See and hear : the journal on audio-visual learning (1945)

Motion Pictures J. in H. W. Embry Director, Visual Education, Dallas Public Sclwols m Ml b CAN we use motion pictures in remedial reading classes? This was the question facing the teachers who took part in a reading clinic and who were to have the responsibility of some sixty pupils ranging in giade levels from three to seven and in reading levels from non-readers to 3.9. In general, the mental ages of these children were normal. On the whole, these pupils did not like school at any time, much less during the vacation months during which time this clinic was Editor's Note: A problem thot is constantly with us is — whot to do with the child who is not making the school progress that his apparent ability should allow him to moke. More than a problem of subject achievement, it often becomes one of ottitude toward responsibility, namely, the school room tasks that are his. Mr. Embry relates his experiences from a very practical point of view as he has observed the modern teaching film being used with "hord-to-motivate" children. Pag* 72 operated. Their attitudes toward school were negativistic due mostly, no doubt, to their inability to work successfully in their former classroom situations. Thus, one of the big problems of the clinic was to get the children to like school. It IB a It was decided that, during the six weeks, the children of the reading clinic were to see films. Some questions confronted the teachers: "How can wc best capitalize on the possibilities which these motion pictures may hold for poor readers?" The teachers selected the films to be shown and determined the ordei and time of the showings. To do this they selected from a film catalog a list of films they thought would interest their pupils and fit in with their plan of work. Fifteen of these were pre\icwed during two teacher meetings. Thej teachers viewed and selected th October— SEE and HEAS HI