HomeMy WebLinkAboutHuman Development and Human Relations Committee report 1970.pdf Report of 1970 Summer Workshop
numan Development and Human Relations
Report of Sumo : Workshop 1970
Romeo oevelopment and Human Relations, A Program Including
'anfl.y Living, ScN du tion interpersonal Relations, Drug Education
Nembers of the Workshop:
nthel Bears, Chairman
Principal, Franklin School: Chairman 1969 Sumer Workshop
Fraolklin School Health Council estab-
lished 1959, became Lexington School
Health Council 1964.
Al-ice Burrows Member Lexington School Health
fiuroe Diamond and Estabrook School: Council, 1966-1963; Member Cooriau-
ing Committee 1968---, served on
Curriculum Sub-Committee; Member
Summer Workshops 1969 and 1970.
ALberL Fruscione Member Continuing Committee 1968--- ,
'reachsr, Biology, Lexington High School o Served on Teacher Training Sub
-
Committee 1969-1970; Member Summer
Workshops 1969 and 1970.
aoh1oan Garner Developed modal unit "Abont Life"
Ncine ocia1it, Estabrook Sobool: with teachers and parents at
Estabrook; Continuing Committee 1968
---, Served on Curriculum Sub-
Committee; Member of Ser Workshops
1969 and 1970.
oeioreat Mathews Member Continuing CommiJotee 1968---,
Tea,!h,n, Health and Physical Education, Member of Summer Workshops 1969 ad
Mozocy Jvaior High School: 1970; Drug Education - Leadership in
Planning Muzzey program 1969 and 1970.
Ooolel Moegelin MamboContinuing Committee 1969---,
eor-her, Biology Lexington High School: Taught Human Development and Human
Relations in North Reading; New to
Summer Workshop 1970.
loan WBrien Member Continuing Committee /968---,
Ssoior leacher, Beta Team, Franklin Served as Chairman Instrucd.onal
School: Materials Sub-Committee; Member Summer
Workshop 1969 and 1970.
Presented to Dr. Rudolph 4. Fobert, Soverintendant of Schools, August 24, 1970.
The "(fork of the Committee
The committee put major emphasis on the development of frameworks for
units end guidelines for principals and teachers to work together and with
p000nts, as they plan the specific units for their schools. Tapes evaluating
the exploratory unit "About Life" implemented by the teachers, parents, and
children at Estabrook School were shared by Kathleen Garner under whose
direction the unit was developed. These and the model of the unit itself gave
a sense of direction to the development of frameworks.
The assumptions about children, teachers, and morality developed by tha
1969 Summer Workshop, alco, were used as a basis for things:311g about frameworks
for units. These assumptions are duplicated as parts of the frameworks
dolreloped in the 1970 Summer Workshop.
Members of the committee read, previewed materials, and worked on the
oeparate sections of the guide. Productions of individual members were dupli-
cr;ted and criticized by the entire group and then rewritten.
Representatives from the group visited Forkshops in Lynnefield and
Dauvors 311j. the Symposium on Drug Education in Boston. Information from these
visits was shared with the, entire committee.
Al]. bibliographical references to audio-visual materials were previewed
either by this committee or the 1969 Summer Workshop, unless otherwise noted.
The committee recommends that the sounding board for the HDHR. Committee be
ostabliehed after more schools have developed exploratory units. The sounding
board could then help with communication and expansion of the program.
As more units are developed there may be need for en adult education
course in HDHR. The goals of such a course might be:
1. To increase trust between parents and teachers.
2. To discuss ways a concerned parent can communicate with the
school so he will get the facts he needs to have a courteous
and candid exchange of opinion.
3. To help people discover the extent of their own knowledge about
sexuality.
4. To examine some of the existing attitudes toward sex and sexuality.
5. To explore the influenco of physiological, psychological, social,
and cultural forces on sexual relationships.
6. To discuss ways of strengthening the family to fulfill its
responsibility for the love, care, and supervision that will
enable the young to mature into adults who can assume responsibil-
ity for behavior that reflects consideration of themselves And
others.
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V. To discuss some basic assumptions about children; teachers,
and morality and how Mese affect the ways we help people learn.
The committee is gratcAil for the assistance of Miss Kiyoho Okumura in
typing and arranging this booklet.
The committee is grateful for the assistance given by Miss Jaffarian and
her professional staff and to Dr. Goodridge and Mr. Geick for providing help
with the production of materials.
