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One student helps another to prepare his tape recorded presentation.
ilm on forestry; he then explained his ambition to be■ome a forest ranger.
Walter, a star track runner with academic difficulties >ased in part on sight and hearing difficulties, won sincere respect from the group for his speech about the )roblems of training for field events.
There were other reports, of course, on the army, the lavy, the marine corps and the air corps, with "proessional" evaluations of each service. Two of the stulonts even visited a nearby Naval base to interview lu' authorities there for information.
What educational objectives were achieved by this project in sophomore English? Disinterested, rebellous non-academically oriented students did more teading than they had ever done before. They read ■harts, letters, filmstrip headings, encyclopedia and 'ther reference book articles, drawings, and library lies. They wrote meaningful outlines, labels, letters 't request, notes of thanks, and requisition forms.
|< > listened with attention and compassion to the ■llorts of their classmates and to the friendly criticisms nd corrections their own reports received. They also
listened to themselves on tape and made corrections based upon self-criticism. They spoke with more assurance to their peers and learned to communicate their thoughts more effectively.
In addition to the academic results, there were other outcomes less easily labeled and pigeonholed. Four of these were most impressive to me: four boys voluntarily (after prodding from our senior girl helpers) exchanged their long curly manes for crew cuts! Superficial? Not important? I think not. The crew cuts were followed by clean simple clothing, and it was not too long before there were also neat, complete assignments, covered text books, organized notebooks and even a library book under the arm. Best of all, each of these boys now occasionally wears a smile of quiet assurance and I feel they are on the road to becoming good citizens if their first satisfying academic class experiences are reinforced by similar attention and efforts in the next two years. There will be some slips, but teacher concern and interest assisted by audiovisual know-how and security have provided a sound foundation.
ioi CATioNAL Screen and Audiovisual Guide— April, 1961
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