WHAT CHANGES IS Til BffiAOT SLSMBHTARY SCHOOL

CURRICULUM SHOULD BS WkM TO S £ & THE

MEEDS OP TRB MALADJOSTSD CHILD

APPROVED:

<><d9 kinoT'"ProfBasor^^^

Director 01 D*parfca«ni Education

WHAT C iARGES IN TH3 DSGATUR EI.SMSNTARY SCHOOL

CURRICULUM SHOULD IS MADS TO USES THE

®mm OF H E uMAjjjumm CHILD

fHBSIS

Presented to th» Graduate Council of the

Horth Texas Stat® Colleg© In Partial

Fulfillment of th* Baquireaents

For the Degree of

HAST® OP SCII^CS

1S009G-8ml P. Morris, B. S.

Deeatur, Texas

August, 1950

180096

TABLE OF COWBKfS

LIST ® TABLES iv

Chapter I. INTRODIJCTION 1

Statement of Problem Purpose of Study Sources of Data Plan of Procedure Definition of farms

I I , FACTORS APP2CTIHG MALADJUSTMENT . . . . 5

Physiological Malad juatment Intellectual Maladjustment Qaotional and Affective Smrironraantal Maladjustment

III. AN AHAL2SIS OF CAUSES AND W U f S OF MALADJU3TMHKTS 01 SHIBTY-THRSS SIXTH~GRADE CHILDREN I I D3CATUR EUSKSNTARY SCHOOL . . . . . . . . . . 59

Facts of Maladjustraents Revealed toy California Personality Test

Evaluation of the Behavior of Children Facts of Academic Maladjustment Re-vealed by Stanford Achievement fast

IT. DESIRABLE CHARGES II THE CuHBICGLOH

OF DmkTim mmmmt school . . . . 85

? . cokclusioss aw nmamsmmim& , *» » 96 Conolualons Escosaaendations

BIBLIOGRAPHY 99

ill

LIST OP TABLES

fable Pag©

1« Scores of Sixth Grade, Section I, Decatur iSlementary School, lade on California Tost of Mental Maturity • « . . « . « « « 41

2# Number of Students Making Below the Norm on Bach Component of the California Test of Mental Maturity » • » • * • • « • • • • 43

3* Classification of Sixth Grade, Section X# Students* Intelligence Quotient in Decatur Sieasntary School 44

4* Percentile 8©or© on Self-Adjustment for Sixth Grade, Section I, Decatur Elementary School, Obtained from California Personality Test 46

5* Percentile Score on Social Adjustment for Sixth Grade, Section I, Decatur Elementary School, Obtained from California Person-ality Test * . « . . 51

6. lumber of Students Below the lorn on ach Coraponent in the Sixth Grade, Section 1, Decatur Elementary School, Obtained fro® the California Personality Test 54

7. Distribution of the Percentile Scoro on the Haggert y- 01son-Wickman Behavior Rating Schedule B far the Sixth Grade, Section I, Decatur i£Lemenfcary School 56

8« Word Meaning and Paragraph Meaning Compared to Horn for Sixth Grade, Section X, Decatur Slem&ntary School, Obtained, from Stanford Achievement Test, Form D . * • * 60

9# Language Usage and Literature Compared to Norm for Sixth Grade, Section I, Decatur Elementary School, Obtained from Stanford Achievement Teat, Pom D * * « « * , . * # 63

!•

X0» Arithmetic Reasoning and Arlthmetle Computation Compared to Horm for Sixth Grade, Section I, Decatur filamentary School, Obtained fraan Stanford Achievement Test, For» £ • • • • • « 65

11* Social Studies I, and Social Studies II, Compared to Norm for Sixth Grade, Section I, Decatur i&ementary School, Obtained f ros t Stanford Achievement Test, Form D • • • • • • 67

12• Elementary Science and Spelling Compared with the Horm for Sixth Grade, Section I, Decatur Elementary School, Obtained from Stanford Achievement Test, Form D • • * • • « 69

IS* Word Meaning and Paragraph Meaning Compared to Norm for Sixth Grade, Section I, Docatur Elementary School, Obtained from Stanford Achievement Test, Form G 75

14* Language Usage and Literature Compared to Norm for Sixth Grade, Section I, Decatur Elementary School, Obtained f*»om Stan* ford Achievement Test, Form Q . . 75

15* Arithmetic Reasoning and Arithmetic Compu-tation as - Compared to Horm for Sixth Grade, Section I, Decatur Elementary School, Obtained from Stanford Achievement Test. Form G 77

16* Social Studies I and Social Studies II Compared to Horm for Sixth Grade, Section Z, Decatur filamentary School, Obtained from Stanford Achievement Test, Form G • 79

17. Elementary Science and Spelling Compared to Korm for Sixth Grade, Section I, Decatur Elementary School, Obtained front Stanford Achievement Test, Form G . » • « • « • • • • BL

