Village Squire, 1978-12, Page 16ordtard, where they identified different kinds of apples, and the
other to an apiary, where they learned how bees make honey.
Even the "super clean up," they are required to do every
afternoon before going home, doesn't raise too many complaints.
With 10 children aged four and one half to 10 years and
representing six levels from junior kindergarten to grade four
and with no principal or administrator to "screen" problems, the
teacher of a community school assumes a lot of responsibility.
Elizabeth Schott, 24, of Toronto was one of many applicants
who answered the newspaper ad. "I guess I like a challenge."
she smiles and adds, "1 always wanted my own school."
Mss Schott obtained an Honours Degree in Fine Arts and
Visual Arts and an Honors Degree in Education at York
University. She received a certificate for teaching dance to
physically handicapped and emotionally disturbed children in
England and last year was in charge of the Hands On room at the
Ontario Art Gallery, where children were encouraged to
experience art through touch.
Although this is her first year out of university, she feels her
summers of employment, which allowed her to work with
children and become accustomed to responsibility, have
prepared her for the Perth County position.
"Anyone who contemplates this kind of work has to have a
sense of responsibility," she stresses.
Mss Elizabeth, as the children call her, describes her teaching
method as the "adaptability" method. She brings to the children
her interest in and enthusiasm for dance, art, drama, creative
writing and music appreciation. Each morning begins with gym
or dance activities, because she believes a physically fit person is
a mentally fit person. The "Movements" improve the children's
motor skills and co-ordination.
Then she reads a story to all the children before they disperse
for their individual lessons. Because each child's curriculum is
suited to his or her own level, the teacher prepares six different
lessons each night. Her standards are high, but are adapted to
each child. Discipline is not difficult to maintain. The key, says
Miss Elizabeth, is to be consistent from day one.
Many of the children are blossoming academically. and she
attributes the success to the individual attention they receive and
the freedom to work at their own rate. They encounter Tess
pressure because there are fewer people to compare themselves
to.
As a bonus. they are learning how to co-operate with each
other and how to help each other. Miss Elizabeth admits. "It's a
colloquialism, but in this case it's true. It fosters a sense of
responsibility in them."
Another unique aspect of the school is the close working
relationship between the teacher and the parents. "1 have to be
flexible," explains Miss Schott, "but at the same time. 1 have to
maintain an image in my mind of what I think should happen.".
The school may be able to expand next fall. but Miss Schou
feels only one or two older children should be accepted. If the
number of students becomes too large. the individual instruction
would be difficult for one teacher to maintain.
The Perth County Community School allows parents to be
actively involved in their childrens' education. The children
benefit from a smaller student/teacher ratio and learn about
their environment. physical fitness and creativity as v:c11 as
academics. The teacher. Elizabeth Schott feels the school will be
good for her• too. It is teaching her adaptibility and flexibility
and will help her "to learn and grow: as a teacher."
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14 Village Squire. December 1978