From the Suggestion Box

Dear Teacher, prefibly Dear Friend,

All your doings are fair. I never found anyone like you anywheres at home or in school. (I lost 2 more lps)

Hoping to hear from you,

Vivian Paine

McHabe is a jailer they should do away with him. Warning! this is my possitively last time I am writting!

I changed my mind, a teacher can be human. I suggest the Board of Education picks all young and pretty teachers like you, who really play ball with us, and not a bunch of old foggies.

Long live you!

Frank Allen

Abollish prejudice. Abollish Miss Freedernburgs

intervews they make me sick to my stomache. Like when she ask am I ashame where I live?

Edward Williams, Esq.

In these "dread" times of "Atoms" you remind me of another "teacher" I once had in "elementery". She had the courage to laugh at a "joke" even if it wasn't funny.

Chas. H. Bobbins

Too stuck up for your own good and have pets.

Yr enemy

You think it's fair when a teacher takes off 5 points on a test just because I mispelled his name wrong? (Baringor).

You said we should sign our name to show we’re not afraid of our convinctions. Well I am.

Anonimus

I suggest only men teachers. There is one trait that overshadows all your good points and that is you are a female, and my natural instinct tells me there are no good females. The opposite sex and I have nothing in common whatsoever and I am very sorry you were not a man.

Rusty

I am only in your Home Room, but I wish I had you for English. You told us not to mention names of teachers, well I have Mrs. L-w-s, her voice is so grading it makes my ears squint. Last term was no better, we had M-ss P-st-rf-ld,

we had to make believe we were a TV pannel or a football team. With you maybe I could learn something but I'm dropping out of school anyhow so it's too late.

A Former Student

You convinced us you're the teacher.

Experienced Student

Linda Rosen's got the Clap!

Guess Who

I happen to have another teacher for English ... I feel deep within me that there should be a deeper closeness between an English teacher and a pupil because the subject touches the very heart ... I am sure you're a good teacher too and quite attractive to look at. (I like the silver pin you wear on your gray jersy)

Alice Blake

Continue teaching myths and books of all lands. This is a good idea and I believe future generations will benefit by it. I wish also to commend you and to thank you for taking an interest in mine and the class as a whole's grammar.

Harry A. Kagan

(The Students Choice)

Federal Lunches are Lousy.

Eater

You're a great dresser, you know just how to wear your cloths, especially your red suit. I have no other complaint.

Well, well! I don't mind bad teachers so much but some habbits they have drive me nuts! Like chewing their eyeglasses (Mr. Loomis) or sniffing their nose (Miss Pasterfield) or wearing the same thing every day (Mrs. Lewis)! Don't forget we have to look at them all period! Present company excluded, Ha-ha! Teachers should have a mirror in the back of the room so they could see how they look to us!

Lou Martin

No homework over week ends, s'il vous plais! From Friday to Monday I like to forget the whole thing!

Votre Ami

Get lost & stay there.

Poisen

Is it possible for you to teach Creative Writing next term?

You showed me that writing clearly means thinking clearly, and that there is nothing more important than communication.

Elizabeth Ellis

I wish I had you for Math (my favorite subject). But alas, we can not have our cake & eat it too.

A Bashful Nobody

J. J. McH.

Should go to H.

Poet

I'm getting behine because school goes to fast for me to retain the work. Maybe if they go more slower with the readings?

Repeter

I suggest: I. free lunchs

A. Air condition classes

B. No home work

II. a TV in every room

A. Movie stars for teachers

III. 6 mo. vacations, school 10 to 12, kids take over!

Teenager

Don't worry—

We're behind you 85 %!

I like everything we do in class but I don't like reading books & myths too I don't like. P.S. I don't like grammer. Oral reports I don't care for. You forget we're not normal like the good schools.

A True Pupil

Lessons are pretty interesting, especially if you come to class. I suggest better attendance for me.

Absent

I can't take my eyes off you your so beautifull. You're just like my imaginary twin Roseanne. If I was a boy I wouldn't even care about English, I would just sit and stare at you. But I'm not a boy so I’ll just have to suffer the consequents.

Your Unknown Admireress

Having sprained my ankle in handball the nurse gave me a cup of tea. Is that suppose to help my ankle?

Athalete

I got a lot out of Myths, they help us to better understand our fellows. Especially Narsissis, he was a lot like Mr. Barringer only he didn't get drowned.

