Educational screen & audio-visual guide (c1956-1971])

lasing friendliness to each pupil during every son. As one pupil who had never seen his idio teacher in jicrson said, "She likes us." When the pupils are viewing in large groups, in the junior high schools, there is still anler kind of "group belongingness" that is fficult to describe. There is a close teachingiming bond between the studio teacher and eh pupil plus the togetherness-bond of the pil and his large group. Thus television brings unique something which our coordinator of levised instruction refers to as "individvialized struction in a group situation." This is in adtion to and therefore does not displace, the ng recognized values of the live, personal relajnship between the classroom teacher and the ipil. The Videotape television recorder has aided eatly in achieving the objectivity needed for eveloping that wholesome feeling of self-condence that is so necessaiy to all without the agnating effect of self-satisfaction. With the riteria for evaluating a TV lesson in hand, the udio teacher can sit alone, view the taped ;sson on the screen as it is played back and idge her own teaching. Thus she can escape le curious scrutiny of others to see how she ; "taking" the criticism. This form of evaluation liminates her suspicion of possible bias on the art of the critic. The teacher can concentrate n her teaching and not on why others are critiizing her. The recorder lets her judge for herself whether he talks too much. It lets her see for herself lat a good visual aid can replace many repetious words. She recognizes the reasons why tiany pupils become deaf to teacher's directions, 'eachers repeat them too often. A principal once old me of counting the number of times a teachr had repeated the directions for a certain asignment: 14 times. Of course this was a rare ase. But children listen only if there is a need o listen. This television has taught us. Listening kills are making tremendous growth. The pacing of a lesson can be checked. The xiticisms from teachers can become confusing vhen one says it was too fast while another says t was too slow— if one says there was too much vhile another says there was too httle. By leeing a taped lesson we can judge according to )ur own goals for each particular portion of he lesson. This aid in pacing involves the speed ivith which the material is presented; the amount )f content; the rate of speech; the time allotted or pupils to think or to write; and the amount of time allowed for the development of a particular concept. The teacher can see what really is important and learn not to become too much concerned aver relatively unimportant items. Some discovered they were bickering over words unimportant to the lesson that slowed an otherwise good tempo. It helps develop a better sense of value, of proportion. Writing can be checked from the pupils' point of view. We can see if the letters or words are too close together for ease in reading. We can see the importance of the proper forming of each letter for legibility, for example. Seeing ourselves has lent encouragement to A helicopter landing caught on tape: from left, James Spear, TV director; Major Guy Brunacci; Mrs. Snively; Lt. John Weingandt. Mrs. Pearl Snively presenting the television portion of a 7th grade core lesson. Left lo right: J.ilm W alilfrldl (former assistant engineer) anil John K. Brugger, chief engineer for the TV Project. Educational Screen and Audiovisual Guide — May, 1960 227