File:School training of defective children (1914) (14595882777).jpg

Identifier: schooltrainingof00godd (find matches)
Title: School training of defective children
Year: 1914 (1910s)
Authors: Goddard, Henry Herbert, 1866-1957
Subjects: People with mental disabilities People with mental disabilities Exceptional children
Publisher: Yonkers-on-Hudson, N.Y., World Book Co.
Contributing Library: The Library of Congress
Digitizing Sponsor: The Library of Congress

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D DUTIES OF A SUPERVISOR OF UNGRADED CLASSES A supervisor of classes or schools for defectives shouldof course have all the qualities necessary in any supervisor.He or she should know the problem thoroughly, have a wideexperience, be conversant with all the experiments that havebeen made and all the methods in use in other places, andshould have a profound sympathy both for the child andfor the teacher. But, above all, he or she should be asupervisor—not a clerk or statistician or a home visitor ora social worker; not even, except in rare instances, the per-son who sits in an office and meets the parents when theycome. His or her business should be with the educationof the child and with the teacher. By hypothesis, the super-visor knows more about the problem than anybody else;knows all the possibilities of methods; knows all kinds ofchildren; knows teachers and is able and has the time, orshould have, to visit the teachers often, giving them helpand suggestions as they need it. i I
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CO z So CO ~^•- Bi uz a 7) (r, J u Q a \ Supervision of Ungraded Classes 33 The teachers of special classes have problems of whichthe regular teachers know nothing. It must inevitably hap-pen, and happen frequently, that these teachers become tem-porarily discouraged. Further, they often face problemswhich they could probably solve in time, but which ought tobe solved quickly to relieve the stress and strain. Theyshould be able to call upon their supervisors, who in turnshould be able to come promptly and give advice and helpand sympathy, to the end that the work of the teachers maybe lightened and their efficiency increased. To do this, the supervisor cannot have other duties, toany considerable extent, nor can she supervise a vast num-ber of schools. When our Boards of Education learn thatclerical help is cheap and easily provided, but that the rightkind of supervisors and principals are hard to find, theywill then realize the folly of paying a ten-dollar-a-day per-son to do one-d

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