ONTA

RICULUM DEVELOPMENT

FOR
COURSE ETS 1040

STUOIES

IN R3
EDUCATION
STUDENT PROFILES
OF

THE

UNIVERSITY

OF

TORONTO

TECHNOLOGICAL STUDIES

371 BLOOR STREET WEST TORONTO. ONTARIO M5S2R7

LEVELS OF DIFFICULTY

BASIC

GENERAL

ADVANCED
 General Level
4.6 Levels of Difficulty General-level courses should be considered as appro-
Where circumstances permit and where it is consid- priate preparation for employment, careers, or fur-
ered desirable, secondary school courses from ther education in certain programs in the colleges
Grades 9 to 12 may be offered at one or more of the of applied arts and technology and other non-degree-
following levels of difficulty: the basic level, the granting post-secondary educational institutions.
general level, and the advanced level. Principals General-level courses will be desizned in terms
shall adopt these terms to describe the levels of of a mix of the following aims: -
difficulty of the courses offered in their schools. • to prepare students to read, write, listen, and
Note that these terms refer only to courses, not to speak with confidence and clarity;
students. All courses must be described in course • to prepare students to participate as active and
calendars according to their purposes and content compassionate citizens in a democratic society;
rather than in terms of the academic competencies • to prepare students to develop the attitudes and
of the students who select them. skills that will permit them to enter directly into
Many courses will be offered at only one level of employment on graduation or into certain pro-
difficulty, but where circumstances permit and where grams at the colleges of applied arts and
the needs of different students can be accommo- technology;
dated by offering courses at two or more levels of • to prepare students to develop the habit of learn-
difficulty, such levels should be offered. This is ing those new, personal skills (problem-solving,
particularly important in the required subjects, since domestic, consumer, recreational) that they may
their successful completion is necessary for the need throughout their lives;
earning of a diploma. OACS shall be at the advanced • to acquaint students with the language, assump-
level of difficulty. tions, issues, and career opportunities of various
Courses developed at any of the three levels of subject or social disciplines;
difficulty may be adapted to meet the learning • to stimulate students to continue to develop and
needs of exceptional pupils. This adaptation would increase their awareness, appreciation, and enjoy-
normally be arranged by the principal of the school. ment of and skill in the arts.
Open-level courses shall no longer be offered.
However, it is recognized that some schools will The priority among these aims will vary with the
find it necessary to plan and offer bilevel and/or focus of any given course, but it is expected that the
multigrade classes. The course objectives and the first four aims will normally be integral to any
evaluation procedures for each level of difficulty general-level course. It is also essential that instruc-
included in such combined classes must be stated tional and evaluation practices be consistent with
clearly so that students, parents, and teachers are these aims.
aware of the credit requirements for each. All
credits shall be reported as basic, general, or Advanced Level
advanced only. (See section 5.5.) Advanced-level courses should focus on the devel-
The general characteristics of the three levels of opment of academic skills and prepare students for
difficulty may be described as follows: entry to university or to certain programs of the
colleges of applied arts and technology. Such
Basic Level courses should be designed to assist students to
Basic-level courses are designed to focus on the understand the theoretical principles, practical appli-
development of personal skills, social understand- cations, and substantive content of a subject. All of
ing, self-confidence, and preparation for the world the aims that have been described for general-level
of work. The academic work and related skills and basic-level courses can be incorporated into
should be perceived by the student as being person- advanced-level courses. Communications skills,
ally useful. Such courses will assist students to citizenship preparation, aesthetic awareness, and
prepare for a successful, independent home and personal skills of various kinds are essential compo-
working life, to manage personal financial resources, nents of most advanced-level courses, but the focus
to communicate effectively, and to develop attitudes of these courses must be on academic preparation.
that foster respect for the environment, good health Advanced-level courses that are enriched may be
and fitness, and a positive approach towards work offered where feasible. Student achievement in
and leisure. These courses should serve the needs of such courses shall be reported at the advanced level
the student who may not participate in post- so that all students taking an advanced-level course,
secondary education and provide a good prepara- whether it is enriched or not, will receive assess-
tion for direct entry into employment. ments based on comparable standards. This is
particularly important when students submit their
1 results to post-secondary institutions.
 AUTHORS

Don McCormick.
Rideau Hig" Scnool, Ottawa
Distnct 26

Rosemary Naoel.
Stratnroy Distnct Colleoiate Institute, Stratl'lroy
District 41

Nancy Zece"ic.
West Ferris Secondary School, Nort" Bay
A TEACHER'S GUIDE TO Disuicl33
SUCCESS IN BASIC LEVEL
PROGRAMS RESOURCE BOOKLEi' EDITOR AND DIRECTOR

Kevin Crouse,
Hignland Secondary SChool, Dundas
District 36

ART AND PRODUCTION CO-ORDINATOR

G.ail Smith,
Northern Secondary SchoOl, Toronto
Dislricl15

(lC::==T=;;=he =====GB:::===NB~BA:===L
===-=STO=ItE===y>
M •• tllIQ The Needs 01 The GetMral L•••• , Stud.nt

A Resourc. aoolll.t
Publlahed by the Prof.aalonal Development Commltt •• , O.s.s.T.F~ 1980
RnIHCI1H4

Authon

RObert J. Addy
s.m. Cent,., COII~;ata, Sem.
(Diatrlcl 27)

Clar. H.nd.rson
Acton HlglI School, Acton
(Dlatrlct 9)

William G. Knox
Bramelaa Saconde'Y Scllool, Bramela.
(Dlatrlct 10)

Krtln Crou ••
Hlglllend S«:onOary ScIlOOI, DunOu
(District 36)

Deal9n and Procluctian C--.llnalOf

Ken Holman
Tlmotlly eaton SaCOlfflery School, Sc8tOolOugll
(District 161

IsaN ~'2OI3Q.04.2

On'a"o Secondary SCllool T.acllers' Fed.ration

60 MOOile D""e
To,on,o, On'a"o M4A 2P3

2
 A TEACHER'S GUIDE TO
SUCCES·S IN BASIC LEVE.L
PROGRAMS
Without a doubt, the teacher of Basic classes has a full day. Constant contact
with these kids is especially draining because the teacher must be continually cir-
culating. Quiet work periods just don't exist for the most part because of the need
for teed-back by the students. Not only are the students requiring reinforcement as
they learn, but they also need a lot of assistance with personal problems as well.
There are days when the teacher of these classes feels that he is a counsellor or
social worker more than a teacher· and without the training.

To be told that he must now pay attention to learning styles research may be over-
whelming. For this reason, an overview of pertinent studies that relate directly to
the Basic programme is included in the booklet.

To identify certain key characteristics which may be commonly found among

students in a Basic classroom, a useful starting point is the "Profile of the Slow
Learner" from the D.E.S. Education Project Focus in London, England:

•••teachers recognize slow learners as the pupils who ••.

(%)
95.•.need very clear, step by step, repeated instruction
93...need extra explanations of subject matter
88..•need constant help
87.•.have reading difficulties
87.•.lack co-ordination
87••.have difficulty in comprehension
54•.•do not absorb information
82_.have writing difficulties
82•••are easily distracted
81.•.lack basic knowledge or skills
81_do work of poor Quality
80..•are slow to respond and are slow workers
80...are easily confused

Learning styles research seems to have opened a Pandora's box of potential

teacher's tribulations. Put very simply though, every learner has a best way, and a
way.that is unique to process information. At the moment, several major theories
are In operation to describe these individual differences. Ideally some agreement
on common terms would help make the situation clearer. This will undoubtedly hap-
pen, but in the meantime, it is possible to note aspects of learning characteristics
as outlined in the chart above which are frequently found among students in the
Basic programme.

3
 It is advisable for the teacher of Basic classes to be aware of the following points
that pertain directly to the students he instructs:

Students In Basic level classes tend towards learning style preferences

which are somewhat different from those found in general or advanced
classes.

• They require structure: they are happiest knowing what, when and how
something will take place, the evaluating scheme and the rules to be followed.
• They are field dependent: they are distracted by weather, room temperature.
amount of light and noise that is not to their liking.
• They tend to be impulsive rather than reflective.
• They are process-oriented: they like action for action's sake and find it difficult to
go for long periods without food, drinks, cigarettes or rewards.
• They are sensation students· a type identified by Jung and Briggs that (are):
• more observant than imaginative
• imitative-prefer memorizing to finding out reasons
• dislike new problems unless there are standard ways of solving them.
• enjoy using skills already learned rather than newones.
• love pleasure, both through physical activities and consumerism-present
oriented.
• In knowledge acquisition they (are):
• prone to surface approach
• likely to see narrow categories·little voluntary association with like ideas
• levellers rather than sharpeners in treatment of concepts
• In attitudes and values they (are):
• subjective rather than objective-they relate new ideas to their immediate
world
• practical rather than theoretical·they see what is there at the moment, rather
than possibilities
• slapstick humour types rather than ones preferring puns and satire
• inclined to give up easily rather than to persist
• extrinsically rather than intrinsically motivated - self-discipline is not as
marked as at other levels
• not at ease in pressure situations
• sociable-usually like to work in pairs or groups rather than alone.
• In physical skills they (are):
• high and low energy rather than sustained
• limited in ability to pace themselves
• highly varying in terms of large and small muscle strength, flexibility and
dexterity
• better late morning and early afternoon
• generally not competetive (girls) and may have unrealistic view of strength
(boys).
• aware of body functions often to the point of self-consciousness

Learners learn more efficiently when matched to their preferred modes, but
this is easily provided for by the teacher who varies her teaching methods.

The best explanation of this discovery comes from Linda Verlee Williams in
Teaching for the Two-Sided Mind:

"c., when all the senses are engaged in the learning process, students are able not
only to learn in the way best suited to their style but also to develop a full and varied
repertoire of thinking strategies ...For most subjects, important concepts are
presented at least four times; they are introduced, explained, reviewed and tested.
If each of those steps utilizes a different approach to learning, students can use a
full range of thinking styles to understand the subject. Learners will be able to use
their individual strengths to master the material while at the same time develop the
skills in which they are deficient."

4
 To further clarify Mrs. William's statement, students who work from their
strengttls can then work on their weaker learning style elements as the new matenal
becomes familiar. The teacher aims to integrate the whole student, strengths and
weaknesses, by providing opportunities to learn in several modes and to nelp tne
student see that some learning situations suit one style of learning over anomer.
When the student's repertoire of learning styles is widened, he can choose the best
match between the new material and the way he will choose to learn it.

The importance of these ideas lies in the fact that a variety of teaching methods
teaches thinking flexibility. As the authors of the Critical Concept, (1984) ttle
Resource Booklet on thinking skills, point out, the student of Basic classes tends to
be rigid in his approach to problem solving and thus increases his tendency to give
up easily rather than hunt for alternate solutions. The ability to expand problem-
solving skills to meet new situations is an important one for the student outside the
classroom setting.

Specific thinking skills and remedial exercises to provide enrichment in this area
are also outlined more completely in the Critical Concept, (1984)and the reader is
urged to explore those that apply to the student at the Basic level in greater depth.
However, a checklist that identifies four general areas of maturity are given below:
Such a checklist serves as a useful set of objectives for students taking Basic level
courses.

COMPETENCE
He is willing to apply energy and effort to tasks.
He can demonstrate knowledge and skills in a widening variety of interests.
He behaves in well-planned and organized ways.
His goals are realistic.
He shows interest and motivation for success.
He values and pursues high levels of accuracy in his school work.
He is flexible enough to consider new information, and new ways under
changing conditions in order to pursue the same goal.
He is organized and effective in his problem-solving methods.

RELATING
He wins acceptance and inclusion by respecting the values of others.
He is able to resist negative peer pressure.
He keeps his promise.
He uses peaceful means to resolve conflict without sacrificing his own
rights.

INTEGRITY
His self-control prevails over impulse.
He finishes what he starts.
He behaves at school in a neat and orderly way.
He willingly carries his share of the tasks in group work.

AWARENESS
His behavior is inquisitive and investigative. .. .
He displays an increasingly well-developed imagination and applies these
ideas in constructive ways..
He is aware that he has limitations and takes steps to overcome these.
He is observant and can report facts accurately and objectively.

