Herman J. Peters

Book Reviews: David C. McClelland, Alfred L. Baldwin, Urie Bronfenbrenner, Fred L. Strodtbeck, Princeton, New Jersey, Talent and Society. D. Van Nostrand Company, Inc., 1958. 275 pp.

Abruptly changing the nature of,the book t is Chapter III &dquo;Achievement and Social Status in Three Small Corrimunities&dquo; by Kaltenback and McClelland. Their central conclusion was that the best index of perceived achievement that can be objectively objectively obtained is community activity by itself. The studies of the three communities, again limited in research scope, do point the variabilities that occur from town to town in looking at talent from the vantage of status in a community.

3.75:

(1959). Dimensions of the Superior Student. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 33, No. 6, pp. 339-341.

Dimensions of the Superior Student

1. Know your pupils. Each boy and girl is an unique individual. To know a boy or girl means more than an accretion of census data about each pupil. It means to try to understand the pupil’s self-concept as he is growing toward maturity. 2. Pupils are in the process of growing to adulthood. The inexorable restlessness of boys and girls is a part of their searching for opportunities to express themselves in the next step in development. This is not a static one-by-one action. It is only for academic purposes that we, as educators, &dquo;hold&dquo; the pupil still to study him.

Basic Principles of Guidance - Gateway to Successful Teaching

one relationship in the counseling process is the very heart of an adequate guidance program. Yet, an appreciation and cognizance of this vital part of the counselor’s work is not always evidenced by the school administrator and teacher. This is due, at least in part, to the difficulty of communicating the nature of the counseling process. It is the purpose of this article to convey to the reader a meaningful concept of counseling. The thoughts presented here are addressed primarily to those persons who, although not actually designated as counselors, are part of the guidance team.

Interpersonal Relationships in School Counseling

Not only is the classroom teacher on the guidance firing line but no guidance program can succeed unless the role of the guidance specialist is clearly related to the role of the teacher and vice versa. Good teaching includes guidance, and a good teacher, no matter what he teaches, fulfills a guidance role. The authors, members of the department of education of Ohio State University, College of Education, clarify the relationship that should exist between teachers and guidance specialists. ual in the school system, a teacher. There is no plan in such an organization which will guarantee to each individual pupil an opportunity to be understood as an individual. (2) Information about an individual should be cumulative. If each teacher plans a guidance program of his own, there is no provision for a continuous record of development and growth of the individual through his entire school experience. (3) Assigning the responsibility to each teacher does not permit coordination of the best efforts of all teachers. The individual differ-