Teacher Shortage Turns Many Administrators to ETV

Though South Carolina Education Television facilities may be used in different ways in large and small schools, administrators reflect a common problem which make use of ETV appear significant: teacher shortage.

“Upgrading instruction through the use of a team of teachers – the highly qualified expert on ETV, the classroom teacher who is partially relieved of the instruction load – is not a suggestion by now. It’s a face,” said B. E. Livingston, superintendent of Blaney schools. “It has helped standardize instruction among small and large schools.”

The administrators interviewed after experience with ETV note improved achievement in all areas where ETV is used, wheather in large or small class situations.

All agreed with the statement of Dr. Currie McArthur, superintendent of Sumter schools, regarding “better pupil learning” as a major advantage of ETV.

“In the last analysis,” said McArthur, “this (evaluation) can be summed up as better pupil learning. It is brought about by providing a ready-made in-service education program for the teacher (mentioned in every school), by bringing up-to-date knowledge, better demonstration, high pace, quality and level of work; good pronunciation for a French class, broader programs than the class room teach would provided, organization of a larger body of material.

“Other advantages are derived through the peculiar ability of TV to focus the attention of the students, the provision of another medium, and – apart from the regular family – of the ability of TV to increase community cooperation and participation (night courses).”

Sumter schools in a number of instances have used large class instruction successfully in the past few years, using ETV as a tool in a room with 665 to 75 students and two teachers.

In the Blaney High School “the demand was so great,” according to Livingston, “that the trustees agreed to wire every room in the high school instead of just three or four.”

“ETV has done much toward raising the level of instruction, and better yet has served greatly toward standardization of instructions between small and large schools.

“Blaney is 100 per cent sold on ETV,” he said.

Blaney classes are entering their third year with South Carolina ETV, since they were included in the 14 project schools in 1960. ETV affords the opportunity of instruction, for instance, to five or six students who would not warrant formation of a class under ordinary circumstances in a small school.

Superintendent Livingston and the only two students who wanted college algebra last year studied together (for Livingston a “refresher” and helper situation). Their test scores “gave them exempts at Clemson College.”

According to Mrs. Annie E. Hanberry, principal of the Negro school at Blythewood, ETV “broadens experiences for children in deprived rural areas, as well as helping the teacher.” the first year Blythewood used ETV three subjects were taught with ETV. This year five are thus taught.

“ETV has been so successful in our school,” said Mrs. Hanberry, “and interest is so high that many times students with study periods are eager to look on in a subject they’re not taking.”

Father Charles J. Kelley, principal of Cardinal Newman Catholic High School in Columbia with 200 students, said, “We’re taking just about everything we can get on ETV. OUr children have done well – their standards are above the norm. We have made great strides, and most of it is due to the equipment ETV offers. Its like a field trip right in the classroom.

“We find that for the freshman often that his mental maturity gives him less concentration power than the older ones. THe older ones, though, get better work habits because of the demands of the ETV situation.”

Superientdent McArthur reported all schools having ETV maintained morale of TV teachers at “a very high level.” “I believe,” he said, “that the fact that requests for TV originated with the school in each case and with the teacher usually, is the main cause.

“Our first closed-circuit school, Alice Drive, had open circuit for two years; teachers of subjects other than physical science were grousing about lack of availability in their fields; South Carolina ETV helped to fill this gap. Lincoln, Bates and McLaurin asked for it, McLaurin only so that a teacher could watch during her lunch hour.”

He pointed out also that plane geometry students increased from 139 to 344 in succeeding years as a result of ETV.

There were suggestions from several sources that some of the courses be presented at different paces, retaining the present so that student on varying levels could receive advantages of expert instruction. Many pointed out that homogeneous grouping proved more successful for ETV.

McArthur points out that large schools have a greater task of sceduling than small ones, and therefore need confirmation of ETV schedules for fall “at least by March 1.”

Livingston said that a small school can more easily build its schedule around closed-circuit routine.

Mrs. Hanberry says this is possible, through scheduling would be easier with earlier information.

September 23, 1962  State (published as The State THE COLUMBIA RECORD)  
Columbia, South Carolina
Page 55

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