5
 Slow Learner
Franco stands in the doorway of the classroom, smiling eagerly. Today as
always he has arrived with the attendance sheet. Since the first day of
school, he has faithfully carried out his duty. He seems oblivious to the
girls in the hall who giggle at his short-cropped hair and outdated clothing.
One imagines that Franco, in his own simple way, has decided that good
behaviour and honest hard work will make up for his limited ability to read
and write. After all, Franco wants to be a teacher!

Franco has always been his parents' pride and joy. They, as immigrant parents.
have placed education in high esteem. Now as they approach their sixties. they
want nothing but the best for their son. Franco is eager to please parents and
teachers alike. He works diligently, and spends many hours on his homework. He
writes epics complete with diagrams, charts, and graphs. Unfortunately, his work
does not reflect any understanding of the basic concepts which have been taught.
He goes through the motions, tries his best, but is unable to handle the ideas
presented in a logical way.

Franco has been in school for tntrteenyears, and yet many of his educational
needs are still unmet. He is in need of counselling by the teacher, so that he has a
clear picture of his overall functioning and of his specific strengths and
weaknesses. Although Franco's work habits and attitudes make him weu-sunec for
employment, he needs to explore the concept of employability as it pertains to his
own abilities. He needs the opportunity to develop more productive interpersonal
relationships. A greater awareness of his own values and those of the school, his
home and community is necessary. Franco needs a forum in which he can discuss
areas of concern and conflict with his peers, and to see that they share common
problems. In many ways, Franco needs guidance in becoming a more active and in-
volved member of his community and school, and in becoming aware of and utilizing
appropriate agencies and community resources.

The teacher can provide Franco and other students like him with a curriculum
which will expand their range of opportunities. Rather than an exclusively
academic curriculum, greater emphasis can be placed on functional academics, as
well as personal, social and vocational skills. There are many reasons for the
teaching of such life-related skills. David Dufty, of Sydney University, Australia sug-
gests that there are many societal trends to which teachers must respond. With the
many technological changes. many job skills are obsolete. Therefore, providing a
student with generalized jOb Skills is necessary. (With resource shortages, there is
a need for the general technologist rather than the specialized craftsman).

With the population shift from younger to older, and with a trend toward early
retirement, Dufty suggests an emphasis on lifelong learning and leisure education.
Rather than concentrating on the acquisition of specific knowledge, there is a need
for information processing skills. (Franco will need to learn how to find information,
how to probtern-solve, and how to think critically.) Because of the emphasis on par-
ticipatory democracy, there is a need for the development of decision making, deci-
sion influencing and human relations skills. With the formation of new family struc-
tures and changing roles in society, Franco and other students need a curriculum
which provides for the development of human relations skills.

In many ways life-related personal skills are being integrated into the curriculum;
for example, business teachers often include the study of the psychology of work,
jOb interview rehearsal, building a resume, media messages and commitment to an
employer in their course outlines.

Life skills of a personal nature can also be taught if Franco's school is a place
where students learn to interact, communicate and live together. Positive
classroom climate can be stressed to encourage Franco to assume a leadership
roie. He may also be assisted by peers in a tutoring situation. As well, Franco could
be helped by offering activities such as participation skills, problem-solving, asser-
tiveness training, cross-age helping, and stress management. In order to ac-
complish this the teacher needs to be knowlegeable and skilled in the utilization of
motivators, the understanding of group dynamics, the promoting of self-awareness,
and the development of relationship skills.

The education 0'1 Franco is at a crossroad. It must provide him with the essential
skills that he needs in life and help him to be the best person he can possibly be.
Franco reminds teachers that every young person has a gift or talent which he/she
should seek to develop. Although people seem happier and more productive in an
environment which is structured, after students have met their obligations, they
should feel tree to pursue those activities which lead to the development of self.
Franco also reminds teachers that there must be a balance of work and play, obliga-
tion and recreation, and contemplation and imagination in his daily experience.
 Giftedness
Pauline's goal is to be a cosmetician. She is more than capable of this goal
although the course is difficult even for first year college students who have
achieved a grade twelve diploma in the General program. She made a deci-
sion to re-enter grade ten in core academic subjects although she passed
into grade eleven of the Basic level program with marks in the 90's. None of
her teachers doubt her ability to handle the content with ease. It sounds
like a success story and in many ways it is. A girl with behaviour problems
in senior public school, she was warned that she'd "end up in Basic level if
she didn't watch her step". By the middle of her second year in high school,
however, Pauline was almost a behaviour problem again, although she had
consistently reached the Scholar's level of achievement in all areas of the
Basic Level Program. She could understand the content of an eighty
minute lesson in a fraction of the time it took her other classmates. She
could miss days of school and still far exceed the marks of the others.
Pauline knew she was underachieving in the Basic level and resented the
fact that she had "lost" two years in the wrong program.

Pauline has many factors working for her and against her. She comes from a nor-
thern, rural family where education is not a priority. Older sisters and brothers
dropped out around the school-leaving age. If she goes to a larger centre to a com-
munity college where the course she wants is offered, the odds are that she will not
stay. The pull to return home is hard to resist.
The teacher of a Basic level student like Pauline has three responsibilities beyond
instruction in the course content. Recognition of the student's true potential is the
most important. A teacher who suspects that her Basic level student is misplaced
in terms of academic potential should initiate re-testing. The child's guidance
counsellor can be alerted to this need and the need for more extensive career
counselling. Unfortunately, in these days of declining enrolment, there may be at-
tempts to retain a student in a program or course which is not in her best interests.
The teacher may need toserve in the role of advocate on the student's behalf.
Although it is time-consuming for the teacher involved, a meeting with the child's
parent and guildance counsellor should be initiated to point out that the child is
underachieving in a Basic level classroom. Often the parent is unaware of the dif-
ferences between one level of programming and another and merely requires
clarification of these points.
The student needs support in her decision to re-entera grade at the General level.
There is a strong element of risk-taking on the student's part. Despite testing, she
may be unsure about her academic abilities. A period of re-adjustment will un-
doubtedly be necessary as old friends are replaced by new ones. Being a year older
than most of the others in her new classes is initially threatening. Uncertainty
about procedures and expectations may exist which she hesitates to express for
fear of being seen as unable to cope in new situations. Finally, she will be tempted
to give in to pressures if not fully supported, in favour of the more comfortable world
of the Basic level classroom.
Practical suggestions for the teacher who finds an underachiever or late bloomer
in her classroom are as follows:
• Check to see if the student has specific career goals which cannot be met
through a grade twelve diploma in the Basic level.
• Use a short list of your observations when approaching the guidance counsellor
for his help. Include your observations of the student's social and emotional
maturity as well as cognitive skills and successes.
• You do not need to be an expert in evaluating and diagnosing intelligence.
• The Guidance department will have access to the assessment techniques for
these purposes.
• If the child is anxious to proceed into the general level, and the testing indicates
that she should be successful in that program, then it is wise to have her par-
ticipate as a guest in a range of General level classes for three to five days.
• Schedule frequent meetings with a counsellor or teacher of the student's choice
during the first month of integration into the General level classroom.
• In an informal way, let the student know that she has your moral support and en-
couragement and that you feel certain she will succeed.
• It is essential, before she is transferred to a General level program, that she
realize her success will depend on a positive attitude and gOOdwork habits.

7
 Attention Seeking Behaviour
Things happen to Anna. There were operations for cysts, new babies at
home and no end of disasters, minor and major, that beset this family. With
eleven brothers and sisters (at last count), the possibilities for such
calamities were endless. She held students spellbound for the first month
of school this way. By October, however, the stories seemed not quite as
believable as they were in the beginning. When asked about discrepancies.
Anna was not fazed in the least. She simply re-routed the leading
characters in the drama and changed the time and place. She wasn't deter-
red at all in November when her classmates called her a liar; she just swit-
ched over to the teacher for her audience.

There is no question in Anna's case as to the size of the family (without the
reported twelfth addition). The father is at the moment out of work although he has
worked at a steady but low-paying job for a gOOdstretch of time. Needless to say,
Anna's mother is at home. Anna is the seventh child and markedly underdeveloped
for fifteen. Despite the fact that she cannot read or write (and oddly enough, does
not even pretend to) there is a brightness about her that suggests that under other
circumstances, she might have achieved more than her low level of performance
would indicate.

Of all the puzzling situations a teacher of Basic Classescan find himself forced to
deal with, that of the cnromc-tetler-ot-tates must challenge his professional training
the most. While the teacher may suspect, or believe outright that some embellish·
ment is going into the story, it is very difficult to know what to do.

Beyond a doubt, Anna needs attention desperately. She has a pleasant manner
which makes attention giving easy to do. She also has some of the more tundarnen-
tal needs such as needs for a more adequate diet and personal space at home.
Because there are four younger children, Anna is left on her own, although it seems
that one older brother in particular has taken her under his wing. Nevertheless, she
is free to go to the malls and roam around without curfews. In other words, few of
her basic needs are being met consistently. Psychologists such as Maslow argue
that a sense of belonging and a feeling of self-esteem that comes from being a
valued member of a group, can only occur after basic needs are met. A summary of
those needs appear below:

• STAGE ONE: PHYSIOLOGICALNEEDS·

air, water, food, shelter, sleep, sex.
• STAGE TWO: SAFETY AND SECURITYNEEDS:
the need to depend on others and to have those others
respond consistently.
• STAGETHREE: LOVE AND BELONGING NEEDS·
desire for friends and some form of group membership.
• STAGE FOUR: ESTEEM NEEDS:
desire for others to see you as valuable and competent.
• STAGE FIVE: SELF·ACTUALIZATION·
desire to be the best of "you"
develop your special talents and grow inwardly.

Students typically begin at the lowest rung (their early childhOOddays) and move
up the ladder through experience and maturity. Certain setbacks may cause Iluc-
tuations in the level of development. Also, as with Piaget's theory of predictable
stages in cognitive growth, the next stage of development is dependent upon the
student's having reached and assimilated the previous intervention, the lower level
needs, before she can be expected to have the kind of seu-esteern which will allow
her to leave the story-terunq stage behind.

8
 Often, we are reminded in our Basic classes that while the physical appearance
of our students corresponds to that of other adolescents in the scnoot, that their
social and moral growth may have been imoeded along with learning skills.

Practical suggestions for encouraging truthfulness in Anna:

• arrange for a check on the home situation through the guidance
counsellor or social worker
• arrange for special small tasks which you reward with a lunch voucher or
something nutritious from home
• praise her efforts to overcome the habit of telling stories
• teach her a stop-and-think technique for dealing with the urge to tell a
tale.
REFERENCES
Herring, Mark. "Social and Moral Development and Individualized tnstrucuon." In The Education Forum.
VOlume XLVI, Fall. 1981.

9
 Child Abuse
Kim has just bolted from the classroom again. Although she is usually a
quiet, co-operative student, she has suddenly become belligerent. It almost
seems that she is crying out for help or calling attention to herself. When
asked about her actions, she paces; she looks distraught and anxious. She
acknowledges the fear of her parents' wrath if they learn that she has been
in trouble with her teachers. Tearfully, she confesses that she will be
beaten if they find out.

Kim, like many abused children, has signalled that she needs help. It has taken a
great deal of time and soul-searching for her to reach that level of desperation, in
order to "go public" with a very private problem. To the classroom teacher, her
behaviour has been puzzling and erratic. The changes in her appearance and ac-
tions have come ever so subttv. Her usually bright and cheerful expression is now
tired and lifeless. She appears undernourished and dishevelled. Her usually calm,
even disposition is now anxious and distraught, especially when any contact with
the home is a possibility. Her compliant, sweet, teacher-pleasing behaviour is now
filled with acting out and belligerence. She is easily moved to tears, and has a great
deal of difficulty complying with the routines of the classroom. Each change is
subtle, and fairly inoccuous in itself, but looking at the composite picture, Kim is a
"child-at-risk".

Kim, as with so many other abused children, has taken a great deal of trouble to
keep her problems hidden, in order to protect her family and to protect herself. She
is unhappy but does not want to see her family divided. She feels a tremendous
sense of loyalty. Her desire to keep the family intact has caused her to hide her in-
juries and to make excuses for the abuse and neglect which she has suffered. Often,
she will offer the teacher an excuse before the question has been raised.

