The rural in‐service extension program at southern illinois normal university at carbondale

Abstract

Southern Illinois is predominately a rural area. Many progressive educators have long felt that since rural areas comprise so much of the region served by this college, an increased interest in and emphasis on rural education should be given in the training of students who expect to teach the children of these rural people. A program is now underway for giving student teachers more effective training for the rural field and for several years the need for in service training of rural teachers has been apparent. As a means of furthering this idea the Rural Education Department of the college, carrying out the suggestion of The Committee on Rural Education of which President Roscoe Pulliam is chairman, has set up an in service extension program for the training and aid of teachers already in the field. Many of these teachers are old in point of service, while others are beginners, struggling along with their first years of teaching. At present an extension course entitled Problems of the Elementary Curriculum, A Field Laboratory Course, is being taught in both Saline and Franklin counties. Each class meets one night each week. The instructor also spends one full day each week in each county visiting the teachers who are taking the course. When asked to do so, he makes suggestions as to how changes could be made by the teachers to improve their schools. These same teachers bring their own problems to the regular class meetings for discussion. Because he has personally visited each school, the instructor is better able to discuss each particular problem and perhaps help the teacher to solve his difficulties. The open discussion of one teacher's problems often aids other teachers in the solution or avoidance of like difficulties. Better ways of handling common teaching situations are also discussed and pointed out by the instructor. On occasion other teachers from the college lecture to the classes on their specialties. A period for discussion and questions follows the lecture. This is of value to the lecturer as well as the class since it affords him an opportunity to find out what rural teachers want to know about his subject. Mutual understanding of the problems and purposes of the teacher and the exchange of ideas are of great help to all. Fifty of the best and most recent books in the elementary field have been taken to the extension centers and are read and exchanged each