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room at the ends of four rows. Three students sat in each row. The recorder was placed at the back of the room and one outlet box placed between the first and second row while the other was placed between the third and fourth. This made the boxes easily accessible for each student to plug in his headphones. Each box provided an individual volume control for the children.
While these children were having their lesson via the tape recorder, the rest of the class had their lesson with the teacher. Since twelve students were working on their own, a smaller and more homogeneous group than usual was left. This group responded better too, because the higher level children weren't there to answer all the questions. It also gave more time for indi\ idual help.
.After the first lesson, I talked with the children who had had the special lesson in order to get their reactions. They said they liked it for various reasons. One said the material was presented better than in the regular class. I must admit that this was true, because when voii can't see the children whom vou are teach
ing, you tend to explain things a little more thoroughly to be sure the material is understood.
Another made a statement which I think sums up the plight of children who find learning a little easier than the other children. She said she liked the taped lesson because, "I didn't have to wait for the rest of the kids to ask stupid questions."
Another said that because she was listening through the headphones, he could not hear the other room noises and found it easier to concentrate. He also mentioned that he paid better attention because he knew it would be explained only once and he couldn't ask to have the teacher repeat anything.
As the experiment progressed, we found the children covering about twice the material that the regular class was doing. In their weekly tests they scored almost consistently in the middle nineties. We also found that they were asking few questions after the lessons were over, which showed that they were getting most of the concepts through the taped lessons. They were found to be very conscientious about their
Six of the stiidciils al »i>rU. Noir (nillcl hox for llit larplK
Educational Screen and Audiovisual Guide— May, 1962
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