CHAPTER I

IHTRODUCTIOK

The philosophy of a school's curriculum building is the

general principles underlying the profession* Strateaeyer

and Jersild, critics on education, expressed their opinions

in the following statements: Strateaeyer says, "Education

is the process of learning how to live ia your day and ag©

and society. "*• Jars i Id says, "Sducation reprosonts every tiling

in the environment fro® which the child can learn or to which

he must adjust.®® Assuming, therefore, that if iwproper plans

of education are presented to the child, he cannot attain

the knowledge level presented by these educators• An attempt

will be made to find some reasons why the curriculum of the

Decatur Elementary School is not meeting the needs of the

children in one section of the sixth grade.

Statement of Problem

The problem of this thesis is to study the types, causes,

and effects of maladjustments found in analysing certain

pupils of the sixth grade. Also the problem seeks to determine

^Florence B. Stratemeyer and others, Developing: a Cur-riculum for Modern Living« p, 74*

^Arthur f* Jersild, fhe Child and lis Curriculum, p. 5.

why the present curriculum Is not meeting the needs of

these maladjusted children of the Decatur Elementary School*

Purpose of Study

The purpose of this study is to determine the types,

causes, and effects of these maladjustments upon certain

children In the Decatur Elementary School • tests were given

and extensive reading done in order to approach the problem

wisely. In the light of this Information some r ecommenda tions

will be made whereby the curriculum would more fully meet the

needs of thes« certain children#

Sources of Data

The data for this study were secured from the latest

educational books on the types, causes, effects, and correc-

tions of maladjustments of the elementary school child* Also*

information concerning the types and causes of maladjust-

ments was secured by giving four tests* They were: (1) the

Hew California Short-Form feat of Kent-al Maturity* (2) the

California Test of jEmojftMfcEt jgflBi A; the Haflflarty-

Wlckaan, Olson Bebafior Ratitog Scale it' and (4) the Stanford

Achievement Test. Slamentary Form D in October and Elementary

Forra G in May.

Plan of Procedure

The plan of procedure used in this study is direct and

very simple. The first chapter gives the statement of the

problem, the purpose of this study, the source of data, the

plan of procedure, and definitions of terms. The second

chapter presents the opinions of educational leaders pertain-

ing to the factors affecting maladjustments which include

the psysiological, intellectual, instructional, emotional,

and environmental conditions • The third chapter 1® an analy-

sis and ogranlzation of the data obtained from those teats

given to thirty-three sixth-grade children. Results of the

tests were studied, analysed, and tabulated. Chapter four

presents the Decatur curriculum, analyzes tha reasons why it

is not meeting the needs, and suggests changes which would

help correct the retardation and maladjustments found in this

school. The fifth chapter gives the conclusions drawn from

this study and lists the reccaia&endstlons offered*

Definitions of Terms

may be defined as behavior that disturbs

the functioning of the group and its development} lack of

fitness or harmony; unsultability to environment or situation*

Physical—surroundings: especially the conditions and

influences under which we live.

Intellect--»the jsindj the power to reason as distinguished

fro® the power to feel.

IntQliigence—^ability to apply the mind effectively to

any situation, stud$ or problem; clear thinking plus good

judgment; news or knowledge.

C^ffrleulum--the sxm •festal of the experiences In and

out of school which contribute to educational development •

Mental Hygiene-*-the attempt to reduce the prevalence

of mental illness or emotional mal&d justm&nta by pointing

the way to the development of habits condueiv© to good seatal

health*

CHAPTER II

FACTORS APP3CTm mL&DJU8TMSIT

On® of the greatest educational, industrial, and social

problems of today In caused by th© inadequate mental develop-

ment of children which prevents average efficiency. Statis-

tics show that approximately twenty children In every one

thousand examined are mentally defective. Jersild estimates

that thirty to fifty children will be maladjusted individuals

with maladjustments taking the form of crimes, vocational

failure, chronic unemployment, emotional instability, and

failure to make a satisfactory go of things.3- Hurlock says:

"Approximately one child out of every hundred is mentally

deficient and five out of every hundred are so dull that

they cannot expect to do what normal children accomplish*

Countless othersr are maladjusted in one way or another* The

education of these maladjusted and defective mental health

children has been placed in the hands of the elementary

school teachers,who have had Inadequate training to cope with

their complex problems• The concern at fchs present is the

effect the defective individual will have upon his school

*Jersild, op» cit.# p* 145.