Odyssus

Riding to school in the bus I'm all worn out from the housework and dishes and I wish the boys who fool around and so forth would one day give me their seat I'd drop dead of supprize. Can something be done?

The Fair Sex

List of Goods: 1. You're always willing to listen to our side no matter what.

2. When you don't know something you're not ashamed to say you don't know something.

3. You're not afraid to crack a smile when necessery.

4. You always look happy to see us come in.

List of Bads: None.

Suggestions: More like you.

Your Fan

My mother has been living with me for 16 yrs, but she still insists on cross-examining me.

Doodlebug

When in Miss Lewis' class a pupil finds it necessary to visit the men's room he is often denied that priviledge.

Sophomore

English would be much better off with more teachers like you that take an interest in their pupils instead of teaching just because they have to due to circumstances. Well ever since you elected me judge, I, for one will never forget you as long as I live. You made me feel I'm real.

Jose Rodriguez

PART VI

(189)

The Road Not Taken

MODEL OUTLINE OF LESSON PLAN

1. topic "The Road Not Taken" by Robert Frost.

2. aim Understanding and appreciation of the poem.

3. motivation: interesting, challenging, thought-provoking questions, relating to the students' own experiences.

1. What turning point have you had in your life?

2. What choice did you make, and why?

3. How did you feel about your choice later?

4. ANTICIPATION OF DIFFICULTIES:

Put on board and explain words:

diverged

trodden

5. FACTUAL CONTENT OF LESSON:

Read the poem aloud:

"Two roads diverged in a yellow wood . . ." etc.

6. PIVOTAL QUESTIONS, DIRECTED TOWARDS APPRECIATION of human motives:

1. Why did he make this particular choice of road?

2. Why does he say: "I shall be telling this with a sigh"?

What kind of sigh will it be?

One of relief? Regret?

3. This poem ends with: "I took the one less traveled by,
And that has made all the difference."
What difference do you suppose it has made to him?

4. Had he taken the other road, how would the poem have ended?
(Elicit from them: The same way!)

5. Why does Frost call it "The Road Not Taken" rather than "The
Road Taken"? (Elicit: We regret things we haven't done more
than those we have.)

6. Based on this poem, what kind of person do you suppose Frost
was? (Elicit: direct, simple, philosophical, man who loved nature
and had eye for concrete things.)

7. What is his style of writing?
("multum in parvo" or "much in little": economy of language, yet
scope of thought)

7. enrichment:

Pass around photo of Frost.

8. summary:

1. Blazing a trail vs. conformity.

2. Regret inherent in any decision.

(note: Remember summary on board!

Windows!

No paper scraps on floor!

Try to get Eddie Williams to recite at least once.

Don't let Harry Kagan do all the talking.

Change Linda's seat—put her next to girl?

If time, play record of Frost reading own poetry.)

* * *

FROM: Samuel Bester,

Chairman, Language Arts Dept.

TO: Miss S. Barrett, Room 304

Miss Barrett,

The following suggestions are unofficial: they will not appear on my formal Observation Report. If you wish a personal conference, please see me.

1. Windows should be open about 4 inches from the top, to avoid danger of students leaning out.

2. Relating questions to the pupils' own experiences is first rate, but don't let them run away with you. They often do it to delay or avoid a lesson. Example: in connection with making a choice, the discussion of whether or not girl in 4th row should wear her print or her green chiffon Saturday night was interesting, but 6 minutes on it was excessive.

3. Don't allow one student (Kagan?) to monopolize the discussion. Call on the non-volunteers too.

4. Always ask the question first; then only call on a student by name, thus engaging the whole class in thinking. Avoid elliptical, loaded or vague questions, such as: "How do you feel about this poem?" (too vague) and "Do we regret what we haven't done?" (The answer the teacher wants must obviously be yes!)

5. Your unfailing courtesy to the students is first rate. A teacher is frequently the only adult in the pupil's environment who treats him with respect. Instead of penalizing suspended boy who came in late, with toothpick in mouth, you made him feel the class had missed his contribution to it. That's first rate! (He should, however, have been made to remove the toothpick.)