Kim is not alone. Recent research has Shown that one in four females and one in
ten males are victims of child abuse before they reach the age of eighteen - with the
largest number occurring from two to seven and during adolescence. Since
teachers have intense involvement with children during these years, it comes as no
surprise that they are by far the largest group of "case finders" who actually report
cases of child abuse.

Section 47 of the Child Welfare ••.••

ct states that child abuse is:

• physical harm
• malnutrition or mental ill health of a degree that, if not immediately
remedied could result in serious impairment in growth or development or
result in permanent injury or death.
• sexual molestation

The responsibility of the teacher is very clear in the eyes of the law. Every person
who has reasonable grounds to suspect child abuse, in the course of protessronal
duty, shall report, according to Section 49 of the Child Welfare Act. The Act pro-
vides assurance that a professional cannot be charged with violating confidentiali-
ty. Teachers do not have to prove child abuse, just suspect it. Legislation governing
child abuse includes the Young Offenders Act, the Child Welfare Act and custody
and access regulations. The teacher needs to be aware of these as well as board
procedure policies regarding access to students by someone outside the school.
The teacher, although he/she is often most intensely involved with the situation, will
probably work through the principal as a protesstcnal courtesy.

Professional help is available in many forms. The teacher can assist the young
person in many ways. At such a time as the student comes forward, the teacher
needs to impress upon her the need to involve the authorities. Mutual trust is essen-
tial. The school administration and guidance personnel should also be notified.
The most important contributions the teacher can make are the offering of emo-
tional stability and support for the child, careful preparation of anecdotal records of
all types of student behaviour which appear out of the ordinary, and records of any
and all injuries which appear to be inexplicable or coincidental. The teacher IS
reminded that there is urgency in the situation. Social service personnel are also
there to provide the necessary support to ensure Kim's physical and emotional well-
being. These include the Family and Children's Services, special children's
hospitals, family service agencies, and the office of the Ministry of Community and
Social Services.

Kim has made a cry for help that cannot be ignored. Schools need to protect
those in their charge who cannot protect themselves.
10
9· P.
Learning Disability
J.P. arrives in class with a portfolio of writing under one arm and a bundle of
science fiction novels under the other. The other students marvel at his
willingness to answer questions, and the naivete which he displays.
However excellent his speaking skills, his written work is bordering on the
atrocious. Spelling and grammatical errors seem to be the rule rather than
the exception. Yet, beneath it all, there exists a young man wise beyond his
years...

J.P. brings with him a unique set of needs. Intellectually he is average or above
average, and therefore requires more stimulation and academic challenge than a
great many of his peers at the Basic level. Since that which he appears to under-
stand is far superior to the work which he is able to produce, he needsthe opportun-
ity to make notes and present his work by alternate methods. Because he relies
heavily on either visual, auditory or tactile clues, he will require instruction in more
than one mode. Since he has a great deal of difficulty organizing his time, notes and
workspace, he needs a great deal of structure. Because his work shows specific
areas of strength and weakness, he will need the opportunity to maintain those
areas of strength through practice, and to minimize the areas of weakness through
specific remediation techniques.

The teacher of the Basic level will be able to pinpoint specific learning
disabilities by observing one or more of the following:
• an apparently high general intellectual functioning level.
• difficulty processing information such as an inability to apply techniques
to solve _a given problem, or to judge the quality of a product.
• obvious difficulty expressing himself in oral or written form e.g.,frequent
errors in spelling such as omissions, additions or substitutions.
• difficulty remembering numbers, letters, or words in sequence when
presented orally or in written form.
• high distractibility, Irritability or anxiety" in an academic setting.

If a student like J.P. appears in the Basic level program, the teacher may initiate
the identificalion placement and review procedure by bringing the student's special
needs to the attention of the school's special education resource teacher, or school
or board special education department through the administrative staff or guidance
department. The teacher can do this by preparing anecdotal records, and by keep-
ing samples of student work. At this point, the student may then be assessed to
determine if indeed J.P.'s needs are exceptional.
If J.P. is identified as being in need of special education assistance, an individual
educational plan will be developed by board personnel. Specific recommendations
for his placement will be passed on to the school, along with recommendations for
programming from the assessment report. The special education teacher in the
school then will serve as a resource person for both J.P. and his teachers, offering
suggestions for techniques and materials. J.P. may also be given added support in
a resource withdrawal program.

11
 The teacher at the Basic level can do several things to help J.P. rnaxirruze
his abilities. These include:
• building up his sett-concept by providing successful classroom ex-
periences.
• providing assistance through a peer-tutorinq program.
• presenting instructions in written and oral forms allowing the student ex·
tra time to complete assignments and examinations.
• providing the opportunity for oral exams and presentations.
• creating a positive classroom climate where each student's contribu-
tions are considered valuable.
• emphasizing time management, problem solving, research study, and
critical thinking skills.
• encouraging sharing, and, in language arts, student editing.
• counselling the student to discuss areas of strength, weakness, and
overall functioning.
• reducing classroom distractions such as extraneous movement, noise,
visual distractions.
• avoiding excessive marking of errors on student writing when spelling
and grammar are not essential to the evaluation.
• challenging the student to call upon his own areas of expertise, and to
use higher level thinking skills. -
• providing emotional and academic support to the student as he attempts
to integrate his new skills in other subject areas.
• demonstrating a task wherever possible, to ensure that the instructions
are understood.

J.P. brings a unique set of gifts and needs to the classroom - a richness of
vocabulary and an uncommon depth of perception. Like a breath of fresh air, he
stimulates and challenges all who meet him.

12
 Adolescent Depression
Larry, a star athlete. sits in the back of the classroom. He rarely offers
much to classroom discussion. Even though he nas a steady girlfTiend, and
has several friends as well, he seems aloof. Although his academic
achievement is slow and consistent, Larry seeks to compete with students
in the classroom whose general achievement level is greater than his.
Recently, a tone of melancholy has run through his journal entries. In-
dividually, they seem innocuous enough but the composite picture is more
alarming. Just how serious a problem is Larry's apparent ceoresston is a
matter of obvious concern.

Larry is indeed a "cnuo-at-nsk". He has sent out many messages that he is very
unhappy. Even though he is an excellent athlete, his academic skills co not
measure up to those of his team-mates. His desire to excel in sports has earned
over into the classroom. His strong sense of competition and his dnve tor ex-
cellence have left him frustrated. Like so many other cepressrve children. he has
chosen to withdraw. Even with many friends, he fears that his popularity is at-
tributed to his skill as an athlete, and he has not come to grips with his inability to
achieve well academically. He writes in his journal of his problems, perceived and
real. He expresses a fear that his family will split, and makes references to ending a
miserable existence.

A recent observation has been that a great many of the students in our secondary
schools are depressed .. as many as one half (Slightly more for girls and slightly less
for boys), It appears that at the root of this depression is a sense of loss. It may be
the loss of a friendship, a favourite pet, a family breakdown, a death, or a move
which causes this deep sense of personal loss.

Others feel that the depression, which is so rampant, is due to an inability to ac-
cept failure that every person experiences at one time or another. There has been
such an emphasis on winning, and excelling, that young people do not realize that
"the fall is part of the dance". Norman Kunc, the author of Ready, Willing, and
Disabled, reminds us that we aI/ aim for perfection, and yet each of us must accept
our failings and shortcomings and hidden handicaps as part of our total identity.
Similarly, others have attributed the depression to the young person's inability to
accept his limitations. He has formulated an unrealistiC picture of his own ability,
and has not come to grips with whatever weaknesses he has. Weaknesses in
academic areas are particularly powerful in negating a student's self image
because they are there, large-as-life for all to see. For this reason it is much easier
for students to avoid failure and cover up their true feelings with a variety of mask-
ing behaviours.

Ofter. the depressed student will cope with such feelings of self doubt by
withdrawing. There is no risk involved. Another coping mechanism is to take on the
facade of the class clown or the person who constantly acts out. Such behaviour
acts as a protective casing which the student is sure will prevent him from being
hurt. Unfortunately, such behaviour often leads to further rejection and loss, thus
causing further depression.

The teacher's role is a crucial one in breaking the cycle of depression. The task is
a heavy one. Somehow, Larry must begin to deal with his sense of loss, to accept
his limitations, and to develop a more positive self-concept. Of course, teachers are
aware of many tecnrucues and metnocs tor Increasing a student's posttivs self irn-
age. However, equal time must be given to allow Larry to deal with his failures and
fears. The teacher is in a position to create a classroom atmosphere where such
oiscusstons are possible. The student needS a forum in which concerns can be
aired and where confidentiality will be maintained. He needs to feel he can trust tne
teacher, and the other students before he can feel free to communicate rus feelings.
Opponurnty can be provided by the teacher to deal with many of the problems tac-
ing adolescents through role playing, small group discussions and activities which
provide for creative sett-expresston. Larry and others like him need to feel accepted
for who they are.

However, there are indications that the problems which Larry has have gone
beyond the realm of what the classroom teacher is Qualified for or can be expected
to do. Larry's depression; as indicated by the Journals. is far more severe than most.
He has sent out messages which need to be heeded.

13
 There are signals which indicate to a teacher that suicide is a definite
possibility. These include:
• a marked change in disposition, i.e. usually withdrawn, suddenly cheerful
• a sudden desire to put one's business in order
• the act of giving away one's prized possessions
• a preoccupation with death
• expressions of impending suicide

Therefore. the teacher needs to make initial contact with the gUidance ceoart-
ment and school psychologist. The student should be made aware that his welt
being is of prime concern. He needs to speak with a counsellor. therapist Or
psychologist. His life has reached a crisis. The teacher has been given a cry for
help. Larry needs to know that he is important and valuable. and that his presence
in the classroom is a concern to the teacher. He needs the personal contact of a
caring adult while he learns that ··the fall is part of the dance".

REFERENCES
Aoams. G. and Gulotta. T. Adolescent Life Experiences. MOnlerrey. Cal.: BrOOks/Cole PUOlIsnlng Co. 11983,
p. 473·488.

14
 English As A Second Language
Mai Win, a South East Asian student, arrives in class eager to please the
teacher by doing her best work. No amount of material seems too great.
Although education seems very important to her, she seldom smiles. She
often appears anxious as If she carries the weight of the world on her
shoulders. She is very pleasant, and dutifully carries out each task. She
strives to excel and expresses a desire to be a "worthwhile citizen".

Mai Win, like so many other students for whom English is a second language,
finds herself in a Basic level classroom. However, it is difficult to discern the
causes of her academic difficulties. They may merely be a reflection of cultural or
educational background or of the adjustment problems faced by immigrant
students. She may have come from an area where, according to social class struc-
ture, only the wealthy are considered entitled to an education. Her life as a refugee
may have left gaps in her educational progress. As an adolescent, she has also
passed the optimum age for learning a new language.

Family and work pressures also take their toll. Since many immigrant parents reo
main at home and retain the old language and customs. there may be little support
for learning the new language. There are financial pressures to assist family
members who have been left behind. Often these obligations, and the wish to repay
the government, combined with the desire to show the sponsors that they are self·
sufficient compel the immigrant to take menial jobs which are often belOWthe
socio-economic status the immigrant left behind.

Mai Win's ethics place a high priority on education. She sees herself as a worth-
while person only if she achieves well academically. In school. however, she must
cope with the emotional problems of cultural shock. She must try to fit in, adapting
to all aspects of school life. Many things will seem strange: timetables. the school
environment, student behaviour, the degree of freedom. requirements for personal
space, conversational styles, food, autnorlty figures, male-female sex roles, family
relationships, and manners of dress.

The teacher has a very important role to play in the life of the immigrant student:
instructor, ombudsman and confidant.

In order to support the student emotionally and academically the teacher may
wish to become familiar with the student's cultural background, and with the other
academic course materials. Mai Win needs a teacher who is sympathetic to her pro-
blems in adjusting to her new life, but also who is generous with time for individual
help. In fact, Mai Win may want to please the teacher so desperately, she might say
she understands so that the teacher doesn't lose face!

