t
L~
MERRY
CHRISTMAS
The R. E. S. Gazette
V,
HAPPY
NEW YEAR
-vk’
NUMBER 1
ROXBORO, NORTH .^iROLINA^
FRIDAY, DECEMBER 15, 1961
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Challenge
In these days of tensions and
fears, schools are challenged to do
the-most-effective job possible in
developing human values that -will
guide young people-to Uve in our
society today and to help shape
the -world of the future. It is
hoped that Human Values in the
Elementary School will contribute
to greater'emphasis on directing
the school program so that desir
ed values will emerge in. the
lives of children.
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While several approaches to the
development of human
recognized, this article 't|tes the
point ' of view that. children de
velop values as they discover that
behavior in accord with those
values ' is satisfying and re-ward
ed. Human Values in the Elemen-
. tary School stresses the impor
tance of a program that-wiU pro
vide opportunities within the
- school setting for children to pract-
tice behavior that is in harmony
with basic human values. The
wealth of opportunities for
practicing such behavior is point
ed out in some detail.
Good teaching, good school ad
ministration, and a vital concern
for the basic human values are
closely related. These interrela
tionships have been recognized in
the modern elementary school.
New emphasis is needed no-W, and
it is hoped that Human Values
in the Elementary School will
provide specific practical help to
those who are working with young
people in our schools today.
The teacher’s distinctive role in
the child’s life is to challenge him
to learn. Learning occurs when
there is an overlapping of in
terests and concerns. As the
Prophet has said sa beautifully:
“No man can reveal to you Aught
but that which already lies half
asleep in the da-wning of your
knowledge.”
L. M. VUlines
STUDENT COUNCIL OFITCERS
■ '
Reading from left to right are: Thelma Harnlette, financial secretary;.
Loretta Smith, assistant secretary; Clornce Barnette, vice president;
Lillie La-wrence^ secretary; and 'Alexander Poole, treasurer. Absent
is O’Berry Williams, president.
The R. E. S. Music Department
BAND
We are happy to increase our
■organization this year with 11 new
band students from grades 4-8.
We welcomed the fuUo-wing addi
tions to the band, 3 clairnet play
ers, 1 flute, 3 trombones, 1 snare
drum, 1 bell lyre, 1 alto sax and
1 bass. These students are making
progress and working hard in or
der to become members of the ad
vanced group, wiiich has twenty-
two pupils.
Recently we participated in the
Person County High School home-
cOming parade. This was a new
experience for some of us, but
quite exciting. We are hoping to
get this opportunity again real
soon and are continously working
each day.
GLEE CLUB
The Grammar Department hasi
organiz 'd the Glee Club and is
now pr -paring its year’s program.
We ele; ted officers as follows!
Shiri.i?^''’agner. President; Joanne
Harris, SecretarJ:; 'Dianne Pierce.
Treas^er.. .,
During this part of the school
year, we are concentrating on the
Thanksgiving and Christmas Sea
sons.
For Thanksgiving we plan our
first public performance in which
the community is invited, after
which we will complete om plans
for an- Annual Christmas Program
to be held in' December at one of
our local schools.
The next edition will continue)
to inform you of our plans for the
remainder of the school term, so
until then “Keep Smiling Whilei
We Sing”. Joanne Harris
Edith Bass
STUDENT COUNCIL
The Student Council of the Rox-
boro Elementary School has re
turned to active duty for the
school year 1961-62. The advisors
are Misses Bolton, Burton, Law
rence, Mrs. Cpkley and Mr.
Umstead.
The Council meets each month
for a maximum of .45 minutes.
At the first meeting a great deal
of time was given to the discussion
of proper conduct at all times.
Some of the problems discussed
were: conduct in the halls, care of
lavatories, keeping floors clean,
taking care of the recently sown
grass and the proper use of play
ground eq-uipment.
The Council continued under the
(See Student Council page 8 )
The Mentally
Retarded Reader
- Educating - mentally retarded
children requires keen insight in
to their characteristics. In some
respects there are marked differ
ences between the average child
and the mentally retarded child; in
o’ther respects there is little differ
ence between them. Through study
and understanding of the char
acteristics of these children we cart
capitalize on assets and minimize
defects.
Mentally retarded children can
learn to read up to their mental
age. The mentally retarded-* child
cannot be expected to begin learn
ing to read at the life age of sixa
These children usually have poor
er environmental and experimen
tal backgrounds, reflected in
language usage.
Mentally retarded children need
to read for protection, information
or instruction, and for pleasure.
To teach a mentally retarded
child to" read:
1. We should reestablish con
fidence.
2. Introduce more repetition.
3. Introduce a greater variety
of presentations. .
4. Prolong the period of train
ing i6r eac-T/stage of reading.
Before teaching reading, we
must be sure the child is ready to
read, and if he can profit from in
struction in reading. This may be
determined by the child’s mental
level and by his ability in learn
ing some of the incidental reading
materials presented during the
pre-reading period.
During the pre-reading i)eriod
we use the bulletin board for
names, words of places, directions
and etc., labels, pictures, assign
ments, greetings and rules.
To increase efficiency in read
ing with mentally retarded chil
dren;
1. Use methods of -word
recognition.
2. Phonics and context clues.
3. Rarely use silent reading,
but oral reading aids learning and
it gives the teacher a guide to the
methods he or she is using.
4. Stress comprehension in
free reading, directions and an
swering questions, correlating pro
ject work and increasing the read
ing vocabulary.
If the child learns to read at the
(See Mentally page 8)