and significance of the lesson content. Personal appearance,
dress, and manners, are corrected when necessary. In elimi-
nating mannerisms some preventive criticism has been found
advisable, since teachers are likely to fall into classroom ruts as
classroom habits become established.

Discipline. In training high-school teachers for efficiency in
maintaining classroom order, in the management of classes and
in corrective discipline, the supervisors at the University of Illi-
nois were severely handicapped by atypically favorable con-
ditions. The average age of academy students was, little over
ninteen years, about three years above that of the typical high-
school pupil. This comparative maturity of the student body, to-
gether with the general earnestness of the maj ority of the students,
who are anxious to complete their entrance requirements and en-
ter university courses, and the close and effective supervision of
the principal whose authority is unquestioned, makes the main-

13

tenance of good order in academy classes an easy matter. Con-
sequently the usual disciplinary problems of a high school were
met by practice-teachers here, far less frequently than in the aver-
age secondary school, and training on this point is likely to be
more theoretical than in other phases of the work. Nevertheless
disciplinary problems were carefully discussed, and preventive
measures suggested. Minor offenses, arising from carelessness
or defective early training were corrected privately and as tact-
fully as possible by the practice-teacher in private conference.

Drill work. A common fault of beginning teachers in sec-
ondary schools is their weakness in fixing points by effective
drill methods. This laclc of impressive repetition in the teaching
of college graduates has resulted in an incalculable loss to the
great body of high-school students, who have only dim and hazy
ideas of things which should be thoroughly mastered. In an
effort to forestall the usual tendency, the importance of the drill
lesson and of the review lesson were emphasized at every point
in the University of Illinois training school. Student-teachers
are taught to compare different -methods of drill in order to de-
termine relative efficiency, to adapt these methods to the needs
of their classes and the nature of the subject taught, and to use
them continually.

Quiz and examination questions were criticized in detail,
by the supervisors and the correcting and grading of the first
sets of papers by the supervisor was also the rule. The aim of
this precaution is to cause the young teacher conciously to
formulate definite and reasonable standards of grading. He
must learn to set a fixed and consistent, although not an unal-
terable, proportionate value on daily class recitations, tests,
notebook and laboratory work, and examinations. He must
learn to compare a student's work at any given time with the
work of that student in the past, with that of other students in
the class or section, and with the absolute standard of achieve-
ment which the teacher has set, and has made known to the class.

Lastly, to the supervisors was given the important task of
developing in the practice-teacher as complete and comprehen-
sive a conception of the content and significance of his course,
of its bearing as a whole on the developing characters of his
students, and of the value of that course in the general scheme
of secondary education, as it is possible for the student to gain.
Not only this, but the practice-teacher should at the end of his
course have some practical ideas of high-school administration

14

and management. It is indeed almost impossible for a student
of even average ability to teach in a well organized and thor-
oughly supervised secondary school for a semester or a year,
without gaining a knowledge of details of operation, aims,
methods, and ideals, which place him, so trained, at a distinct
advantage over the student who has had academic training only.

Conferences of Supervisors.

An important factor in unifying the work of supervision
and in keeping a close record of the work of each student-
teacher was represented by the supervisors' conferences which
were held, as far as possible, once each fortnight. At these
conferences the work of each student-teacher was discussed in
detail. The special supervisor in charge of the work began
with a statement of his estimate of the teacher's efficiency and
of the points that required emphasis in future supervision. The
member of the Department of Education having oversight of the
same teacher then offered his testimony. This was followed by
a report from the Principal of the Academy, and a final state-
ment by the Director of the School of Education aimed to sum-
marize the specific remarks of the various supervisors.
Further discussion revealed the cause of any differences of judg-
ment or opinion that might have characterized the different
reports.

While the supervision of the Principal of the Academy, of
the members of the Department of Education, and of the
Director of the School of Education was necessarily less
intensive in its character than that of the special supervisors,
it supplemented the closer supervision in a very effective
way. All of the practice- teachers were divided between two
members of the Department of Education, who aimed to visit
the classes of the teachers under their charge at least once a
week. The Principal and the Director aimed to visit all teachers
at frequent intervals.

At some convenient period soon after the fortnightly con-
ference of supervisors it was the custom of the Director of the
School of Education to confer with individual student-teachers,
and especially with those whose work showed signs of con-
tinued weakness. At longer intervals, all of the practice-
teachers were called for a general conference with the Director.

At the close of the semester all supervisors (including th£

15

Principal of the Academy, the special supervisors, and the mem-
bers of the Department of Education) reported to the Director
concerning each student-teacher under his supervision. The
following form was utilized for this purpose :

UNIVERSITY OF ILLINOIS

DEPARTMENT OF EDUCATION
FINAL REPORT OF PRACTICE-TEACHING

(N. B. — Please indicate standing by numerical grades wherever pos-
sible. Explicit criticisms are most helpful in cases where numerical

grades are inadequate. These reports will furnish very important data
in recommending candidates for positions.)

I. — Subject taught (indicate year of secondary work if possible.)
Periods per week:

Approximate number of conferences weekly with you as super-
visor :

II. — General character of work :
(A) Instruction.

(1) Knowledge of subject matter (indicate explicit points
of weakness, if any.)

(2) Organization of subject matter for teaching.

(3) Response of pupils.

(4) Order and discipline.

(5) Results. (Progress of pupils, degree in which work
planned is brought to successful completion.)

(6) Preparation of work.

(a) Fidelity of preparation.

(b) Efficiency of preparation.
III. — Attitude toward criticism and suggestions.

(a) Disposition to carry out suggestions.

(b) Ability to carry out suggestions.

(c) Capacity for self-discipline.
IV. — Attitude toward pupils.

(a) With regard to sympathy.

(b) With regard to helpfulness outside of class.
V. — Personal characteristics.

(a) Appearance as teacher.

(b) Dress (neatness, etc.)

(c) Manner (address.)

(d) Voice.
VI. — General remarks.

Signed

Position — _

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