Once initial trust has been established, the teacher will become aware of the
many educational needs present. Often, speech sounds and the alphabet must be
learned. The student also needs to feel confident with the environment. Activities
that deal with physical problems, safety, food and nutrition, transportation, social
skills, (including the use of idioms), currency, consumer skills and family life skills
should encourage her to be confident with her new environment.

Developing and maintaining a sense of worth and self-esteem is crucial. The

most obvious means of achieving status is by getting a jOb. Students feel a
pressure to buy the clothes, and afford the things that other students have and to be
"worthwhile citizens". As well, parental approval and support is crucial. Liaison
can be developed with the home by running parents' nights, providing translators
from the community, by visiting homes, and by providing lunch hour language pro-
grams for parents.

Self-esteem is also enhanced by finding a friend. Setting up a buddy system

allows for the sharing of information about cultural, educational, geographical, and
social differences. Students learn about each other. An extension of the buddy
system is the concept of peer tutoring. In academic subjects. such as geopraphy,
science, math and history, students may help each other by translating. Tutors may
be either immigrants or English-speaking volunteer students. Ideally. their
umetaoles should be similar. Often such a working relationship may provide
students like Mai Win with a sense of security. which makes the adjustment to a
strange environment less frightening. and uncomfortable.

15
 A sense of cultural pride can be encouraged by setting up an international fooc
fair or luncheon. Each student prepares ethnic dishes, and disolays crafts. maos.
art work, and music depicting different climates, clothing, daily routines and
celebrations. Subjects such as art and music offer the opportunity for cultural pride
to be expressed, since language presents no barriers.

Mai Win and other immigrant students bring to the school a personal identity, a
set of values and a cultural heritage which they and the school try to develop and
maintain. Their presence serves to remind others of each person's rich historical
roots, and of the need for greater international understanding and co-operation in
the community of the school.

Teachers who wish support services and information through workshops, con-
ferences and publications would contact:
The Ministry of Citizenship and Culture
Queen's Park, Toronto, Ontario

REFERENCES:
Allen, J.P.B., and Howard, J. "Subject related ESL modules: an experiment in communicative language
teaching", Canadian Modem Language Review, Spring, 1981.
Elliston, T., Social and Vocational Adiustment in a Multicultural Society. The School Guidance Worker. 32
No.3, Toronto: Guidance Centre, 19n.
Gould. J. "EngliSh for Science Students: A Functional Approach", in TESL Talk Vol. 8, No.3. 1976. Ontario
Ministry of Culture and Recreation.
Scarborough Reading Centre. E.S.IUO Students In the Regular Classroom. Scarborough Board of Educallon
No. 6.1, 19n.
Smith, A.C. "Eighty Percent Language, Twenty Percent Content: Teaching the Core Canadian History
Course to ESL Students", in TESL Talk Vol. 11, No. 2. 1980.
Thuy, V.G. Getting to Know Ihe Vletname.e and their Culture. New York: Frederick Ungar, 1976.
Yorkey, R. "Study Skills for ESL Students", In TESL Talk Vol. 8. No. 2. 1976.

16
 RECEPTION 1 RECEPTION 2 RECEPTION 3 INTRODUCTORY INTERMEDIATE ADVANCED

English vocabulary & Beginning 10 "Ihlnk"

concepts limited. more In English as well
Some understanding of Recepllve ability de- as own language.
Lillie understanding as Can converse with
yel. Conceptual ability general meaning. Can veloplng. (conceptual Can converse fluenlly
give brief answers or ability In English. Can some ease.
In own language only. Can cope with some re- In "familiar" situations.
make wants known. converse In a very 11m· Can cope with some re-
Cannot converse. gular classes other
Cannot converse. Ited way. gular classes olher
Ihan English.
Ihan English.

Developing vocabulary Developing vocabulary. Developing vocabulary.

base from which to Stili learning basic Familiar with most
Learning vocabulary Learning vocabulary build. Knows some ba- common grammatical
and simple sentence and simple sentence grammatical structures
sic sentence struc- Needs assistance with structures.
structure. structure. Oral & written language
tures. Beginning aware- vocabulary specific to
ness of English gram- other subjects studied. Increasing In syntac-
•••• mar. tical complexity .
~

StructuredlOlrected
StructuredlOlrecledl SlructuredlOlrectedl
Recording vocabulary StructuredlOlrected
StructuredlOlrected Personal Personal
& sentence structure Personal
Recording vocabulary Sentence expansion. Sentence combining.
learned. Sentence expansion. Sentence combining.
& senlence slructure Pracllslng a pattern. Senlence combining. Senlence varlely.
learned. Sentence variety. Paragragh & para-
Changing a pattern. Answers requiring
Pracllslng a pattern, The paragraph. graphing.
Sentence expansion. Judgement, opinion,
Cooperative language Simple Independent Siories & arllcles.
Simple written .en etc.
experience "stories". slorles & srtlcles. Simple essay.
answers. Diaries, Journals. Grammar study (for Grammar study (for
- Cooperallvelanguage
experience "stones". older students). older students).

Can read and discuss

Reading (with • Reading with slorles & olher
comprehension) comprehension) malerlals designed lor E.S.l. slorles lor ad d
Short slorles at an ele- Can read and dis-
limited to sentence and limited to sentence and E.S.L sludents. (In- vanced sludents.
mentary" level. (no cuss" slorles & other
vocabulary taken, plus vocabulary taken, plus termedla t e/adva nced) Newspaper.
conceptual) Can give materials designed
language experience language experience for E.S.L. students. Newspaper. English anthologies &
brief oral answers to
stories ·(Can ollen stories ·(Can ollen (pre-I nlermedla lelln ter- 8eglnnlng 10 read novels with much
teachers questions but
"read" words but with "read" words but with regular anlhologles asslslance.
cannot, as yet, discuss. mediate).
lillie or no comprehen- IIItle or no comprehen- and novels -usually 2 10
sion. slon. 3 years below grade
level.
).

LEVELS OF COMPETl ./ ..:IN E.S.l.ID CLASSES

18
_...:

-The-- GE-N-EIt-IlL :STOltE --

As is the case with all quality education, the purpose of general level education is to
give the student the motivation to become a well-rounded, confident adult with
skills developed to the best of his/her abilities. Since the general level student is not "''''
expected to proceed to university, (although this should not be deemed impossible)
more time can be spent on the development of attitudes and trade skills that will
provide them with marketable qualities desired by employers and industry. Perhaps
one might say they are being taught how to learn in the most efficient way so that as
graduates they are seen by the community as quality employees. with the potential
to learn the new and special skills necessary in the job for which they are applying.

The other objective of general level education is to prepare the general level student
for formal post secondary education at a community college or for entry into ap- ri;iiiii-;;;;;;;-
prenticeship training programs in industry. This demands that higher level thinking
and creative skills also be taught in these programs.

Objectives of General Level Education

By definition. general level courses are appropriate preparation for employment,
careers. or non-degree programs at post-secondary institutions. This preparation .•....
also includes more than just career training. It includes the development of such at- ".
titudes as responsiveness. resourcefulness. adaptability as well as the fostering of
realistic self-appraisal and positive reinforcement of feelings of self-worth. There
are three areas which should be stressed:

L COMMUNICATIONS
2. SOCIAL ATTITUDE AND SOCIAL INTERACTION
3. SKIll TRAINING IN A PARTICULAR FIELD OF ENDEAVOUR

1. Communications
The aim of the gene:-~I level program is to provide a participatory. interactive. inte-
grated and exciting series of courses to develop the communication skills and pro-
vide opportunities for usage within the classroom and school. The document ! \~
"Language Across The Curriculum" can provide a basis for program that will in- ~\\~~3
tegrate language usage and foster useful communication skills for the General Level !~\,
student. The desired outcome is people who can communicate effectively in all
forms. (reading. writing. and speaking).
 2. Social Attitudes, and Social Interaction
In the working world it is necessary for the student to have developed an under-
standing that the quality of the work environment and the ability to achieve success
and promotion will depend to a large extent on the social skills and attitudes of the
employee. Bl!ing able to work well with other people. to follow instructions. to
discuss. and to provide leadership are qualities that are desirable in employees. The
quality of the environment, both the community type of environment and the
natural environment. is also dependent on the social attitudes that have been
learned in the school. With such far-reaching consequences it is obvious that the
classroom and the school must provide many opportunities for the interactive time
necessary for this skill learning to take place. These social skills will also prepare the
General Level student with the ability to cope with the changes that will be en-
countered upon entrance into post secondary education settings.

Classrooms which provide for success and progress and give time for interaction
with the teacher and other students in the class will lead to feelings of self-worth.

3 Skill Training of General Level Students

e .

It must be realized that much of the equipment used in shop training programs may
be different from that used in the local industry and is, in most likelyhood. a step or
two behind industry because of the rapid changes and technological advances that
are being made.

The objective of the program should therefore be to teach safe. precise skills when
working with any machinery, whether that be a car engine or a word processor. In
this way, the student becomes confident of his/her ability to learn and work safely
with machinery.

It should also be foremost in the mind of the instructor to have the student achieve
feelings of success with the production of a well-made project.

Goals, and the Education of the General Level Student

Success is usually measured by one's achievement of objectives. The ancients
would have characterized this drive as the development of mind. body. and spirit.
Today we see the goals of education as being much more definitive. Physical, in-
tellectual, emotional, social, cultural and moral development are the mandates of
the eighties.

The teacher should attempt to achieve one or more of these goals in every lesson
taught. The list of goals drawn from the Ministry of Education is given here in no
particular heirarchy and with no comment. The original version may be found on
page 3 of the OS:IS Document.

r>
\
The GENERAL STOltE
Meeting The Needs Of The General Level Student

20
The Goals of Education
Helping the student to
1. develop a responsiveness to the dynamic processes of learning
2. develop resourcefulness. adaptability, and creativity in learning and
living
3. acquire the basic knowledge and skills needed to comprehend and
express ideas through words. numbers. and other symbols
4. develop physical fitness and good health
o. gain satisfaction from participating and from sharing the participation
of others in various forms of artistic expression
6. develop a feeling of self-worth
7. develop an understanding of the role of the individual within the
family and the role of the family within society .
8. acquire skills that contribute to self-reliance in solving practical pro-
blems in everyday life
9. develop a sense of personal responsibility in society at the local, na-
tional. and international levels
10. develop esteem for the customs, cultures, and beliefs of a wide varie-
ty of societal groups .
11. acquire skills and attitudes that will lead to satisfaction and produc-
tivity in the world of work
12. develop respect for the environment and a commitment to the wise
use of resources
13. develop values related to personal, ethical. or religious beliefs and to
the common welfare of society.

Although no one goal should be seen as more important than any other, the
teacher of the General Level student may find that goal 11 has more impact on
his/her lesson aims than many of the other goals. The general statement of goal 11
can be seen as development in the appropriate academic. technical and interper-
sonal skillsas befits the normal high school student: however, this goal also relates
to other desirable characteristics that are perhaps not so easily taught or evaluated.
They consist of characteristics such as good work habits, flexibility,initiative, leader-
ship. and the ability to cope with stress, as well as a regard for the dignity of work.

Extracurricular Activity

An activity that is not required, on which students are

not graded, in which students have an intense interest,
and where instruction - when needed - in informal and per-
sonal, is called "extracurricular". Such activities would
include swimming or playing basketball, putting out a
newspaper or magazine, performing in a play or orchestra,
doing a science or art project. If you are thinking that
such activities are dynamic, creative and altogether
educational in the best sense, you are in good company.
In fact, some educators nave even argued that since extra
curricular activities promote more wholesome learning
than curricular (i.e., mandated) activities, the simplest way
to improve schools is to make all activities extracur-
ricular. The idea is not altogether unserious. The
characteristics of an extracurricular activity form a useful
model for almost any system of learning there is no corn-
pulsion, relatively little fear of failure, continuous self-
evaluation, almost no record keeping, many options, inter-
mal relationships, clear objectives, indisputable relevance,
no distinction between work and play. Think about it.

Neil Postman, The School Book

21
 Identifying the Needs
No study of any group of high school students would be complete
without some reference to the social and developmental status of the
students. When we discuss general level students, we are talking about
adolescents - young people who are roughly between the ages of twelve
and twenty, between puberty and adulthood.
Characteristics of adolescence have been examined for decades by
sociologists.

