TRAINING VALUABLE TO CLASS SPONSORS

Author

Flo E. Holman, Kansas State Teacher's College

Date of Award

5-29-1930

Document Type

Thesis

Degree Name

Master of Science (MS)

Department

Education

First Advisor

Dr. Ralph A. Fritz

Keywords

High School Teachers - Workload, Student Activities

Abstract

This study was made to determine the "Training Valuable to Class Sponsors." It is based upon the results of question­naires sent to one hundred eighty-eight high schools of sec­ond and their class cities of Kansas. The questionnaires were returned from ninety- seven schools; however, a few of them were incomplete or inaccurate and could not be used. This is considered a fair sampling, both numerically and geographically, of the five hundred seventy-one four-year high schools of Kansas.

Five questionnaires were sent to the principal of each high school, one to be filled out by the principal himself, and one by the sponsor of each of the four high school classes. The high school principal was asked to rank in the order of their importance eleven qualities thought essential to a class sponsor, and to check the method for selecting sponsors in his school. The class sponsors were asked to check the activities they supervise, to check the word or phrase that expresses the value of their college training in preparing them for sponsorship, and to check the college subjects and activities which had been most beneficial to them as class sponsors.

The qualities listed in the principals' questionnaire were ranked by eighty-seven principals. They are given in conclusion number one as those qualities a teacher should especially process to be an efficient class sponsor. The most common method for selecting class sponsors was election by the class. This item was checked by ninety-two principals. Three hundred thirty sponsors checked the sponsor's question­naire. A summary of the results is contained in the findings and conclusions which are as follows:

1. The qualities essential to an efficient class sponsor are: leadership, judgment, executive ability, initiative, tact, self-control, enthusiasm, physical vitality, adapt­ability, sympathy, and tolerance.

2. The most common method for selecting a class sponsor is election by the class. This election should be approved by the principal.

3. The activities which all sponsors should be qualified to supervise are: business meetings, parties, picnics, assem­bly programs, plays, banquets, basket ball, receptions, se­lection of class rings and gifts, class day exercises, grad­uation exercises, decorating and ushering.

4. The college subjects that have been most helpful in training for sponsorship in the descending order of their importance are: extra-curricular activities, public speaking, methods dramatics, social psychology, parliamentary law, music, home economics, coaching, secondary education, and debate.

5. The college activities that have been most beneficial for sponsorship are: parties, Y.W.C.A., plays, assembly programs, athletics, pep organizations, Y.M.C.A., and student council.

6. The word "considerable" was checked by the greatest number of sponsors as indicating the value of their college training in sponsoring high school classes; however, one­-fifth of the sponsors checked the value as little or nothing.

7. The results under statement number six above show that colleges are not giving prospective teachers training adequate for efficient class sponsorship. They should do this (1) by guiding their students into those subjects and college activities which are most likely to develop the qualities needed as a class sponsor and (2) by providing practical experience as a class sponsor in the training school.

The class sponsor has such a large number of diverse activities to supervise, and the successful supervision of these is of such great importance that special training should be provided. The two plans suggested for training sponsors are pre-service and in-service training: (1) the pre-service training should be similar to that given for practice teaching; each prospective teacher should be re­quired to help sponsor a class in the training school for one semester. She should have the entire responsibility for at least one meeting or activity and should attend all other meetings or activities of that class. A supervising teacher should be in charge of the group of prospective teachers to guide and direct them in their sponsoring of the activities. Plans for the meetings or activities, similar to the lesson plans required of the practice teacher, should be handed to the supervisor before the event. (2) The in-service training is under the direct supervision of the high school principal. Each Sponsor should outline the activities of the class for the year; and previous to each event, she should hand to the principal a definite plan as to the objectives, procedure, and outcomes of that event. In this way the principal has an opportunity to make use of the class activities as a means of teaching some of the essential things of life that are not derived from the text books. This method will also minimize the disciplinary problems and prevent much of the unfavorable criticism of the school in general.

Comments

Missing pages- 32,33

Recommended Citation

Holman, Flo E., "TRAINING VALUABLE TO CLASS SPONSORS" (1930). Electronic Theses & Dissertations. 531.
https://digitalcommons.pittstate.edu/etd/531