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We learn as we help others to learnCarolyn McClard aa Western Kentucky State College , Bowling GreenPublished online: 04 Nov 2009.

To cite this article: Carolyn McClard (1965) We learn as we help others to learn, Peabody Journal of Education, 42:6, 322-323,DOI: 10.1080/01619566509537293

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his teachers. The day before he began work on his nativity scene, hewanted to drop out of school.

I remembered John Adams' statement: a teacher affects eternity. Ipondered—had I made my small contribution through Randy, thebright spot in my student teaching experience?

Lou McCormackDelta State CollegeCleveland, Mississippi

We Learn as We Help OthersTo Learn

Filled with sugar-coated dreams of what the teaching professionwould be like, on February 5, 1965, I arose to meet the challenge ofmy first day of student teaching. For some three and a half years I hadbeen studying theories about various methods to use to instill knowledgeinto children's little heads and, in turn, theories to tell me how theyshould react to these methods. As I walked into the classroom and metthe children for the first time, I realized what a tremendous responsi-bility I had agreed to accept. I was no longer a sheltered child, or anindecisive college freshman, but a mature young woman now enteringher chosen profession. The ease and assurance with which my co-operating teacher handled the classroom situation left me experiencinga questioning awe as she moved from group to group and lesson to les-son. I asked myself, "How will I ever leam to do all these things, andcan I someday teach as efficiently as she does"?

The day rapidly progressed and I began to move around to help thechildren as they worked. One little boy was struggling with an arithme-tic problem, so I went to his desk and while I was explaining the prob-lem, I saw that first glint of understanding melt into a smile that spreadacross his face. In that moment I realized that moments like this arewhat makes teaching worthwhile. I realized that we, as teachers, haveone of the most important jobs in the world, for we mold the minds andattitudes of tomorrow's leaders. At the close of the day, still stunned by

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the task that lay ahead of me with a tired body and sore feet, I happilywalked out of school with my head high, for I was going to be a teacher.

Carolyn McClardWestern Kentucky State CollegeBowling Green

Let the Pupils ThinkThe main principle of art is creation. The mind is involved with

creation because the person involved in the action must think. WhileI was student teaching in Sikeston I introduced a project on puppetmaking to an elementary class to show them the value of originality increativity. I made samples for the class to see. I wanted them to get ageneral idea of what was expected. The result of the project was fortySanta Clauses, (A Santa Claus was the sample.) This was a lesson inmechanics for the class and contributed little to the functioning of themind. The opportunity was presented to me for teaching the project inanother school. This time as I presented the idea to them, I let thechildren think of how the project should be achieved and had a greatsuccess with the project. The puppets were put on the bulletin board.They were all different and good enough to leave me pleased. This en-lightening lesson proved that the teacher cannot think for the pupils, shemust motivate them to think for themselves.

Ann HuberSoutheast Missouri State CollegeCape Girardeau

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