A teacher said to me recently, "I wish Mr. ---- had remained at A---- as
superintendent. We always had splendid teachers' meetings when he was
with us." This comment interested me and I asked her the character of
the meetings. She replied, "We had regular sectional meetings once a
month and a general teachers' meeting every six weeks. The sectional
meetings were for the purpose of giving and getting definite suggestions
that would be helpful to the teachers of each individual group. The
general meeting was always a happy gathering. Mr. ---- would make his
message cheerful and inspirational and we left those meetings _with a
spirit of wanting to do more than we had ever done before_." What this
young woman said is true. Teachers want meetings that give something
_tangible_ and _definite_ to assist them in their work.
The first teachers' meeting that I ever conducted was held about a
library table where we could all look at one another and get the feeling
of fellowship. A few definite points that the teachers needed to know on
the _first day_ of school were prepared and everything else was left for
subsequent meetings. It was my business to help the teachers get started
and lighten a part of their regular work, rather than to add to their
burden things unnecessary at that time.
One of the best talks I ever heard delivered by a superintendent was
given to the new teachers a few years ago at the opening of the school
year. He gave the teachers a hearty and sincere welcome and told them
nothing about what their duties were to be. He advised them to _say but
little_ at first about what they had done at their former places, but
urged them to "_listen_ and to _learn our ways_ and then, with that
knowledge in mind, to help by suggestions to make our schools better."
How very differently is such a welcome received by teachers from that
given by a superintendent who feels that he must place before the
teachers, at the first meeting, an outline in detail of what is expected
throughout the year!
The latter plan was unfortunately followed by a superintendent of my
acquaintance. He went to his new position in ample time to get the
school conditions well in hand and everything boded well for his future.
His first teachers' meeting, however, ruined his chances of succeeding
in that place. As one teacher reported, "He talked about everything in
the educational catalog that had nothing to do with the opening weeks of
school, and the teachers left the meeting with an adverse opinion
concerning him that he was unable to change." The meetings he held
throughout the year were of the same rambling type. The result was that
he failed to secure the cooperation of his teachers and was asked to
resign at the close of the year. This is an example of one who knew
much--talked much--but gave little assistance of any constructive value
to his teachers.
As a superintendent I always found it profitable, after the school year
was well started, to hold sectional meetings for teachers of the lower
grades, intermediate grades, grammar grades, and high school. Each
section met every two weeks about a table and took up definite topics of
the teachers' own choosing. The result was that our course of study and
the methods of work were constantly being improved _and the teachers
were causing the improvement_. A general meeting for all the teachers
was held from time to time when a good speaker could be secured or when
I wished to present a phase of school work that should be understood by
all.
During the past year a series of meetings of the English teachers in one
of our high schools demonstrated what can be accomplished if the topics
for discussion are of a concrete nature.
The teaching of the English classics has been somewhat varied in plan
and the results accomplished have not always been satisfactory. The
English teachers realized this and suggested that we make the classics
the subject of professional study for the year. The classics selected
were: Lady of the Lake, Ivanhoe, Old Testament Stories, Silas Marner,
Idylls of the King, Birds and Bees, Clive and Hastings, and Emerson's
Essays.
A teacher was chosen to discuss each of the classics according to the
following outline:
1. Spend thirty minutes in explaining the methods used and the
results expected in the teaching of the classic.
2. Provide a written outline which gives the main points a
teacher should keep in mind in teaching the classic, copies of
the outline to be provided for distribution at the time of the
meeting.
3. Be prepared to make a typical assignment of a lesson in
teaching the classic.
4. State where supplementary material can be obtained to aid in
teaching the classic.