Pcge 20 The Guardian
Want Go-Slow Policy In Restricting Give-Aways
OTTAWA CP —- Private broad- casters and program producers urged the CBC board of gover- nors Friday to adopt a go-slow policy in any plans for a regula- tion restricting give-aways and quiz programs.
The board invited representa- tions on- a proposed regulation‘ that would prohibit offers of prizes, gifts and bonuses, except where participants in broadcasts are in the studio, or entries are made in writing and the size of the awards depends on -the judg- ing on merit of all entries.
The Canadian Association of Radio and Television Broadcast- ers, represented by Vern Dallin of Saskatoon, president, and T. J. Allard of Ottawa, executive vice- president, presented a brief ask- ing that public opinion be tested on the matter before any regula- tion is passed.
There is no regulation now, but there are minimum standards, embodying the gist of the pro- posed regulation. The standards were set last year with the ap- proval of private broadcasters who have since had a change of mind in the matter, 3. CBC spokesman has said.
Mr. Allard said 2 stations, members of CARTB, had‘ tested public opinion on the matter by broadcasting announcements on the hearings and inviting listen- ers to write in their views. MOST OPPOSED
Out of 5,341 replies, he said, 228
in
Monday, Feb. 17, 1958 I
5,074 were opposed, and 39 gave “miscellaneous” replies.
Mr. Allard suggested that the bioaird use present regulations to end programs that are objection- able instead of passing a general regulation.
Adrien Pouliot, vice-chairman of the board, said it would be “a tremendous work” for the board to check every station.
Ken Montgomery, board mem- her from Edmonton, said there was a “lottery element” in con- tests calling for the picking by chance of a few letters from among 5,000 or 6,000.
“That is not good broadcast- ing,” he said.
Mr. Allard‘ described the pro- posed regulation as “discnimina- tory” against broadcasters be- cause other advertising media would not be affected and could run contests.
ORDER PLANES
OTTAWA (CP) —— The govern- ment has ordered 10 medium transport aircraft of a new type
real, the defence department an-
be known as the Cosmopolitan, will be an all-Canadian version of the . American Conva-ir airliner frame fitted with British ' turbo- prop Eland engines ‘made by Napiers Limited, near Liverpool, England. It will be used in the
were in favor of the regulation,
EDUCATIONAL HORIZONS ‘ ,
RC'AF’S Air Transport Command.
Homework That Teaches ' ls Effort iWell~ Spent
-Homework is the subject of car- toons, jokes, ‘criticism, and oc- casionally, priase says John E.» Corbally, Jr. in NEA Journal, its purpose and use are still grea- tly misunderstood by large num- bers of parents, students, and teachers. However, I feel that homework can be an extremely valuable aspect of the modern teaching method, if it is the right
kind and is presented in the right way. TEACHING P OCESS
Primarily, te out-of-class as- signment should be regarded as part of the teaching process, as distinguished from_ the testing process. When homework assign- ments become tests, the tempta- tion to have Da, Mom, or the ,brainier student in the next study hall seat supply correct answers becomes almost irresistible. Not only does this lower the efficiency
. of the assignment as a learning
tool, but the public-relations as- ‘pects of having Dad flunk a sub- ject are extremely questionable.
Far better results are obtained by placing the premium on com- pleting the assignment as a learn- ing exercise with the emphasis mon the student’s determining- where or why he needs more classroom help to master a par- ticular idea.
EXPLAIN WHY
If this interpretation of the homework assignment is to be used, the teacher must devote time to explaining to his stud- ents why he is making such as- signments. If a student is not told anything except to do the ex- ercies on page 49, he will pro- bably reason that getting the right answers is the only thing that counts rather, than the me- thod used to get them.’ If page 49 is typical of those in some textbooks, the answers -are not worth this much concern.
