Individual Differences (1950)

Hey. [Music] About the same time each year, school begins again for some 30 million boys and girls throughout the country. Some return eagerly, glad once more to enter the world of classrooms and studies. Others, well, others are not quite so eager. But to all of them, the first day back in school, the beginning of a new class is a big event. It's also a big event to more than a million teachers throughout the country. But a teacher's job begins long before the first day. For good teaching requires careful planning and preparation. Often a teacher spends a large part of the summer vacation getting ready for this day and the days to follow. But no amount of planning or preparation can completely fill in this chart ahead of time. What are the personalities of the boys and girls who will occupy these desks? Of course, a teacher knows that her new pupils will average a certain age. She also knows there will be some exceptions to the average in height, in weight, and general physique. These are some of the obvious physical differences among her new pupils. But an observant teacher would find many other differences. Some are aggressive. Yankees. Others are shy. One or two are apt to appear delicate. Others are robust and energetic. These individual differences cannot be ignored. Indeed, they must be discovered as soon as possible. So that teaching methods can be adjusted to the pupil's individual needs. Why is this necessary? Let's see why. Let's see what would happen to just one pupil in this class if individual differences were ignored. Welcome to the sixth grade, girls and boys. I am Miss Hart, your new teacher. I hope we shall get to know each other very well. In fact, I think I know one of you already. Isn't your name Roy Edwards? Yes, ma'am. I thought so. You look a great deal like your older brother, George. I had your brother, George, in my class two years ago. In fact, George was one of the brightest pupils I ever had. I know you will be, too, Roy. As Royy's older brother would tell you, I always start a new class by hearing about your summer experiences. Roy, suppose you tell us about your summer experiences. Come to the front of the class, Roy. Don't be shy. Your brother never was. I We went to Vermont this summer. We we visited my grandfather. I we we Don't let shyness rob you of your memory, Roy. All right. You may take your seat. Suppose you try. So, Miss Hart knows this boy quite well, does she? Well, she thinks she does. But Roy and his brother George are as different as day from night. George was always sociable and self-confident. But Roy is shy and often feels unsure of himself. This is only one of the differences in his character. Close your books. Time is up. Let's discuss what we have read. I am sure 20 minutes should be time enough for anyone to have read six pages. Now let's find out what you have learned about the New England states. What states comprise the New England states? William, six states comprise the New England states. They are Massachusetts, New Hampshire, Connecticut, Vermont, Rhode Island, and and Maine. What town is the chief seapport of the New England states and where is it located? Susan, the chief seapport of New England is Boston, which is also the capital of Massachusetts. Boston is one of the largest cities in America with a population of about 1 million people. Across the river is Cambridge, the home of Harvard University, where my daddy went. That's fine, Susan. Roy, for what natural resource is the state of Massachusetts most noted? I I don't know. It's written very clearly in the book. I guess I didn't read that far. How far did you read? to page 23. But I do know that Vermont produces lots of maple sugar. That's not the question, Roy. How many found time to read the entire assignment? How many found time to read only five pages? And how many only study to page 23? There's no excuse for this. All of you should have finished this assignment. I have set high standards for my classes and this class is no exception. I expect all of you to improve your work. Roy, I'm particularly disappointed in you. Your brother was one of my fastest readers. All right, Kenneth, suppose you tell us what natural resource the state of Massachusetts is most noted for. Natural resources are sandstone. Miss Hart is getting to know something about this pupil. That he's shy and that he's a slow reader. But she's learning the hard way. Hard on him and hard on herself, too. He's more frustrated than ever now because the goals set for this class are beyond his ability to achieve. As a result, he's rapidly losing interest in his studies. Right. I've asked you to stay after school because we must do something about your grades. The semester is almost half over and your grades are getting worse instead of better. Don't you like to study? How much time do you set aside for study? Oh, about 2 hours. You'll simply have to study harder. It's plain to me that you're just not applying yourself. There's absolutely no reason why you can't do this work. It's the same work your brother did when he was in my class. But I'm not as smart as George. That's no excuse. Of course, you're as smart as George. But you must take an interest in your work. You know, I think perhaps you should take part in some of our extracurricular activities. Your brother George was president of the dramatics club. That's one of the reasons he was such a good student. He worked hard. He applied himself. He was active and interested. But I'm not much good at getting up in front of people. I wouldn't be any good at dramatic. You see, you give up before you get started. You're not even trying. I'm sure some dramatic experience would be good for you, Roy. Beginning next week, I'm going to put you in the dramatics club. [Music] [Music] [Music] [Applause] God. Hear you. Hear you. Go on from memory. Yes, Miss Hart knows now that Roy is an individual with a different intelligence, different personality. ity, different interests and different abilities of his own. She is learning as even parents have to learn that any boy or girl must be treated as an individual. Can this knowledge only be gained at the price of doing psychological damage? No. There is a scientific way of appraising individual differences. Our