6. "Note the simplicity of Frost's language," you said. You might try the excellent de-

vice of pretending ignorance or surprise: "But I thought a poem had to have fancy words!" or "But isn't an adverb supposed to end in ly?" or "But doesn't Mark Antony say nice things about Brutus?"

7. The boy next to me was doing his math. It is wise for the teacher to move about
the room.

8. Immediate correction of English was effected. However, you missed:

"He should of took the road . . ."

"On this here road . . ."

"He coont make up his mind."

9. Enthusiasm is contagious. I'm glad you're not ashamed to show you are moved by emotion or excited by an idea. Unexpected intrusion of outsiders (plumber, etc.) need not necessarily curb this enthusiasm.

10. The less a teacher talks the better the teacher. Don't feed them; elicit from them. Learning is a process of mutual discovery for teacher and pupil. Keep an open mind to their unexpected responses. Example: comment of boy doing math that man has no choice.

11. Don't allow the lesson to end on the wrong note. Example: your question "What kind of man was Frost?" elicited the answer: "The kind of man who likes to write
poetry." Just then the bell rang and they were dismissed.

12. Your quick praise of pupil effort and your genuine interest in what they say are first rate! It's fine for the girls to emulate you and for the boys to try to please you.
But there are certain hazards in looking too attractive.

There is no question in my mind but that you are a born teacher.

Samuel Bester

INTRASCHOOL COMMUNICATION

FROM: 304

TO: 508

Dear Bea—

We have met the enemy, and he is ours!

I knew I'd be observed today and was prepared. At least, I thought I was.

There is a heading: "Anticipation of Difficulties" in the model outline, but I had difficulties I hadn't anticipated.

A boy got hiccoughs and almost fell out of the window; there was a false emergency drill signal; McHabe came to make an announcement; and the plumber dropped in to hammer on the radiator.

Bester sat and scribbled away at the back of the room, while I tried to keep in mind simultaneously 39 kids, lesson-plan, room passes, boardwork, Frost, troublemakers, scraps of paper on the floor, correcting their English, and enlarging the scope of the lesson to include moral and ethical concepts.

I didn't have time to cover half of the things in my Plan Book, and I forgot Summary and Windows, but I did ask "pivotal questions," linking the poem to their own experiences. Bester says I'm a born teacher! Congratulate me!

Syl

* * *

INTRASCHOOL COMMUNICATION

FROM: 508

TO: 304

Dear Syl,

Of course you are. A born teacher, I mean.

Linking a lesson to their own experiences is fine if you can do it, but sometimes it's a strain. I recall a young teacher whose opening question on Wordsworth's poem to a class of tough city

boys in a vocational high school was: "How many of you have seen a sea of daffodils lately?"

Naturally, congratulations!

Bea

* * *

Dear Miss Barrett,

I’ll be absent tomorrow due to sickness so please let some one else read these minutes I took on today's lesson.

It was a most interesting and educational English period. Miss Barrett collected money for the Scholastics and any one who doesn't bring it tomorrow won't get it. Miss Barrett read some notices about the G.O. and Mr. McHabe came in to speak about no sneakers on cafeteria tables. Miss Barrett sent Roy out of the room for spitting out of the window to cure hiccups and thought us a beautiful poem by Mr. Robert Frost. The title was called "The Road Not Taken". Dr. Bester visited us. He sat next to Fred.

We discussed our different turning points in life. Vivian's turning point was college or work after graduation? This was not a good example because she is only a soph. Linda's turning point was about which dress to wear Sat. night. Eddie's turning point was when he went to the cellar and got hit on the head. Lou had no turning point.

The poet tries to say that because he took the road this made a lot of difference. He tells about yellow wood. He decides to take a walk and takes a wrong turning point and gets lost and sighs. The moral is we can't walk on two roads at the same time. Some people in class disagreed.

The poet (Mr. Frost) teaches us about life and other things. He was simple. He was economical and died recently. He blazed a trial on a new road.

Miss Barrett passed around his picture but it got only to the first row because some wise guy hogged it and wouldn't pass it. Multim im parva means he says very little. Trodden means walk.

His style was very good. He had his eye on things.

In my last term's English class we had to put poems under different Headings like Poems of Love and Friendship, or Nature and God's Creatures, or Religion and Death, and say where they belong to, but I'm not sure where this one belongs to.

Respectfully submitted,

Janet Amdur, Class Secretary

Date: 2016-01-03; view: 780