• In many cases, there is a discrepancy between sexual maturity

and mental and emotional immaturity.
• There is a feeling of extreme self-consciousness, expecially
concerning physical appearance, size and complexion.
• Paradoxically, there is a striving for uniqueness accompanied by a
seeking for group identity and sameness.
• There might be a tendency towards idealism, religious conversion,
fad ism, moodiness, feelings that life is worthless, rebellion and
iconoclasm.
• The onset of responsibility raises the prospect of soon being on
one's own, and an understandable anxiety develops.
• The approach of adulthood brings a striving for independence,
especially from parents and the school.
• The quest for more freedom and more privileges colours most of
the adolescent's thinking.

Adolescence, in addition to being a biological phenonenon, also has

strong cultural overtones. The trend in recent years has been for
students to stay in school for a longer period of time, extending the
period of dependence on the education system into very late
adolescence. It is frequently difficult for a late adolescent to find
satisfaction in the educational system.

With the onset of adolescence comes the ability to think conceptually

at an adult level. This ability is applied to a whole new range of
alternatives made available to the adolescent. Many concerns which
were formerly the domain of adults now affect the adolescent, and these
concerns can cause conflicts in young minds. For instance, the
adolescent quickly identifies discrepancies between ideals and reality in
cur society. He has been told all his life that honesty, democracy and

anti-discrimination are features of our society, but the media is full of

examples of dishonesty bringing success, anti-democratic systems of
government being bolstered and supported by his own government, and
discrimination against minority or weak groups of people being
practised in many walks of life.

In the classroom, the characteristics of adolescence might motivate

particular types of behaviour.

• Rebellious and provocative behaviour towards the peer group, the

social system and the teacher.
• Isolation and withdrawal.
• Lethargy and apathy.
• Peculiar ways of dressing.
• Bizarre, trendy language.
• Strange obsessions and fads.
• Complaining.

22
 In dealing with adolescent behaviour, teachers will find that su~cess
will come more readily if classroom experiences and t.eacher~p~pll
relationships are geared towards satisfying the toltowinq definite needs
the adolescent feels.

• To be secure.
• To feel that what he is doing has a pattern of order .. '
• To progress; to enlarge the range and enrich the quality of
satisfactions.
• To be free to make choices.
• To experience a sense of identity and integrity.
• To be trusted.
• To be treated fairly.
• To feel personally worthwhile.
• To confront a value system or system of beliefs to which the
adolescent might attach himself.
• To be confident that the world of employment (and society as a
whole) has a place for the adolescent.

Implications for teachers of general level students:

• Use personal observation, discussion with a student or another
teacher to determine a student's needs.
• Noise level will bother some students.
• If the classroom becomes very hot, some will accomplish little
work. A more relaxed, different task could be used at these times.
• A different seating arrangement could improve work habits.
Grouping, random or a U-arrangement might promote an increased
learning environment. Different arrangement for different
activities might be needed.
• Encourage students to be thorough and produce good work. Take
an active interest in notebooks and all their work, written or oral.
Use positive reinforcement at all times. Watch for students who
work quickly and inaccurately. Give short assignments and
encourage them to be accurate and neat.
• Look for students who are easily distracted. Try to help them
overcome these distractions.
• Have clear cut guidelines for the classroom.
• Less teacher talk - more student talk.
• Keep intense instruction to a short time.
• Some students need regular teacher encouragement to work. Be
positive and friendly.

It isn't possible to satisfy everyone's needs, but the fact you are
interested can influence a student to try even in an environment which is
not to his liking.

Self·concept and Self-esteem in the Adolescent

Self·concept may be defined as the person one thinks himself to be.

This concept controls our lives by governing our motivation. It is
claimed that the most powerful factors influencing the way a child
thinks about himself are his parents' thoughts about him and their
actions toward him. While the home background is crucial in the
formation of a child's self-concept, the teacher should not ignore the
parts played by the peer group and the school. Although self-concept is
learned and is usually firmly in place before a student reaches high
school, the secondary school experience is crucial.

Low selt-ccncept can be a major aspect of low academic achievement.

Moreover, the low self-concept may result from a perception on the part
of the student that the teacher has low expectations for him. In this
case, these low expectations will produce a self·fulfilling prophecy.

23
 Classroom Methodology

Although the methodologies used will vary widely in a classroom to

correspond to different learning situations, there are some specific
approaches which are productive with general level students.
• Varying the methods of instruction. For example, in addition to
large group, small group and individual work, the teacher should
aim to incorporate field trips, guest speakers, movies, games.
I l'Iear and I forget. etc., into the lessons. General level students will respond more
I see and I remember.
I do and I understand.
readily to non-torrnat lessons.
Chin ••• ptoftfO. • Sharpening teacher listening skills. Teachers tend to be
notoriously poor listeners because they are more intent on
presenting ideas themselves. The teacher should incorporate
student ideas into the lesson as well as using student reactions in
planning future lessons.

• Making sure that materials used are appropriate. For example, the
readability level of materials should be wittH(l the students'
ranges. Also, general level students tend to Work better from
periodicals, booklets, pamphlets, newspapers and documents than
from textbooks. .
• Adopting a realistic attitude towards homework. If homework is a
cornerstone of the course, the course will not be successful.
These students cannot be counted on to do homework on. a
regular basis but they will do it if assigned selectively and only if
the teacher checks the homework. By allowing students time to
complete assignments in class, the teacher has the opportunity to
provide individual attention to student difficulties.
• Soliciting student input for course objectives, strategies and
evaluation. They will have some good ideas, and, if their ideas are
used, they will be more committed to the course.
• Fostering a positive student-teacher relationship. Positive and
supportive teacher actions are sought by the students. Teachers
should not duck controversial questions and should not be afraid
to let the students know that they have personal views and
feelings. Above all, fairness and consistency of action are valued
by these students.

Images of Education
Is there a difference?
In The Task of Education (University of Chicago Press,
1960), Lawrence Downey published the results of a study
which concludes that there is a different view of the
A lifetime ago we made the purposes of education in Canada.
transformation to education for
living. It is time now to make the "Canadians appeared to believe, more emphatically
transformation to education for than did Americans, that the public school should serve
wholeness. for delight and for the individual; Americans believed, on the other hand, that
diversity.
it should serve society. Canadians, as a group, assigned
John R. Platt considerably higher priority than did Americans to
knowledge, scholarly attitudes, creative skills, aes~hetic
appreciation, and morality, as outcomes of schooling.
Americans emphasized physical development, citizenship,
patriotism, social skills and family living much ~ore than
did Canadians. The former attitudes may be attribute to a
value orientation emphasizing the perfection of the
individual the latter to a value orientation emphasizing
the impro~ement and well·being of society" .

. Canadian Society: Sociological Perspectives, p. 149.

24
The Acquisition of Skills

Communication Skills

Skills are sharpened through constant practice. Usually, general level

students love to talk, to express their ideas and have their ideas heard.
(Those who are reluctant to speak out will come out of their shells after
it has been proven to them that the environment is sate, and that they
can make a mistake and not suffer tor it). This natural tendency of
adolescents to make themselves heard should be utilized by the teacher
in encouraging a free flow of ideas in the classroom. General level
classes can be noisy, but noise may simply be an accompaniment to
productive activity.

Since oral expression is one of the strengths of these students,

evaluation of achievement should take this into consideration. Oral
tests, discussions, panel presentations and reports can be utilized in all
subjects.

One role of the teacher in directing the oral communication in the

classroom is to insist on courtesy. Only by listening quietly to the ideas
of others can the students expect to have others listen to their ideas.
Also, an acceptable level of language usage, or standard of expression,
can be worked out with the students. It might not be Oxford English, but
neither should it be the street jargon used by the students outside of
class.

Written communication will be a bigger area of concern for the

teacher. These students are not as well-disposed to written expression;
indeed, it may be that difficulties in this area are what distinguishes
most general level students from the advanced level. Much teacher
direction is needed. Insistence on a proper method of note-making will
help. Again, it will only be done if checked regularly. Written work to be
submitted for evaluation should follow a certain format: in pen, on lined
paper, on alternate lines, or whatever standards you think appropriate.
(To convince the students that such a format is necessary, the teacher
might ask them to read some of their classmates' work written in pencil,
on blank paper, with the lines very close together). A useful goal to set
is to have every student make at least one oral contribution to the class
and make at least one written .entry in his notes every period.

In addition to problems with writing, many general level students have

histories ot reading difficulty. Frequently, they are able to read the
materials, but need extra time to do so. In addition, problems with
reading in the past may have caused students to be very reluctant
readers. The teacher must do everything he can to encourage students
to read, from making sure the readability level of the material is
appropriate to giving students time to read in class. Students should be
encouraged to expand their vocabularies and can be asked to keep lists
of new words encountered in ttie course.

Organizational Skills

Few things frustrate a teacher more than when a student arrives at

class without a pen andlor notebook andlor textbook andlor assignment
to be handed in. Class time is wasted accommodating those who are
Short of equipment and the teacher's hackles are raised. The result is
that the lesson is not off to a very good start. A logical consequence
approach is one method of helping the student solve his problem here.
Students need specific lessons on how to organize their work. They
must be given opportunities to practice research, to practice note-taking
skills, to organize ideas logically and to put them in effective written
form.

One feature of effective study habits is effective use of time. A

student who needs very much structure may need assistance in drawing
up a personal timetable to help him complete his assignments.

25
Group Skills

. General level classes usually have difficulty with Socratic-typs

lessons. especially if the class period is long. The reasons for this
difficulty are the shorter attention span of these students and the fact
that they tend to be activitv-ortented. The Socratic lesson with a large
class does not allow for the direct participation that these students
need. They need to be active, not passive.

Working in groups allows the students to be more actively involved in

their own learning. The teacher can teach group skills by first assigning
fairly clear-cut tasks to the group, with a heavy emphasis on co-
operation. Personal teacher observation of group activities will allow the
teacher to discuss the various components of an effective work group
with the class. By increasing the complexity of the group task and by
varying the roles within the groups (chairman, recorder, researcher,
collator, idea generator) the students will gradually become familiar with
effective group work techniques. .

Life Skills

One of the major functions of schooling has always been to help

prepare students for life in the "real world". Social skills are learned
both at home and at school. For many general level students, the home
environment is not conducive to teaching positive social skills. Most
general level students will not be going on to further education after
they leave high school. For these two reasons, it is imperative that the
secondary school make the teaching of life skills a high priority item.

Unfortunately, few schools offer courses in life skills, so these skills

must be acquired indirectly. There are many interpersonal skills and
attitudes that the students will need.

• Independent problern-solvlnq, As with all other skills, this skill

will only develop through practice. When students become used
to having to make decisions, they will master the ability to gather
all the pertinent lnforrnatlon.on a problem and examine all
possible solutions before committing themselves to one definite
solution. But again, this process must be taught by the teacher
using real-lite situations.

• Tolerance, courtesy and mutual respect. Working in groups will

tend to develop these skills. The students will learn that how they
themselves are regarded and treated by others is very much
dependent on how they treat other people. The importance of
peer-croup relationships and the very strong influence these
relationships have on adolescents can be used productively by the
teacher. Feedback and discussion of actual comments and
behaviours will make these concepts concrete.

• Perseverance. A history of failure tends to exert a strong

inttuence on the conduct of general level students. Many of them
expect to fail and they give up and withdraw when their
expectations are realized. To overcome this, the teacher needs to
be supportive and provide experiences with high probability of
success. When failure is met, the reasons should be examined by
student and teacher in an effort to learn from mistakes. When the
task is attempted again, the student will have a more positive
approach. It is usually a good practice with general level students
to allow them to re-do work that is not up to par and re-submit the
work for evaluation.

• Initiative and putting your best foot forward. Again, these are
problems for adolescents who have low self-esteem. It is difficult
for a person to take a leadership role or try to promote himself if
that person really thinks he is not worth very much. Praise and
encouragement by the teacher are vital in enhancing sert-esteern,
as in teaching the student to make rational decisions.