The committee is also grateful to Mra. Morton Medoff, a parent of children
in Franklin School and Muasey Junior High School, who made available curriculum
guides from many communities that were collected by Quality Educational
Development. These were of help in expanding the thinking that produced the
suggelted frameworks for Lexine,on Units.
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Human Development and Human Relations
1970 Summer Workshop
Guidelines for Principals and Teachers to Work with Parents
GrAdelines for Principals and Teachers for Working with Parents to Develop
Units in Human Development and Human RelaLions
*School Committee Approval, May 4, 1970
Upon the recommendation of the superintendent of schools it was voted:
To authorize the continuation of the development of a formal program on
human growth and development, including sex education, for the Lexington
Public Schools containing the following three characteristics;
1. It should be voluntary.
2. It should be developed cooperatively with parents: teachers and
other pertinent agencies.
3. There should be alternate programs for those children who will
not attend.
(Maguire, Clarke, Eaton, and Farwell: Yoe; Page, No.
From Minutes of May 4: 1970, Elizabeth Clarke, Secretary.
Report approved May 18, 1970.) '''"'"a7 L''7
Philosophy upon which the curriculum is developed:
A curriculum in human development and human relations deals with those
7-N facts end concepts that increase for each student the understanding of what it
means to be human. Human beings differ from other species in their greater
ability to use language to interact with others: accumulate knowledge of the
past, and use information to create new ideas. Understanding that life comes
from life, that male and female cells are needed to create life, and that these
two original cells produce en Intricate organism capable of complex behavior
can help the student to begin to become aware of the wonder of his being both
as an individual and as a part of al]. life.
The curriculum we have in mind would deal with the issue of human
sexuality, upholding the human values such as responsibility for ene4s self
end one;s relationships with others. The development of these values begins
in the featly. Systematic education from teachers in the school who are
responsible to the community can supplement the efforts of parents to counteract
some of the confusions resulting from studental constant exposure to the influ-
ences of the mass media and the misinformation and pressures of their peers.
Human beings are dependent on a family for the love, care, and supervision
that will help them become adults responsible to themselves and others. The
increasing complexity of todvIs society makes it more difficult for the family
to carry out its re$ponsibiiities. The stuuy of c'elniIy living can help students
focus on the obligations of the memhers of the family to each other and of the
family as a whole to the community.
Education in the appropriate use of drugs, also must begin in the family.
The school can supplement by providing factual information as well as experiences
that guide the student to increase his ability to make responsible decisions
that are based on consideration of the effects of his actions OD himself and on
others.
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This curriculum would require time, effort and of principals,
t.„1.ehers, counselling consultants, and nurses. Schools would take the leader—
ship for involving parents, religious organizations, and other community groups.
The curriculum would be developed in a climate of openness and trust where the
human beings involved would increase their own interpersonal relationship
skills as they work together.
Suggested components for a good program:
1. Endorsemenb and support by n11 administrators in the schools
2. Backing from the community
3. Planning and coordination involving more than one department or field
4. Teachers whot
a. Accept themselves as persons.
b. Understand themselves and their reasons for teaching.
c. Have value systems of their own and can be objective about the value
systems of others.
d. Have sensitivity to the needs and feelings of the students.
a. Recognize that their own attitudes are comansicatd not only verbally,
but also, non—verbally through gestures, facial expressions, tone of
voice.
f. Know the subject so they can talk about it with precise vocabulary.
Tasks of the Princftpel
Yurking with Parents;
Wurk wiLh tva=„1,e.1 ,o L1 t. a 60-111) a mprht a vilde
or academic talentnd moral and ethical values to or) ith teachers ill
developIng the unlit. (See wilt "Abov!,;. in Report of 1970 HDR
Summer Workshop for doscrIption of the process of working w:1,th parents.
This process we developed by cherare,. parents at Bstabrook Sohcol
the leademhip of Mrs. Kathleen Garner, Science Specialist and a member of
the BDHR Summer Workshops of 1969 and 1970.)
g. Support the teachers developing the unit.
1,„ ?acilt4at.e ;,; .,ng of meetingt.
2. Attend %4 tings at possible.
3, Provide materials needed.
Sc,t up procedures for a pa:ront to communicate with the school ,rhen
is concerned so he will gat the facto he needs ;-„o have n courtecm ir
cendid exchange of opinion.
