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Page 18 of Kentucky Negro Educational Association Journal v.21 n.1

Part of Kentucky Negro Educational Association Journal

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tant to point out again that all of these investigations and services must be given the right spirit or else they may not be accepted for their real worth. B. Stimulative Measures. Each principal here knows that there are times when the greatest service he can render is to encourage or stimulate the teacher and parents to do their best for the pupil. One of the important ways to stimulate is to arrange in your program for the recognition of any achieve- ments whatsoever on the part of teachers and parents. This means sometimes that we *ill have to arrange for the recognition of every teacher in the school. When people raise the question as to whether you should recognize one teacher in public if you are not going to recognize all of them, my answer is by all means let us recognize all of them. This can be done even if we as administrators have to work individually with some few teachers in order to help them merit their recognition. We can also publish the honor roll of teachers and parents for the year, naming the outstanding contributions they have made. An out- standing example of such recognition is to be found in The Courier-Journal for April 21, 1949, in which a picture and story is published of a teacher and her pupils who here in Kentucky have done outstanding work in the field of art. A second way in which we can stimulate is to arrange red letter occasions on which teachers will be proud of what they have done. It may be an assembly of the whole school, at which time the teacher will have the pupils present some outstanding activities that they have developed under her guidance. Or it may be a dinner at which time teachers will be honored for their outstanding contri- butions of the year and presented with a certificate of merit or some small token of appreciation. Still another way of stimulating people is to arrange a com- munity calendar on which each teacher will have a special place during the year to present some culminating activity of her group. C. A third administrative measure for meeting pupils' needs is that known as the Integrative Measures. Integrative measures may be started with the organization of planning committees whereby all teachers have a part in plan- ning the work for the year. Not just what will go on in her classroom, but the total school plans for the year. If organized in small groups with specific duties, they will feel that they have had a part in deciding what "we" are attempting to do in our school for any given year. A second thing that can be done is the organization of grand culmination activities when all can hear what the others have done. That is, at the end of the year they can have local get-togethers, at which time they can appraise or evaluate what has been done by reporting actually what occurred, what the results were, and what seems to be the effects upon the pupils and their parents. In this way we bring everybody together, let everybody know what the others have done, and perhaps get some ideas for improving what they will do the following year. The third way of integrating is to arrange for inter-county or inter-city get- togethers of teachers, so that they learn from each other what they are doing and at the same time gain the feeling of unity as they work for school and com- munity improvement. The fourth way of integrating is to have the annual dinner, at which time emblems and songs and tokens of appreciation will be presented with everybody having a place and a part, with everybody also receiving some recognition for the work that has been done. But with the major emphasis placed upon the total amount that has been achieved during the year by all the people work- ing together. CONCLUSIONS Now we have before us these three administrative measures for meeting pupils' needs: first, the investigative measures; second, the stimulative measures; and third, the integrative measures. They all depend upon the basic element, namely, sincere desire to help parents and teachers as well as pupils to grow into the best possible individuals of which they are capable. In proportion, there- fore, as we as administrators are able to utilize our information, our skills, our points of view in helping our teachers and parents grow strong as they work with the pupils in that proportion will we succeed as administrators and justify the important positions that we hold. 18

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