2S
 • Pride in work. Sloppy work is one characteristic frequently
attributed to general level students. The teacher's role here is to
pay closer attention to the cay-by-day work of the student in
addition to tests, exams and assignments. When the teacher
evaluates student work, positive suggestions for improvement as
well as praise for aspects of the work done well are called for.
When returning written work, the teacher must be sure to have at
least one positive written comment attached, not just a grading.

least one positive written comment attached, not just a grading.

Also, he must be careful not to hold up the work of the one neat.
orderly student in the class as an example for all to follow.
Several good examples should be outlined.

• Dependability and punctuality. These are functions of student

satisfaction and involvement in the class. If a student feels that
his contributions to the class are valued, his dependability will be
enhanced. If he feels that the class is important and he will be
missing something interesting or relevant by not being there, his
tendency towards lateness or absenteeism will decrease.

• Respect for authority. Students will respect teachers who respect

them. Students want to be treated fairly and with courtesy by the
teacher, who will always be the figure of authority. The authority
of the teacher is implicit; there is really no need for constantly
making this authority explicit. The authoritarian, autocratic
approach does not work with general level students.

• Dealing with people. Again, ease in dealing with others is gained

through enhancement of the self-concept. Experiences of sharing
ideas with peers and 'working in co-operative situations with peers
and teachers develop interpersonal skills.

Values and Attitudes

In dealing with people, one of the most powerful motivators is praise.

This is especially true of adolescents. Many general level students go
through days and weeks of their lives without hearing a word of praise.
At a time when estatllishing personal identity and the search for a sense
of worth are high on the adolescent's list of needs, the absence of any
type of positive reinforcement is extremely damaging.
One method of building a sense of worth in the student is to increase
the trust level between teacher and student. To be trusted by the
student, the teacher must be perceived to be personally interested in the
student's well-being and to be fair in approach. The teacher must take
risks if the trust level is to be built up. For instance, allowing a student
to solve a problem and accepting his solution, even if it is not the best
solution, builds the trust level. If students know that their mistakes will
be dealt with positively, they will respond accordingly.

Frequently, the social milieu of the general level student places a low
priority on academic success. When failure or lack of real success is
the norm, as it has been for many general level students, then success
is abnormal and again we have the peer relationships to contend with.
Instilling pride in scholastic achievement must be a role for the teacher.
Again, group work can playa big part here by having everyone work co-
operatively instead of competitively. Achievement should be recognized
in relationship to past performance or the abilities of the individual
student, not to the performance of classmates. Doing one's best should
be approached as a matter of personal pride and achievement. Involved
in this whole area are the feelings of personal competence and
confidence that success will bring.

If the student comes to feel that school is a place where he as an

individual is important and what he does is important to other people,
the attitude of that student towards himself and towards society must
be positive. If he feels he is a person of worth, able to give and receive
feelings of understanding and affection, school and life become positive
experiences.
27
 Teacher Style
The following table gives a comparison between two differing
approaches in education - humanism and behaviourism. This table with
some slight modifications for clarity has been reproduced from Learning
Problems in the Classroom by Frostig and Maslow.

Behaviourism

Individualization Individualization of total approach Individualization of tasx assignment

according to needs and individuality taking the student's level of tunc-
of student, on an intuitive basis as tiontng into account. Indivlduallza·
a ecnseeuence of shared ex- tion of rewardS and of crscreune.
perience.

Motivation Satisfaction of needs is necessary The student's interests and neecs

for optimum learning ability. The are not accepted as a 'glven'; they
student's need for experience, his are to be Changed and rnantputatec,
wish to be helpful and to com- whenever this seems of advantage.
municate with others - in short. A reward system motivates the stu-
social motives and need for ex- dent. Motivation is extnnsic.
perience are emphasized. Motiva- Rewards may De rnatenat. SOCial.or
tion is mainly intrinsic. fulfill other needs. In contrast to
pSYCho-analysis and humanism.
satisfaction of needs IS the conse-
Quence and not the precondition of ••
learning.

Degree of A balanced curriculum and balance Very specific methods of classroom

Systematization between freedom and discipline is management and teacning are
advocated. Recognition of prescribed. Systematization is em-
developmental progression is only phasized. Programed matenal is
one of the factors to be taken into suggested.
account in adjusting to the
student'S needs. The teacher must
be attuned to the student's intellec·
tual, emotional, and social needs.

Methodology Emphasis on integrated project ap- Extensive and detailed methods and
proach with particular stress on secuences to develop skills and
practical application. specifiC knowledge are advocated.
Use of computer and other machine
teChnology to assist teacher.

Curricular Focus on social development, com- Focus on academic knowledge and

Objectives munication skills, and sensitivity to skills and on socially defined per-
beauty and other humanistic values. sonal and social behaviour
The student's sensitivity to group characteristics.
needs as well as to individual needs
is to be enhanced. SOCial in-
fluences are more emphasized than
biological ones. The goal is op-
timum inter-relationShip with the en-
vironment. not adjustment.

Form of Classroom Student-centered. The teacher Teacher-centered. The teacher

Management assists student but does not direct prescribes curriculum and
him in his learning. The classroom classroom procedures. Social reta-
structure permits freedom of choice tionShips are not emphaSized as
for the student and fosters creativi· goals but utilized as means.
ty and exploration. The importance
of human relationships is recogniz·
ed. The classroom situation permits
and should foster social learning.

Making Teaching Meaning derives from integration of Emphasis is usually not on integra-
Meaningful .tOPICSand relating the content to lion of topics but rather on a linear
student's personal needs. Addi- progression in teaching content and
tional emphasis is put on human skills. Behaviourist~ are not eeneern-
needs in general, on creativity and ed with "meaning" except as mean-
involvement, and on developing the ing is derived from understanding
student's feeling of "being in the previous steps. Mastery is ern-
world" and awareness of the world phasized in behavlouristic terms of
around him. specific mastery of subject matter
or adjustment to classroom
demands. Mastery or attainment of
extraneous rewards makes learning
meaningful.

Active Experience reQuires action. The stu- Behaviourists are little concerned
Participation dent needs to relate himself actively with activity except II the activity is
to Share with others in common ac- the behaviour to be elicited. The
tivities. Also. the student's need tor student may be a rather passive
activity has to be sallsfied. reCIpient of knowledge, and Should
follow directions. The behaviour is
shaped, not guided.

28
Language Language is develooed tnrougn use Tne accreacn to language teaChing
Instruction of creative language. poems. srorv- is structured. Syntax. vocacurary,
wrrtlng and crarnauc activltres. Ex- and arucuiaucn are taugnt
pressrons of feelings and ideas are soecifically. trmtanen IS used in tne
furtnered. Language Includes bOdy teaching of language as well as
language. gestures and creative ex- modified imitation ana tne learning
eressrcn. of rules. Correct use of language is
the goal of language instructron and
includes oral and written language.

Empnasis is on insignt learning and Rote learning and assoclational

Rate versus
Insignt Learning understanding. in contrast to mere learning in small steos are ern-
accutsiuen of knowledge. pnasrzen. Skills are greatly ern-
phaslzed.

A loving. creative numan being witn A person is able to fill a job well or
Goals
a strong social conscience. aware to contrnue with his education
of tne needs of erners. feeling fulfill· because he has mastered skills and
ed. Self·fulfillment and unaerstan- knowledge taugnt on a lower level.
ding are tne goals of education. Competence is the goal of
educatron.

A Humanistic Approach

A humanistic approach is one which requires a look at the whole

student. A strong emphasis is placed upon the student's needs in
general. The stress is on a need for experience, for practical application
and for creativity and exploration.

A balance must be maintained between freedom and discipline in the

curriculum. The total approach is to be individualized with stress on an
integrated project approach, social development, esthetic sensitivity,
and an awareness of the world around.

The aim of this teacher style is to produce a loving, creative human

being with a strong social conscience, aware of the needs of others,
feeling fulfilled, and helping others to feel fulfilled.

Teachers of general level students must create a style which indicates

a strong caring for their students yet does not repudiate knowledge. It
is important that this type of relationship be established because these
are students who have reached an emotional low. They have become
apathetic in their attitude toward school in general and many subjects in
particular. Failure is something they have accepted as a integral part of
the school process. Ridicule, sarcasm, being yelled at, and being
embarassed in front of their peers are to them part of being educated.

This trend toward general level students as second class citizens

must be reversed. It can be, through a humanistic approach on the part
of the teacher.

Content is not enough for this group of students. Through a

personally involved teacher, a caring component can be added to the
lives of general level students. Success can be achieved. awareness
and concern for others can be encouraged and the subject content can
be related to the practical aspect of life.

In the words of Zachary Clements "God don't make no junk". General

level students are people too.

The Behaviourist Approach

Behaviourism is not just an educational theory but implies a way of

teaChing.

• Teachers are to plan their lessons with specific behavioural

outcomes in mind.
• Tests are to be deSigned to measure carefully resultant
behaviours.
• Behaviour modification is used to prevent disruptive behaviour.

29
 The teacher intervenes in the.relationship which the student has with
his environment. This intervention is called teaching. The behaviourist
is able to translate all education into a seres of behavioural, measurable
goals. These goals can then be used to break down the whole
curriculum into the smallest detail.

There are certain aspects of the behaviourist approach which can be

of use in the humanistic classroom.

1. Positive Reinforcement: Avoid punishment as a technique of control.

This type of technique will work especially well with general level
students who have historically reacted to punishment by challenging
authority.

2. Teacher Goals: There is nothing wrong with teachers setting out

goals which will give direction and organization to the program. For
general level students the use of goals to create a structured
environment would seem a necessity.

3. Programmed Learning: The principles of operant conditioning are the

basis for all programmed learning and therefore teaching machines of
all kinds, including computers. The steps in applying operant
conditioning are as follows:

• The desired behaviour is established by the teacher programmer.

• Specific objectives are set.
• Immediate reinforcement of rightness or wrongness of answer is
given.

Programmed instruction breaks the knowledge into small bits of

information which are presented to the learner sequentially, typically in
a linear fashion, but in some cases in using branches. (The great
advantage of the computer over previous teaching machines is that the
possibility of repetition of sections and branching to other sections is
easily accompliShed.) All programmed instruction demands that the
learner get the right answer before continuing. ·When the correct answer
is given, a reward is received. There are two kinds of reward: the
intrinsic reward of getting the correct answer and extrinsic reward such
as praise, candy, silver stars or brownie points.

There are some advantages of programmed learning.

• The individual can proceed at his own rate.

• If a student is absent, he can catch up by spending extra time on
the program.
• Some programs are effective in remediating skills .
• There may well be a sense of satisfaction from working on a
program, whether it be a book, a mechanical teaching machine or
a computer.

Autocratic vs. Democratic Approaches

Those qualities which distinguish the true autocratic teacher-

commands, demands, imposes own ideas, dominates, criticizes, finds
fault, punishes and says 'you obey because I say so' • are many of the
very same qualities the general level student meets in his own home.
His rebellion against this attitude within his own home is usually hidden
but when practiced by teachers this attitude creates discipline problems
which run the gamut from minor 'talking' problems to outright defiance
of teacher authority ..

Contrasted with this is the democratic teacher who is friendly,

stimulates wins co-operation, guides, encourages, helps, discusses and
shares responsibility with the class. This type of teacher will find
difficulty with these qualities on day 1 in the Grade 9 general level class.
Students will be wary of this freedom. Will it be taken away from them
if they don't behave? Can they handle it at all?

30
 Learning Styles and the General Level
Classroom: 4MATLearning

A model which incorporates different learning styles into a structured whole. is the
McCarthy 4Mat System. Developed in the late 1970·s. by Dr. Bernice McCarthy.
the 4Mat System relies heavily on recent research on learning styles and brain
dominance.

All four learning styles are considered equally valuable. They can be categorized
as: i) concrete experience (WHY). il) reflective observation (WHAT). iii) abstract
conceptualization (HOW) and iv) active experimentation (IF). By following
through these four styles of learning. each of which stresses a different. searching
question, teachers can help all students to excel.

The following learning styles have been delineated by Bernice McCarthy and her
4Mat System. They should be used as guidelines for teachers to capitalize on the
strengths of each type of learner.