5. Attend eialtarden meetinge and offer sl:iggestioh6,
(.. Involve counselling consultant, nurse/ librarian and other staff
members 0.1 fNiarring, imp.)nmentat-isr rynd
7. Call cr; the HDHR Committee when help is needed.
Discuss with all teachers Assumt4ons PtputChildre1112... .sficheralnu
Moral Values (7cee pp. 55 and ad5 . 77-dm, , i;:qp,ort of 1Q6c.1
sh151;,...HIC-i.) The focus of the d should be on that eff;ciron
teaching and other school proc .d result from either the
acceptance rejection of the
9. Become informcd yourself and enco-irage teachers to read;
a. Se,LEducApoa fv211. e_Praf.pps19nal LiIrkzd dated
?larch 76 1976. This wl e repi&Ashea during he 1916-1971
ochoul year to include addition,
-„T *er7seancEal. A q,i4inrtoulliT Guide op Sex Edut;etIonAor
puaisired 1.y fee Commonwe altii ot as s LAC t t
Depaont of Public Health, 1969,
A CUrrir:ulum ,aereal zase for Junior Pich Se'reol
publj A by The commonwealth of Massachusetts Departmr.
of Aibirc Healt ,,A17. of Comm/cable Bisons-es. 1968.
d. Cjemann2aalph H. and Rohne f'ritonett, A .21e.adnc., .Proi.
1-1;Amtn Dehavior aud Mental Yealth. VdIkcatc:n1:-'
n•IONI.PAPIAA
Research Csuncil of Rmarica, Rocfel1er auilding,
44113.
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Some considerations for teachers who work with parents to develop units.
r—e
1. Have the purpose of each session clearly in mind.
2. Accept, listen, support, help the group move to new knowledge
3. Guide the discussion to keep it moving. Raise questions to deepen the
discussion.
4. Underscore significant comments. Relate them to basic knowledge and
experience.
5. Be aware of how your own needs affect the group.
6. Accept similarities and differences of opinion. Do not try to smooth
them over.
7. Beware of one person taking over. Don't be intimidated by someone with
knowledgable background. Have him contribute the knowledge to the unit.
You maintain the leadership for fitting the knowledge into the unit being
developed so that the context is appropriate for the students for whom
the unit is intended.
8. Beware of the member who corners you after the meeting. Skilled judgement
as to the needs of this person will have to be made in deciding how you
handle this.
Administrative details to be considered in setting up the meetings:
/one 1, Work with the principal to determine:
a. Time and place for meeting
h. Starting date
c. Humber of sessions
d. Size of group (Initial group may be larger than expected working
group. Some members may drop out. Some may make only minimal contri—
bution.)
e. Procedure for inviting people to the group
f. Method for their R.S.V.P. and by what date
g. Room arrangement (Chairs in semi—circle. Tables available for work—
ing. Name tags for group members.)
h. Audio—visual equipment when it is needed. Chalkboard (either installed
or portable).
2. Have well planned meeting:
a. Small talk with individuals before meeting begins.
b. Opening statement to set clearly the purpose, i.e. , to involve
parents in completing the framework of the unit.
c. Use knowledge of biologists, psychologists, or others, but maintain the
aaslantia for how and what ma teach to the students who are ma
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(-` d. Summarize the meeting and set the task for the next meeting.
e. Make available books, pamphlets, articles. Ask a parent to be
responsible for keeping a record of who borrows these; and in some
cases to work out a round robin so several members will have reaa
the same material.
f. As the group progresses, some parents may assume responsibility
for room arrangements, name tags, coffee and the like.
g. As the unit is developed some parents may assume responsibility
for organizing materials needed in the unit.
The book, Auerback, Aline. Parents Learn Throu h Discussion. all1211p1.es
and Practices of lasumumwara, catalog number 649.07 in the
Professional Library may give additional help to you in planning your
work with parents.
Human Development and Human Relations
and the Present Lexington Curricula
The study of human development and human relations is an integral part
of the total curriculum in the school. The following experiences that take
place in school contribute to what children learn about human behavior.*
L Observes how the teacher reacts to other students when they ask
questions.
2. Experiences his own feelings when he asks a question.
3 Observes how the teacher handles behavior problems.
4. Considers how he feels when the teacher handles behavior situations
in which he is involved.
5. Observes how his companions react toward each other and experiencing
their reactions toward him and his reactions to them.
6. Observes the kinds of activities the teacher asks the pupils to
perform and how he approaches them. This includes becoming aware of
his feelings toward these activities and assignments.
