I find that I must watch fatigue and shift of attention closely. If I can prevent them during the first two weeks, I never have any further trouble with motivation. The children seldom need to know the reason for any activity; they merely need to share it.
I don't believe that we break old habits in young children. We always build new ones which displace the others. Thus I seldom use penalties of any kind or call attention to errors. Praise and social rewards for success seem more important.
Although I often can find wonderful rationalizations, I know deep in my heart that, whenever I have failed with a young child in getting rid of his defect, it is my fault, not his.
|1.||Carr Anna M., "Objectives of Training Elementary School Teachers in Management of Speech Defects," Proceedings American Speech Correction Association, 1936, Vol. 6, pages 70-74. An outline of the courses offered at Milwaukee State Teacher's College for the correction of speech defects in the prospective teachers attending that college, and for the training of those students in the actual handling of speech-defective students in their future elementary-school teaching.|
|2.|| Clark K.,
McDowell E., and Mueller H., "Speech Problems in the Schoolroom," Proceedings
American Speech Correction Association, 1938, Vol. 8, pages 90- 95.|
A round-table discussion of the various speech problems to be found in the schoolroom, the facilities found in different parts of the country for aiding the speech defective, and suggested background for a teacher of speech.
|3.|| Fishel M. V., "What the Elementary Teachers Can and
Cannot Do in Speech Correction," Proceedings American Speech
Correction Association, 1936, Vol. 6, pages 89-94.|
A collection of brief case studies of speech-defective cases in the Janesville, Wisconsin, school who were aided by elementary teachers after the correct diagnosis had been made by a speech teacher and the therapy had been suggested by her. Thess teachers were, in general, those who had had some voice or speech training, those with exceptional personalities, and those who coöperated with the special teacher in working on some of the more simple speech defects. A plea is made for more adequate teacher training in speech.