MONDAY, OCTOBER 6, 1969
THE DAILY NEBRASKAN
PAGE J
Methods are tailored
to meet students9 needs
Minnesota's defense lacks resistance :-?
Continued from page 1
and word cards; they have primers,
storybooks and reference books at all
levels; they read to each other and
to the teacher, and write stories of
their own.
Math is taught by the manipulation
of such objects as blocks counters,
plastic shapes, scales, balances,
clocks and measuring devices. Often
the activity seems like play, but it
has a purpose.
When a child decides he is through
with an activity, regardless of what
others are doing, he may put away
his equipment and begin something
else.
The teachers have an eye for
everything and everyone, but the
children seek the teacher only when
they need aid, advice or attention.
She is free to travel from group
to group, help children with spelling,
restore order when necessary, suggest
new activities, or to consult with any
child needing individual help.
Flaws
This system is designed to deal with
several specific flaws in regular
education. One of these flaws is an
enforced uniformity of interest, in
volvement, work-rate and ability.
In a standard classroom every child
is expected to be truly interested in
math for 45 minutes and to work an
arbitrary number of problems in ex
actly that time.
In a second and third grade room
at Elliot, a small boy came in from
recess, watched his 40 or 5 0
classmates hustle to their various ac
tivities, and then turned to a table
in the math center.
Using a long-armed balance scales
and various weights, he was teaching
himself that 15 plus 7 equals plus 4
that equals and other simple facts that
in a few years would become basic algebra-He
was soon joined by a friend, and
they began a mutual quiz-competition
playtime to show their new knowledge
to an observer.
Later a younger girl put away her
crayons, took her picture to the
teacher and sat at another table in
the math center. She began to play
a flash-card bingo game, and in
cidentally to learn addition and sub
traction. Six girls were at an art table cutting
and pasting and making pastel tissue
paper designs. One group of boys was
engaged in drawing Safety Week
posters and another in preparing the
daily log of the classes' activities.
One boy decided to do his poster later
and joined the log writers.
In lower grades, reading is taught
in an unorthodox fashion. A child will
draw a picture and the teacher will
encourage him to tell a story about
it. The story, often recited into a tape
recorder, is then typed and given to
the student.
Generally students enjoy their
stories, but tire of having to find some
one to read to them. Teachers
report that sooner or later a student
asks someone teacher, aide,
schoolmate to help him to read.
Hooked
"Once a kid asks to learn, he is
hooked," Hardy said.
All of this activity is voluntary.
Work, play and learning are in
distinguishable and children are free
to learn as rapidly or slowly as they
could.
"Because the children don't all have
to be straight-jacketed, into learning,
I'm free to help and encourage a shy
little girl to go through the workbook
with a poor reader, to touch a black
child who would never be touched in
a regular classroom," commented one
Tri-U teacher.
Another important aspect of the
project is the acceptance of students'
ideas. Another teacher commented:
"When the teacher does all the
talking or the class has to understand
pages 41-50 in an hour, there is no
time for any student to express his
or her idea, even if they were given
time to form one."
Also the stress on ac
culturalization, the teaching of the
"proper" culture, presents an em
phasis on conformity, according to Dr.
James Britton. a linguistic theorist
at the University of London Institute
of Education.
The child is not encouraged to speak
out, because his culture is not the
one being taught. His culture in many
cases is the one being exterminated,
Britton says.
Because of this, the classroom
vocabulary traditionally bears no
references to love, hate, violence,
wars, the "street," or the ghetto. Thus
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education has often served to stifle
inquiry, intellectual individualism,
and discovery.
Ideas
In the Tri-U. classrooms, the
emphasis is on the students ideas.
A sixth grade teacher said that, "The
kids are encouraged to talk about
everything. They learn that their
ideas can be good, and not that
whatever they say will be discounted
or denied. When that happens they
really open up and talk to everybody."
A visitor to the classroom is im
mediately accepted as a friend, and
as, such is questioned, teased,
and sincerely talked to.
"Are you a hippy?", one of the
first-graders asked a visitor.
"Were you born a hippy?" and "Do
you have a mommy hippy?" were
also demanded. Before all questions
could be answered, the observer was
whisked off to help draw dinosaurs.
Posters
Outside the fourth grade classroom
were children's posters dealing with
war, love, outer-space and modern
language. There was a short essay
attached to a "War Never Will Help"
poster.
"I think war is dangerous. That's
pretty stupid of me. Because
everybody knows that war is
dangerous. But who am I. I am only
one person. I think we have a war
to keep down pop (ulation). I am
only 10."
Marvin
Board president
says application
due on Tuesday
Applications for Nebraska Union
committees are due Tuesday In the
Program Office.
Union committees on films, campus
speakers, trips, entertainers, style
shows, art exhibits and other pro
grams will be formed after the ap
plication's deadline.
"Union committees are open to all
University students," said Dave Bun
tain, president of the Union Board.
"We encourage any interested student
to apply for the committee of his
choice."
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by Steve Sinclair
Nebraskan Sports Writer
The Nebraska freshmen
football team carries a 10
game winning streak, span
ning three seasons, into its
opening game at Missouri
next Friday.
Missouri was the last team
to dump the froSh in 1968.
Since Bob Devaney came to
Nebraska, the freshmen
team has won 20 games and
lost only two. The other set
back also was to Missouri in
1965.
The progress of this year's
team has been a little slower
than teams in the past, ac
cording to assistant coach
Bill Thornton. The reason for
this, he indicated, is that all
the players are learning to go
both ways (offensively and
defensively).
"We still have our best
defensive players on one
unit, and our best offensive
players on another," said
Thornton. The coaches have
designated the offense also to
be the No. 2 defense. They
plan to give each team equal
playing time.
More strength
Thornton said that the
defense has shown more
strength than the offense in
practice.
Tackle will be one of the
stronger positions on this
year's squad, according to
Thornton. Tackles who have
done well in practice are
Rioh Glover, of Jersey City
N.J., Marc Douglas of
Redwood City, Cal., and
Monite Johnson of Bloom
ington, Minn.
quickness and could be our
best defensive player,''
Thornton said.
Other defensive standouts
have been John Dutton, a
defensive end from Rapid
City, S.D., and Willie Harper,
a middle guard from Toledo,
Ohio.
Leading the offense against
Missouri will be
quarterbacks Max Under of
Plattsmouth and John
O'Connell of Sidney. Linder
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has been running the first
team.
Battling for positions in the
starting backfield are George
Eiben, a fullback from
Cleveland, Ohio, Bill Olds of
Kansas City, Kan., John
Rodgers of Omaha, and Joe
Blahak of Columbus.
Top players
Top players In the of
fensive line have been Kelly
Schultz, a tight end from
Palo Alto, Cal., and Joe
Duffy, a guard from
Pittsburgh, Pa.
"We had trouble moving
the ball on offense, until we
switched Duffy over from the
defense," said Thornton.
Thornton indicated that a
filmed scrimmage against
the varsity would help the
coaches make final decisions
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on starting positions.
"We don't know what kind
of players Missouri )ias,"
said Thornton, "but "we've
heard it had a real good
recruiting year."
Missouri has been doing
the same things for three or
four years now," he said,, "so
we kind of know what to expect."
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