7. Listens to the teacher use material, dealing with people and discuss—
ing it with the group.
* Adapted from: Ojemann, Ralph F. and Karen Rohne Pritchett, A Teachiag
aagmLin HumanBehaviorand Mental Health. The Educational Research
Council of' America,Clevelandl Ohio, Book IV.
ree
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Checklist of Behaviors of Teachers
rees
The following checklist taken from Ojemann, Ralph, et. 81. 9 A Teaphing
ZEREEAP in Human Behavior and Menta) Healle12a.19.9Lv may be used as a guide
for teachers to evaluate their own performance.
1. Provides experiences that help the learner understand how what he
studies hes personal relevance to him.
2. Uses tests to Amass learner,s present intellectual and emotional
status and uses the information to modia the learning program.
3. Encourages the learner to participate in diagnosing his learning status
and needs and to plan for himself.
4. Emphasizes sources of information and ways of learning in addition to
using materials already collected for the students.
5. Tests include items that examine smstptual develspm.t and attitudes as
well as factual information. Tests measure behaviors specified as
learning objectives.
6. States /earning objectives in terms of changes expected of the learner
rather than in terms of what the teacher plans to do.
ene
7. Provides opportunity Cor individual choice and learning at his own price
is provided for the learner.
8. Provides frequent opportunities for the learner to test himself and ge
prompt feedback.
9. Provides opportunity for students to manipulate objects and move P37011Iii
using many senses to learn is provided.
10. Helps learner fit present learning with what he already knows and with
what he is learning in other subjects.
11. Encourages growth in attitudes and feelirm as well as growth in
intellectual information.
12. Reacts to classroom, corridor, or playground situations by finding out
the different sides of a problem before dealing with the situation.
13. Helps students to understand that sometimes the teacher has to react
quickly because of the need to protect the rights of others, but that
before dealing with it fully the teacher will look into all aspects of
the situation.
14. Encourages the le mar to look at sitaations from other !anoints, i.e.
the teacher, another child.
15. Helps students _1.aLJ'o :9ehavior as constructive or non—constructive.
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Suggested Procedures for 11.17olvIng Parents
I. Select parents who represent a range of talents and values.
2. Send home letter. (See model included here.)
3. After the unit is developed and ready for implemenation send copy
of the entire unit to the parents of each child in the group for
which the unit is planned. (Sec model for covering letter included
here.)
4. Plan a meeting to answer questions about he unit and -0 show
filmstrips or films that you plan to use.
5. Check to be sure you have a permission slip returned from each chilk;
stating whether he will participate in the unit planned or an
alternate mit.
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Suggested Model for Letter of Invitation to Parents
School
Date:
Dear Mrs.
Last Kay the Lexington School Committee approved the continued
development of a program in Human Development and Human Relations with
the following conditions:
1. It should be voluntary.
2. It should be developed cooperatively with parents, teachers, mid
other pertinent agencies.
3. There should be alternate programs for those children who will
not attend.
(Teacher,team or group)would Ulm to develop a unit for (class, team).
The first meeting to discuss the development of the unit will be held
(time, place). We hope that you can be one of the parents willing to work
with us in planning the unit. Please let us know.
Sincerely yours,
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%,verAce. PLAel Co-cCcirering Letts
for Coope.-... tively Dovelapod Unit
To: Parents of (Students in Team, Class, Group)
2rom: Principal
Re: Unit in Human Development and Human Relations
The Lexington School Committee approved the development of units in
Human Development and Human Relations with the following conditions:
1. It should be volvntry.
2. It should be developed cooperatively with parents, teachers, and
other pertinent agencies.
3. There should be alternate programs for those who will not attend.
For the past several weeks a grotna of teachers and parents bare planneri
a unit for the students in (classunit, team). Attached is a copy of the
complete unit. Please read it.
There will be a meeting on (date) at (time) (place) to show you the
(filmstrips, films, or other) referred to in the unit. You will have
opportunity to ask cratg:tions.
Please fill out the attached form and return it to school by (set date
after the o,;:h4411,74
may work in the Human Development and
„. arav-,1•vaa.ax.Je,osaret.res.r nve•ar
HUM= Relations Urdik,
r"--k
will work in the alternate unit.
. —- __• __
Signed _
Date
cm.0•••R•••••••MM.ddle•••• •••••
N.B. IF, i3 euoeriaal that you get a returned form for each 2hild in the
group.
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