TYPE ONE LEARNERS

• perceive information concretely and process it reflectively
"• integrate experience with the Self
• learn by listening and sharing ideas
• imaginative thinkers who believe in their own experience
• excel in viewing direct experience from many perspectives
• value insight thinking
• work for harmony
• need to be personally involved. Seek commitment
• interested in people and culture
• thoughtful people who enjoy observing other people
• absorb reality: seem to take in the atmosphere almost like osmosis

They seek meaning and clarity.

As leaders they:
• thrive on taking time to develop good ideas:
• tackle problems by reflecting alone and then brainstorming with staff
• exercises authority with trust and participation
• work for organizaDonal solidarity
• need staff who are supponive and share their sense of mission.

As teachers they:
• are interested in facilitating individual growth
• try to help people become more self-aware
• believe curTiculashould enhance one's ability to be authentic
• see knowledge as enhancing personal insights
• encourage authenticity in people
• like discussions. group work. and realistic feedback about feelings.

In general. they:
• are canng people who seek to engage their students in cooperative efforts
• are aware of social forces that affect human development
• are able to focus on meaningful goals

31
TYPE TWO LEARNERS
perceive information abstractly and process it reflectively
form theory and concepts by integrallng theIr observations into what is known
seek continuity
need to know what the expertS think
learn by thinking through ideas
value sequential thinking. need details
ennque information and collect data
are thorough and Industrious
will re-examine the facts if situations perplex them
• enjoy traditional classrooms
• schools are made for them
• more interested in ideas than in people
• prefer It) maximize certainty
uncomfortable with subjective judgments

They seek goal attainment and personal effectiveness.

As leaders they:
thnve on assimilating disparate facts into coherent theenes
• tackle problems with rationality and logic
lead by principles and procedures
exercise authority with assertive persuasion. by knowing the facts
work to enhance their organlZlltion as embodiment of tradition and presbge
need staff who are well organized. have things down on paper. and follow through on agreed
decisions.

As teachers they:
are interested in transmitting knowledge
• try to be as accurate and knowledgeable as possible
• believe curricula should further understanding of significant information and should be presented
systematically
He knowledge as deepening comprehension
• encourage outstanding students
• like facts and details. organizational and sequential thinking

In general. they:
• are traditional teachers who seek to imbue a love of precise knowledge
believe in the rational use of authority

TYPE THREE LEARNERS

perceive information abstractly and process it actively
integrate theory and practice
learn by testing theories and applying common sense
pragmatists
believe if it works. use it
down-to-earth problem solvers. who resent being given answers
do not stand on ceremony. but get right to the point
have a limited tolerance for fuzzy ideas
value strategic thinking
• skillsoriented
• experiment and tinker with things
• need to know how things work
edit reality. cut nght to the heart of things
• seem bossy and impersonal. sometimes

They seek utility and results.

As leaders they:
thrive on plans and time lines
• tackle problems by making unilateral decisions
lead by personal forcefulness. inspiring quality
exercise authority by reward/punishment. (the fewer the rules. the bener. but enforce them
• work hard to make their organization productive and solvent
need staff who are task-onented and move quickly

32
As teachers they:
are interested in productivity and competence
try to gIVe students the skills they will need in life
believe curncula should be geared to competencies and economic usefulness
see knowledge as enabling stucients to be capable of making their own way
encourage practical applications
like technical skills and hands-on activities

In general, they:
• are exacting and seek quality and productivity
believe the best way is determined scientifically
• use measured rewards
• tend to be inflexible and self-contained.

TYPE FOUR LEARNERS

perceive information concretely, and process it actively
• integrate experience and application
learn by trial and error
believe in self-cliscovery
enthusiastic about new thing~
adaptable. relish change
excel when flexibility is needed
• often reach accurate conc:lusions in the absence of logical justification
• risk takers
• at ease with people
• enrich reality by taking what is and adding to it
• seen as manipulative and pushy. sometimes

They seek to influence.

As leaders they:
• thrive on crisis and chaUenge
• tackle problerrts by looking for panerns. scanning possibilities
• lead by energizing people .
• exercise authority by holding up visions of what might be
• work hard to enhance their organization's reputation as a front runner
• need staff who can follow-up and implement details

A. teachers they:
• are interested in enabling student self-discovery
• try to help people act on their own visions
• believe curricula should be geared to learners' interests and inc:linations
• see knowledge as necessary for improving the larger society
encourage experimential learning
like variety in instrucnonal methods

In general, they:
are dramatic teachers who seek to energiZe their students
• attempt to create new forms. to stimulate life
• are able to draw new boundaries

33
 The four learner styles are integrated into a cyclical approach which begins by ask-
ing the students to participate in WHY activities. This provides concrete motivation
in an innovative way to create interaction and discussion on what is felt. and seen.
The process then continues by having the students enter into WHAT activities.
These provide for reflective observation - watching. and thinking - in order to think
through the concepts and formulate them in an analytical way. The next stage is
the abstract conceptualization stage. answering HOW. By thinking. giving facts.
and trying by doing. students can integrate common sense with underlying reasons
and. with hand-on activities. move closer to personalized knowledge which can be
useful in later life. This leads to the fourth stage. the active experimentation stage.
in which students sense concrete reality. In a process of self-discovery. they answer
the question IF and basically teach themselves and others. Here. the students
adapt and share what they have learned.

Below are some skills offered by McCarthy to be used with the various learning
types.

SKILLS OF THE FOUR LEARNING STYLES -

THE 4MAT SYSTEM
Type Four Type One
IF? WHY?

modifying brainstorming
shifting listening
adapting spuking
risking interacting
intuiting knowing oneself
acting understanding and
collaborating appreciating others
innovating
creating

Type Three Type Two

HOW? WHAT?

experimenting observing
manipulating materials analyzing
and ideas classifying
following directions seliating
building on givens drawing conclusions
making things work theorizing
testing reality seeing patterns and
tinkering connections
Improving conceptualizing
trying and failing the sense of the whole
applying

4Mat learning is an innovative model which should be added to the

"bag of tricks" used by teachers of general level students. By em-
phasizing all learning styles. the student in general level courses
who has never been allowed to excel in the classroom. can now be
provided with a maximum guarantee of success.
(

34
The Teachers' Role:
A Summary
The teacher's role changes as she moves
through the cycle of learning: Concrete
• from Motivator IWitness ~ence
• to Teacher Ilnformation Giver
• to Facilitator ICoach
• to Evaluator IRemediator
and Resource.

Self-Dtsc..-ry Dlec:uulon
Method Method

4 --+--- C-
01
p.,.
TNdwog
1
0=
SiudenIlIT ucher IntcrKm>g T.echcr/SIUd.nlllntcr ••••ng •=
C" ••

Information Method
.-
•• ••
~~
c .•
-<

=
3 2
••••• 01 T•••••••••

Ab.1ract
Conceptualization

The 4Mat model also characterizes left brain and right brain dominance - It should
be cautioned that hemisphericity is simply a usable guideline which can help the
teacher teach to all strengths and weaknesses in the classroom, by suggesting in-
dividual approaches to problem-solving. Again, the following descriptions are pro-
vided by Dr. McCarthy.

RIGHT /LEFr MODE CHARACTERISTICS

LEFT MODE RIGHT MODE
Rational Intuitive
Responds to verbal instructions Responds to demonstrated Instructions
Controlled. systematic experiments Open-ended. random experiments
Problem solves by logically and Problem solves with hunches. looking
sequentially looking at the parts for patterns and configurations
of things Makes subjective judgments
Maku objective judgments Looks at similarities
Looks at differencu Is fluid and Sl'Ontancous
Is planned and structured Prefers elusive. uncertain information
Prefers utablished. clUtAin Synthesizing
Information Primary reliance on images In thinking
Analytic reader and remembering
Primary reliance on language in Prefers drawing and manipulating
thinking and remembering objects
Prefers talking and writing Prefers open-ended questions
Prefers multiple choice tats Free with feelings
Controls feelings Essentially self-adlng
ReSl'Onsive to structure of Prefers collegial (PaJ1Icipatlve)
environment authonty structures
Prefers hierarchical (ranked)
authority structures

35
 Ability or intelligence and the need for structure are not directly
related. There will be some high ability students who need very much
structure and some low ability students who need less structure. The
amount of structure defined by Conceptual Level is how much a student
requires to do his best, not how much he prefers.

The following table produced by Hunt shows the student learning style
and the characteristics of that type of student.

Characteristics of Students of Different Learning Styles

Student Learning
Style Characteristics

Need very much - short attention span

structure - like to be active; there is constant
movement
- a lot of physical & verbal fights
- do not know how to function in group
situations or discussion
- incapable of thinking through a problem;
will guess and let it go at that
- try the rules often
- work only because the teacher says and
look to peers for approval

Need much structure - oriented to the role of a good student,

one who got the right answers, had neat
work and good work habits
- seek teacher approval
- want to work alone at their own desks
- incapable of adjusting to a different
teacher
- upset by visitors or alterations of the
schedule
- do not express personal opinions
· are confused by choices
· want to be told and have the teacher
constantly present

Need less structure . like to discuss and argue

- everybody wants to talk at once and
nobody listens
· will question and volunteer additional
information
- want to solve things themseives
- go off on sidetracks
- don't require teacher rewards
· are imaginative
· are not afraid of making mistakes
· are enthusiastic and eager to go off on
things on their own
· see alternatives
- are averse to detail and cannot tolerate
going step-by-step
- may be initially self-centered and less
concerned about ottiers
The above information can be used as a guide in determining the
degree of structure required. Once again a close look at the
characteristics section in this table indicates that many general level
students fall into the area "need very much structure".

36
 Hunt has taken the above information and identified some teaching
approaches which have been found by teachers to be successful.

Teaching Approaches Used With Students Who Require Little Structure.

• Allow them to select their own seats.

• Give them several topics from which to choose.

• Set weekly (or longer) assignments and allow students to make up

their own timetables.

• Encourage them to use each other as resources.

• Allow more mobility and give them more opportunities to take part
in planning and decision making. "If they are given the freedom
to pursue things on their own, they will continue on their own
without question."

• Have them work in groups with the teacher serving as a resource

person.

• Approach material at a more abstract or general level. "You can

start out with a discussion and then go to the facts of the
material."

• Train them to listen to instructions (and to listen in general) as

they tend to go off on their own.

• Remind and encourage them to take an interest in others.

Teaching Approaches Used With Students Who Require Some Structure

.
• Arrange students initially in rows and gradually get them working
in pairs, then in small groups.

• Have definite and consistent rules· let them know what is

expected of them.

• Use creative drama to encourage spontaneity, satf-awareness and

co-operation.

• Help them to know what to do each day. Some teachers found

that initializing the students' work daily provided the teacher
contact they desired and the impetus to continue. They could see
how rnucn they had accornptished.

• Provide non·threatening situations where they have to risk an

opinion.

• Provide a lot of praise and succese-crtemec situations.

• Give them group problems to encourage sharing.

• Provide opportunities for choice and decision making as they

appear ready for them. Push them genUy into situations where
they have to make decisions and take responsibility.

37
Teaching Approaches Used With Students Who Require Much Structure

• Have definite and consistent rules· let them know what is

expected of them.

• Give specific guidelines and instructions (step-by-step), even make

a chart of the steps.

• Make goals and deadlines short and definite ("Give them the
topic, how many lines/pages, how it is to be done, and the exact
date it is due.")

• Provide a variety of activities during the period, incorporating

some physical movement whenever possible.

• Make positive comments about their attempts; give immediate

feedback on each step; give much assurance and attention; praise
often.

• Use pictures and things they can see, feel and touch.

• Get them to work immediately and change the pace often.

• Display their work; it's a form of reinforcement which they like.

• Capitalize on their interests to assist them in learning the various

reading skills, Le., stories or projects dealing with cars with Grade
9 boys.

• Begin with factual material before attempting discussion.

• Move gradually from seat work to discussion; provide more group

work as they are able to handle it.

• Leave them at the end of each period with the satisfaction of

having learned new material and having success in what they have
been studying· almost a complete lesson each period with a
minor carryover to the next period and the mention of something
interesting to come.

• Read to them; it helps extend their attention span and enhance

listening skills.

• Give short quizzes and objective tests initially.