Many adults can probaly re- member, at least vaguely, the thrill that came some time in a school year when the‘ teacher dis- tributed textbooks with the ans- wers included. This seemed like seventh heaven, at first, but, for some reason, it didn’t ever quite work out too well. The teacher seemed concerned with how the answers were found,‘ and that proved to involve more work than had been anticipated by‘ the happy scholar. However, even- tually" we discovered that this emphasis on method made home- work more valuable. ' BETTER. ATTITUDE
The giving of the answers for a homework assignment is a method that is expecially valu- able in science, mathematics, and similar subjects. With the removal of the secrecy surround- mg the mighty answer, the stud- ent can take a more healthy and constructive attitude toward the assignment. , ‘
. Homework, according to its ad- vocates, is the best available de- vice for the meeting of indilIi- dual differences in students. The slogan, “treat the individual,” has been a battle cry in educa- tion for several years. Every - thing from adjustable desks to adjustable grades has been de- veloped to aid in this struggle. Textbooks are replete with A sections and B sections, single- star and double—star sections, and even supplementary booklets for the good or poor student.
VARIED ASSIGNMENTS
It is through homework» that these devices can be used most easily. Through varied assign- ments for individual students or groups of students, the ability le- vels of each may be challenged more readily. Also, through care- ful study of completed papers, the existence of differences can be seen.
That giving out varied assign- ments should be done in a subtle manner needs to be emphasized. Teachers can drive weak stud- ents either into inferiority com- plexes or into work, over their heads by stating that “poor stud- ents need only do exercises one to 10 while good students should do through number 20.” INITIATIVE ’
Devices such as asking speci- tic students for special reports or making assignments with the S\x;gesti<‘>n that extra work may
students to stay within their ab- ility range. Also, these methods aid in the development of initia- tive, which is possibly one of the most important outcomes of an education.
Too often, the assignment of special reports or projects is used primarily with the superior stud- ent. Actually, every student, rp- gardelss of apparent school ab- ility, can do outstanding work with a special report in an area where his interests lie.
In science, for example, a stu- dent with very little abili-tyyto pass school tests or master groups of basic facts may be a science- fiction fan or a car-tinkerer. The teacher should recognize such ac- -tivities as legitimate aspects of a science program and should make assignments so that inter- est in them can be utilized. Of- ten the acceptance of such in- terests by the teacher will result in the student’s recognizing the fact that school science can help him have more fun‘with his hob- by, and he will, therefore, put forth more effort.
GRADING HOMEWORK
Every student has suspected at one time or another that,his. tea- cher must maintian king size wastebaskets for “grading” home work. Every teacher must often wish his conscience would allow him to tear up the mass of pap- ers «facinghim at the end of a day. Most teachers’ consciences have at_least occasional flexibil- ity in this respect.
Critics of homework have a field day when they get into dis cushions concerning the use made by -teachers of completed home work assignments. —Homework can be used profitably in connec- tion with learning methods of at- tacking problems in various fields, as a diagnostic device to aid in determining where stud- ents are having difficulties in a subject, and as a means of aid- ing in meeting problems arising from individual differences in students. ‘ KNOW PURPOSE
If homework is to be worth- while, the teacher must know which of these or other purposes he wishes to satisfy with the as- signment. If any purposes are to be satisfied, the -assignments will have to be of reasonable length so that the teacher can adequately check each paper. Term papers or similar lengthy reports that are handed in by all classes the last or next-to- last day of a semester appear especially suspicious to the stud- ent. The probability of their be- ing carefully read. seems to him to be remote as the stack of pap- ers begins to tower over the teacher.
The “no-mark” or “not return- ed” assignment also leads to stu- dent unrest in the homework field. If a student spends even half an hour on a paper, he is interested in the teachers reac- tions to that work.
WHAT’S THE USE
When assignments are not re- turned, twoideas enter the mind of the student. Number one is that the teacher didn’t read. the
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paper, and number two is that the homework assignments given; by this teacher needn’t be done: too carefully because “what’s the use?” The paper returned un- marked or with a cryptic red or
blue pencil squiggle in the up-
per left hand corner provokes
similar reactions. , A teacher ought not to‘ assign‘ so much Work that he can’t af-
ford the time to check or mark
each paper carefully. If the pap-
er is perfect and seems devoid
of opportunity for comment, the
difficulty of the assignments
should be re-examined.
The busywork philosophy is no
longer valid. Idle hands are not
more useless than busy hands
doing work that is pointless and
unproductive.
This department is‘~cond-ucted
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