teacher knows the correct procedure, but she has shown us how this problem is too often handled. Let me show you how I would really work with Roy the right way. Welcome to the sixth grade, girls and boys. I am Miss Hart, your new teacher. I hope we get to know each other quite well. I think that's important in a new class, knowing each other. Don't you? Yes. In fact, I think I know one of you already. Isn't your name Roy Edwards? Yes, ma'am. I thought so. You look a great deal like your older brother, George. I had George in my class two years ago. He was one of the brightest pupils I've ever had. You must be quite proud of him, Roy. I particularly remember George because he had an excellent voice. I like to start a new class by getting acquainted with one another. How would you people like to bring your chairs up to the front of the room and form a nice circle? That was fine. Now suppose we tell about our summer experiences. Who would like to be first? Would you? What's your name? Mary Sullivan. Very well. Mary, suppose you tell us about your best summer experience. Well, my best experience is at a camp in the White Mountains. We go there every summer for a month. That is my mother-in-l for a moment. Roy feared Miss Hart was going to ask him to speak. Perhaps someday she will. But not until she knows that he feels more secure in front of his new teacher and classmates. Anyone can see that Roy is shy and retiring. Some of the differences between him and the other boys and girls are already obvious. And this makes Miss Hart wonder, what are the other less obvious differences that distinguish this boy as an individual? Miss Hart knows that one of the quickest ways to get acquainted with her new pupils is to become familiar with their various school records. Health records provide the teacher with information about possible visual or auditory defects or some other minor physical handicap. Achievement test records tell her the extent of the pupil's accomplishments in the different school subjects. Anecdotal comments help to reveal various character and personality traits which have been noticed by previous teachers. Socios illustrate the students social standing in his group. And of course, results of standardized intelligence tests reveal the pupil's capacity of learning. Miss Hart has discovered, for instance, that Royy's IQ is 92. She has checked to find that his older brother had an IQ of 135. She also learned that Royy's reading ability is much lower than his brothers. Although Roy is in the sixth grade, his reading ability is no better than the average fourth graders. However, this doesn't mean that he will be a poor learner. Miss Hart knows that there is no such thing as a poor learner if school work is adjusted to individual abilities and needs. Let's close our books, girls and boys, and talk about some of the things we've read. What were some of the interesting things you've chosen to report about? Susan. Well, I would like to talk about Boston. Boston is the largest city in Massachusetts. It has a population of about 1 million people. It was settled by our colonial forefathers who came to this country from England in the early 17th century. Boston is also one of our great cultural centers and across the river Charles and Cambridge is Harvard University where my daddy went. That's fine, Susan. Roy, I noticed your hand, too. What have you chosen to talk about? My topic is on making maple syrup from the chapter on Vermont. I learned that well that Indian Indians used to make maple syrup by collecting maple tree sap and hollowed out logs. We went to Vermont this summer and I saw some maple syrup made from maple sap and I tasted some right there too. That's fine Roy. Now Richard, what was your topic for study? My topic is on early Indian tribes of everyone likes to succeed. Do you need everyone needs to succeed and success in school becomes possible when the work is adjusted to individual abilities. Miss Hart knows that in Royy's achievement of some success lies the key to his continued interest in school work. Hello Roy. Did you have a good day? Yes. Do you have a few minutes we could chat? Mhm. Good. How do you like the sixth grade now that almost half the semester is over? Oh, I like it very much, Miss Hart. You must be getting to know the other girls and boys pretty well. Well, some of them, but a lot of them are new this year. You know, Roy, one of the best ways to get to know the boys and girls is by joining one of the class clubs. We are organizing a new junior dramatics club. I remember George was president of the dramatics club two years ago. He was active in the various pageantss we had in school. Well, yes, George did like dramatics, but I guess I'm different. I don't much like to get up in front of people. Even brothers can have different interests. Roy, last week when I asked the class to write the compositions about themselves, telling about their hobbies, I had a purpose in mind. I wanted to find out exactly what the children like to do. You see, it's important for a teacher to know the interests of her class. I noticed in your composition, one of your interests is playing the piano. Yes, I've been playing the piano for years. Mother started me when I was seven. That is a long time. You must play quite well by now. Does your brother play too? No, he can't even carry a tune. He started to listen to what I did, but wasn't very interested and gave them up. I have an idea, Roy. With your ability in music, perhaps there is something you can do for the dramatics club. There is something which only you can contribute. [Music] [Applause] [Music] Here ye, here ye, we present some living tableau of great moments in the glorious history of colonial America. [Music] [Music] We present first Betsy Ross. Betsy Ross was born in Philadelphia in the year 1752. She made the first American flag for General George Washington. Only a few months of the school year have gone by, but already Roy is on his way to becoming a happy, welladjusted student. Miss Hart has shown us how she coped with the problem of individual differences in one class with one student. But there are thousands of classes with millions of students. What can you do to meet these individual needs? [Applause] [Music] [Applause] [Music]