• Provide opportunities for choice and decision making as they

appear ready for them.

Our youth now love luxury. They

haye bad manners, contempt for
authority, disrespect for older
people. Children nowadays are
tyrants. They no longer rise when
their elders enter the room. They
contradict their parents, chatter
before company, gobble their food
and tyrannize their teachers.

Plato (d. 347 B.C.)

38
f 'i;tl
\.::f...) 01
EdueabOn
Onrano

The ~ Sean Conway. 1.1_

Bernarc J. S/laDlro. Oeoury 1.1_,., Curriculum Guideline

......
-TecbnoZogicaZ·
....
.·~·~JjjUuleS
-.-:~~t-
. ---~-.
.. _._-- .- _ ... - .-..-;.---.--.-~---.•..- ... -- --' ... --- ... -

. .-Intermediate
-.,. .._-.__
._---- -'- --.- - --
__ _---
__ .-----_.
.. ._.-
and_--
.-----
. .. •.---.- .. - -.---~.
.. .•.... -..
... --.. .,.•.._
- ....
- . ---- ",
•..

~...•
Senior Divisions
- --._-------_._ _._--- -_._-
... -- ... --- .- ---'--- - •.-. --
._----_-... - ..--.
- ...
. r>.
-...-. ... .
-

...
....-. ..
. .

._--.-- _ _._._------_ .•..... _--- - _._._ .._---_.- -_ - _-- _---_. __ . .. .

-.- ----~--.-.--- .....::-.--==-

.. ---=--.-- ... ---:::~:

.. r- -- ... - .-... _._-

.....
__ ... -,' -- ... . -_. -- ....-- ...

--
------ -.---
_- _. •... •. "-
--. -----.-
- - ,.- ----.-
.-.-_ - ..
... _-----
__ ._- -----
--.- .. ..

.. _- Parte
. - ....

.Dniario.Academic:
. _ -.---- --.-- -- -
...-...-- ...
... •... - ..... .-- "-'

_Co.urs·es_ ._. ._.__..

.• .

39 Module 1, 1987
 a·~- . I.

Introduction

The technological studies curriculum guideline to other subjects. a signiricant euucauonal

consists of three parts: Part A: Policy jar goal h:1Sbeen attained.
Program Planning: Part B. which is structured
into ten subject groupings. and Purr C: Rapid development in the fields or' communi-
Ontario Academic Courses IOACS). Part A cation. automation. and robotics has created
provides essential background for the planning a need for the hands-on learning that recnno-
of all courses in technological studies. The logical OACS provide. The: insights that students
following three sections in Part A are espe- gain through these courses will benefit not
cially important in this regard: "The Aims of only those who are planning careers in tech-
Technological Studies". "Program Require- nology but also anyone: who will have (0
ments". and "Course Planning at the Depart- cope with technological change. Each O.o\C is
ment Level" (including the evaluation of planned to support a range of career opportun-
both student achievement and the program). ities and to give students the background
they will need if they decide to pursue further
Part C consists of three course guidelines that education.
provide authority for Ontario Academic
Courses (OACS) in rechnological studies. Each Subject sections
guideline authorizes a single-credit course. A separate section is provided for each OAC.
The subjects of the courses are computer Each section includes an imroduction to the
technology - interfacing. analog and digital subject field. the course aims. suggestions for
electronics. and fluid power and control. planning the course. and an outline of the
course content. The course content is devel-
Although the technological contents of the oped under three headings: "Overview".
courses differ. the learning opportunities and "Objectives". and "Teaching Notes".
outcomes are similar. Within the context of
the particular field of technology. students will The "Overview" subsection indicates. 10
develop their abilities in the areas of problem chart form. the approximate course time to
solving. independent study and investigation, be allocated to each of the units. These times
communication on technological subject reflect the relative emphases to be placed on
matter. and working with hardware. In each the units to ensure adequate coverage of the
course, the design process provides a focus for specified content. It is assumed that the units
this learning. Technological solutions can will be offered in the numerical sequence
take a wide range of forms. Starting with the indicated.
analysis of commercially available solutions
for specific problems. students will develop the The subsection headed "Objectives" specifies
skill and knowledge that will enable them to the major course objectives that students are
design unique sotuuons to other problems. expected to achieve. These course objectives.
But the process does not stop there: students numbered 1.1. 1.2. ere .. are supplemented
will then assemble hardware in accordance by enabling objectives. which are also num-
with their designs. bered for reference. In the case of the major
objective 1.1. for example. the enabling ob-
Many technological concepts are common jectives are 1.1.1. 1.1.2. 1.1.3. etc.
to all three courses. although each course pre-
sents them from its own perspective. Exam- In general. to achieve a major objective. the
ples of such concepts are logic. feedback. student must meet all of the associated ena-
selectivity. sensitivity. systems design. energy bling objectives. The numerical order of the
transfer. sequencing. and timing. In 0111 the: objectives is only a suggested teaching
courses, these concepts are explored through 01 sequence: within anyone unit. both major and
combination of abstract learning and functional enabling objectives may be: ordered by the
applicanons or hanJwarc associated with the teacher to suit a particular reaching srr.llcgy.
particular technology. When students under-
stand these concepts sufficiently III :Jpply them
lmroducuon •

The items in "Teaching Notes" are numbered other students (varying not only in lIS topic but
to correspond with the objectives in the also in its objectives and depth of treatment).
"Objectives" subsection. These two subsec- a marking scheme must be devised for each
tions should be used in conjunction. The notes potential project and made available to stu-
indicate which concepts need to be developed dents when they choose their project. Assess-
and reinforced. suggest teaching strategies ment of projects should include a measurement
for accomplishing the objectives. and offer of the student's success in learning technoiog-
other suggestions concerning the planning and ical content through independent reading and
delivery of the course. investigation. improvements In critical think-
ing and communication skills. as reflected
Evaluation in the student reports on these project assign-
Comments about the evaluation of student ments. should also be recognized in the
achievement and some suggestions concerning assessment.
the evaluation of programs in technological
studies are outlined on page 14 of Technolog- Students enrolled in OACS are mature enough
leal Studies. Parr A: Policy for Program to be involved in the establishment and vali-
Planning. dation of assessment criteria. particularly for
laboratory and project assignments. If students
Marks on post-tests and projects should be help to choose their assessment criteria. they
considered in sumrnative evaluations of student are more likelv to feel that the criteria are
achievement in Ontario Academic Courses. valid and that 'the final mark is fair.
The following weighting of marks is sug-
gested: laboratory work. 35 per cent: theoreti- Computer software
cal knowledge. 45 per cent: and individual in each of the Ontario Academic Courses
project/term assignment. 10 per cent. outlined in this document. the use of micro-
computers is part of the course content.
Every student enrolled in an OAC in techno- Students will design computer-controlled
logical studies must write at least one formal applications for electrical. mechanical. or
examination for that course. Formal examina- fluid power systems. doing in-depth analyses
tions should reflect the relative emphases on of the microprocessor functions required for
the various objectives within the course (as adaptation and design of software and/or
indicated by the time allocations for each unit). hardware.
The results of formal examinations shall con-
stitute not less than 35 per cent of the summa- As computer software related to electronics.
tive assessment for each OAC in technological computer technology. and fluid power and con-
studies. trol becomes available. teachers should adjust
their teaching strategies to take advantage
It is imperative that each student be made of it. Applied at appropriate times. computer
aware of the evaluation criteria at the outset programs can help the teacher to teach. re-
of the course. These should be given to stu- inforce. and review information and test
dents in writing and discussed with them at students' understanding of it.
an early date.
A prerequisite for enrolment in the courses
Laboratory work can be assessed for com- described in this document is some ability
pleteness. accuracy of results. and quality of to write. in a high-level language. simple pro-
reporting. The acquisition of specific theoreti- grams for applications involving electrical
cal knowledge can be determined by tests circuit theory. mechanics. and/or the physical
and examinations. Because the major projects principles governing fluids. Courseware re-
or term assignments that a student chooses lated to these: knowledge areas. under devel-
to undertake may be different from those of opment for the Ontario Approved Educational

41
lntroducuon

Microcomputer (OAEJ\-Il. and other related course- Visus to rnanuractunng plants and institutional
ware designed for available microcomputers training centres can provide useiul insights
offer an effective way for students to acquire into the use of computer-aided rnanutacturinu
andJor review this Iearning independently. (CAMl and other automated processes. -
Learning activities of this type need 10 be
reinforced by hands-on experiences with ap-
propriate materials. tools. and equipment.

Students should have opportunities, through

assignments wherever possible. to become
aware of the various tasks th:1t computer tech-
nology performs in the manufacturing sector.

42
J
 Advanced Cognitive Ability
Is developing all aspects of
I Abstracts at high levels language (reading, speaking,
Displays an unusual ability I at an early age writing, and listening) at an
to conceptualize
genera I he
and to
I Processes
advanced level

Acquires an
Infonna tIon extraordinary quantity
.quickly of general knowledge

Intellectual Curiosity

Takes pleasure In
Intellectual activities Has a wide range of Interests

Is Intul live

Sensitivity and Creativity

Possesses strong creative

and Iinaginative ability

~ Capacity for Intense Motivation

W Is persistent and
Is task-co~nitted, goal-oriented, responsible
Shows above-average and self-directed
ability to concentrate,
attend, and to retain
to
:Has a high energy level I
Works efficiently
Independently
and usually
I
Advanced Affective Capacity
Displays evidence of positive

Is highly motivated by the

need for Intellectual, social,
~
self-concept

I Is self-critical
I
and emotional development L.. ------.
1
~
Displays unusual sensltlvl ~ty to the Is developing a moral and
expectations and feelings of others I ethical sophistication
I
 ")

. POTENTIAL

Creative Person
t.
~ .
:.,.A
•..~
t! ••..
I"" ~:JI •••.
tl'+'
1!t
1'1( ~
r/~ ".... :'-.,t.~~
I' ~
\tI/oG\AAlI'It .o'l{MtII"OUS
~ Qr
,tl~ .., ~ SI'""
~,.., ~ 1!- ~r
CHARACTERI srrcs ty
e
~

I
Advanced Cognitive Ability Independent person
~.•. ...
Intellectual Curiosity ~<".••• ~
1-•..~ i
Sens i tivi ty and Creativi ty to a .,~J."~,,"'"
S£lF-O/~£crrNG

Capacity for Intense Motivation ~~ ~•.. Set, -If) ttr ~ rING

~
\(.\ ~.•.
tp~~ •..
Q Advanced Affective Capacity. .,~J." I ~
~
~.,. ....•

Interdependent person
..•~ ~
~
~..• ~
iJ
1I(,r,
.•..•
c
r,l'
r
~
a I ,O\.{9.
1111

9.t'101Ist\\.t ••• r~
~ srlltt;
I '"~
D
.t' ~~
 CONCOMITANT NEEDS
Development of decls lon-mak I ng
skills and strategies I
Development of canple~ I
thlok I ng Development of problem-
r I
solving
strategl
skills
es
and

I
Mastery of basic
knowledge and skills
I
I Development
Inquiry
of
strategies
II Challengl ng curriculum
Development of
Intense thl nk I ng Opportunities to see
relationships and to Broadening e~perlences
trans fer knowl edge and
sk Ills
I Interesting prograln
I ~

I Opportunities to question
I
I Intellectual excitement
II "",H',, to enc •• ,,"
Interaction
peers,
with experts,
and professionals'
I
I freedom to experiment
I
complex
thinking
and Intense f reedan to re f1 ec t
I
Creative explorations
Opportunl ties to Identl fy real problems
and to find solutions
Stimulating envlrollnents
.c::.
~ Supportive envlrollnents
Creative production Opportunities
canplex levels
to encourage
of feelings
I
I
.I freedom to develop
personalized strategies
Opportunl ties to becane an
Independent
Independent
learner
thlrter
and an

I Higher than average

standards of performance II for learning

Opportunities to becane an

I FreedOin to pursue
personal Interest
areas of
I I
Independent person

I
I
I
Social acceptance
I
Integration within Opportunities for
Positive
concept
self-
I
self and among others le~d!!rsh!p I I Self-actualization I
I Personal va lues
I
sys ten
I

) )