Mission possible : a parallel multiple technique approach to redirect emphasis on educational values in Nova Scotia schools

Abstract

This action thesis intends to familiarize the reader with approaches on the elementary and secondary school levels, dealing with challenging issues that have hitherto remained relatively untouched because of the presumed amount of difficulty involved. The change in emphasis towards teaching as a more open-ended and dynamic profession, is coupled with an increasing awareness of the need to develop a philosophy that prepares teachers to communicate with students on a more individual and total basis. The key features in reaching the children in the elementary program in the emotional, imaginative and cognitive spheres are described under the headings of animal centers, interest carrels, fine arts, individualized learning, flexibility, exposure to a multi-channeled learning experience, low pressure, warm atmosphere, the teacher as patient guide and resource person and the necessary breaking down of barriers between the micro-cosmos of the classroom and the community as a whole. Paralleled on the same principles, the discussion of High School Program in French is centered on the multiple technique approach based on research and experimentation in a variety of language learning aspects. The fully individualized program is designed to give the student an opportunity of maximum participation and most realistic conditions to emphasize the relevance of the entire process. With a little steering and dedication each child is given a definite chance of gaining a surer footing and improving his life, just a little, at least. The success of the two programs can be traced to the actualization of the Buberian concept of the I-Thou relationship and the realness of the polarity of that relation in the learning situation. The thesis not only proposes that this approach is possible here in Nova Scotia but it shows positive avenues which do lead to actual accomplishment.