The Educator (Volume 45) - IAMPETH

14
—
Some Recent Experiments in Handwriting
in McKeesport
Grade 1
1. HandwritiiiR is started in our
schools the second semester of the
first year. No writing is done
the first semester.
2. The first semester is spent in becoming-
adjusted to school conditions,
in learning the first elements
of reading, etc.
3. A "handwriting readiness program"'
is built up the first semester
a. The "perception strips", or
alphabet, is posted in the
room and referred to occasionally
as being the letters
which the pupils will learn
to make later in writing their
names, in writing words
which appear in their readers,
and in writing stories of
their own.
b. Pupils are taught the names
of lines and spaces, left and
right, chalk and erasers, etc.
c. Teachers study the handedness
of their pupils. The
handedness of pupils is never
changed.
d. Pupils are taught to read
numbers, and to write on the
board from one to ten.
4. Beginning the second semester, a
few fundamental exercises are
taught:
a. The retraced line
b. The "over-swing"
c. The "under-swing"
d. The two-space oval
5. All writing the first nine weeks
is taught on the blackboard. We
believe in large writing for beginners.
G. We have pupils read more cursive
than they write.
a. The aim is to get the transition
from print to cursive.
When pupils do not recognize
the word in cursive, it is then
printed on the board, and
they are told that it is the
same as the one which has
been written.
7. Sentences are read and words
from these sentences are written.
a. If a letter or combination
gives difficulty, the letter or
combination is practiced separately
and then the word js
again written as a whole.
8. Writing, to beginning pupils, is a
new language and we believe it
should be read before it is written.
a. A new method in the teaching
of shorthand, which is a
new language to students,
permits no writing of short-
DR. J. H. LAWSON
Supt.— McKeesport, Pa.
To the Pa. State Teachers Association
hand until the second semester.
The first semester is
spent in leading shorthand.
9. After nine weeks' practice on the
blackboard, pupils write on paper
the same words and phrases which
they have already learned to write
and have written on the board.
Then everything is first introduced
on the blackboard before it is written
on paper. Paper work supplements
blackboard writing.
10. In four and one-half months, or
one semester, first grade pupils
a. Practice all the small letters
in words which are within
their reading vocabulary.
b. Learn and practice a few of
the capital letters.
c. Learn to write their names
(first and last).
d. Write with ease and enjoy
writing.
e. Spell from sight every word
written.
IL The writing class is "socialized".
Pupils help each other, and a
stranger going into a class during
a practice period would never
recognize it as the traditional
writing class.
12. We are much pleased with the
"carry over" into the second grade
and also with the pupils' readiness
to attack the writing.
We find that we can accomplish as
much in writing in one semester with
these methods as we formerly did in
two semesters. We find less expenditure
of eff^ort on the part of the
teacher in teaching writing and less
strain on the part of the pupils in
learning it than there was when we
tried to teach it at the beginning of
the term when so many new things
are being introduced.
NEEDLESSLY HANDI-
CAPPED
The pupil who enters the
business world unable to
write rapidly and well is unnecessarily
and needlessly
handicapped. It is not necessary
that these pupils
write each letter perfectly,
but they should have the
ability to obtain a rating
between 70'; and 80% with
a speed of approximately 80
letters per minute.
—
Seventh and Eighth Grade
Handwriting
1. Our seventh and eighth grades are
departmentalized with one or two
teachers in each building teaching
the handwriting.
2. Two periods of 25 to 30 minutes
each per week are spent on formal
drill in handwriting.
3. The supervisor of handwriting is
concentrating this term on the
grammar grade classes
a. She visits each of these rooms
once each month (on her regular
schedule and oftener if
necessary.)
b. During these visits the supervisor
(1) may teach the lesson
(2) she may observe the
pupils' work as the regular
teachei' conducts
the class.
(3) consult with the teacher
about her work in
handwriting.
(4) she checks any written
work which the pupils
may have done—this
m ay be pen-and-ink
work, pencil work, work
prepared for any teacher
other than the teacher
of handwriting.
(5) she may give individual
help, diagnose and suggest
remedies.
4. In the formal drill work, all the
available blackboard space is utilized
by the pupils. While some of
the class are writing at their desks,
other pupils write the same lesson
on the blackboard.
We believe the blackboard is for the
use of the pupils.
a. This enables the teachers to
give more individual help than
can be given when all pupils
write at their desks.
b. The writing lesson becomes socialized
because pupils criticize
each others work and suggest
remedies.
Pupils strive for the approval
of their classmates by producing
good writing and showing
improvement.
They learn to give and to take
criticism kindly.
c. A good attitude towards the •,
writing thus prevails. i
(Continued on page 17) i
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