^Elizabeth B, Ifiarlock, Modern lays With Chlldpen, p. 228«

6

associates, his home, and the community in general• The

child*s future adjustment to society is largely in the hands

of his first teachers,

Authorities contend that the priaary and outstanding

cause of mental deficiency is germ plasm which covers the

hereditary cases. However* in the last few decades author-

ities realise that heredity doe# not account fca? all the

mental deficiency oases• There are innumerable conditions

which may be causative factors in preventing normal Intel*

lectual development • One finds frequently rather well-defined

and obvious situations in the child'a environment that are to

blame for undesirable traits, Therefore, in handling Instances

of conduct disorders, it behooves the parents, teachers, and

others interested in child development to look into the

child's environment in an effort to find situations that would

explain his mladjustments.

One of the goals of education is to teach children to

adjust adequately to difficulty and frustration* The opinion

of Sherman is that:

Since we are becoming more aware of the tremendous number of emotional disorders in the adult population,, it is mandatory that w© attempt to use mental hygiene methods in our educational procedures in order to elim-inate the origins of these disturbances« • • Tim abnor-mal anxieties which we see in many adults, especially in those who are neurotic usually originated early in life*3

Mandel Sherman, "The Education of Personality** Ida* cation. LXVX (May, 1946), 550. '

Before the teacher ean deal wissly with maladjusted

children, he mist possess desirable personality traits which,

are inspirational in influencing each child to develop the

best qualities which he possesses* He must have a low for

children and a desire to better understand the behavior of

each individual• According to Roberts

Uhere is a particular need for mora knowledge and unders tanding of the growth and development of the ele-mentary school child* Adults responsible for IMs -age group are often baffled, bewildered,, and socio times angered, by these noisy, unkept, ill-mannered, irrespon-sible, irritable, unmanageable young dynamos. Often acre is expected of these children than they are able to produc e A

fhe school is concerned mostly with normal pupils, vho

possess emotional disorders and personality Maladjustments•

The teacher should provide an environment which will minimise

unnecessary mental or emotional strain. He should take them

as they are and assist them to function more effectively•

tee and Jiee say that I

Physical and mental growth are continuous from be-fore birth to maturity, k child's attention spaa grow® gradually from a few seconds at birth to an hour or more by the time he reaches adulthood* Other factors show in general the same type of development .5

Rivlln states that?

At the present time, the school is already affecting the emotional adjustment of its pupils • The teacher does not remain neutral in her influence upon the e M M ' i mental development merely by ignoring the problem. Through the selection of curricular materials, the -

^Katharine B* Robert, "Behavior as an Index of Children's Heeds," Childhood Education. XXIII (October, 1940}* 65*

5 J« Murray Lee and Dorr is May Le-et fhe Child and Bis Curriculum, p. 25 .

8

employment of disciplinary devi ces t the creation of classroom atmosphere, and manifestations of her mm, mental health, the teacher becomes a potent factor in the child's emotional life* It is necessary then, to examine educational procedures so that the school will contribute to the better mental health of its pupils# fhe classroom is an important source of mal-adjustment «®

The principal types of naladjustments found in chil~

dren can be divided into five classes with many subdivisions•

The five types considered in this study are physiological

maladjustment, intellectual maladjustment, instructional

xaaladjustment, emotional maladjustment, and environmental

maladjustment*

Physiological Maladjustment

A classroom which oontains children who have physical

aad mental defects reveals tha fact that the curriculum* is

not meeting its obligations to all children nor are tha activ-

ities adjusted to meet their needs, Stt physical development,

boys are slightly larger in siae although girls mature more

rapidly. Boys and girls grow more rapidly in the spring and

summer with a gradual slowing down in the late fall or early

winter• Children are more susceptible to disease at this

period. The diseases ar# mot only -serious because they r#«-

tard physical growth, but also because they hinder personality

development« It is not only the disease that causes the dis-

turbance, but extra attention at this time temporarily disrupts

6 Harry H* Bivlin, Educating for MiuBttaent. p« 9,

9

the normal trend of living* Any disease that causes the

malfunctionlng of any physical organ interferes with normal

fjhysical and mental growth which in turn develop® maladjusted

individuals• Some of the eoramon physical handicaps are; (1)

sub-normal intelligence, (2) left-handedness that affects

the reading said writing abilities of children, (5) eye fission

that creates eye strain, (4) malnutrition that lowers energy

and creates chronic fatigue * Physical defects such m faulty

vision or deficient hearing are often revealed by overt be-

havior • These physical defects place limitations upon the

child's parti ci pa ting In play activities of his classmates«

Physical handicaps complicate the adjustment of children#

According to lee and Lee s

If lack of proper sleep or food , ocr a chronic illness is sapping the child's energy, he has not the strength to make normal health adjustments; ha learns habits which lead to maladjustment, unhappiness, and again in turn to poorer physical condition*"'

Some physically defective children are timid and develop

attitude* of self-pity* The teacher should give these chil-

dren special class responsibilities• The child can gain

class recognition through his ability to perform some class-

room task* He can coach a slower pupil or possibly supervise

the play activities of smaller children so that he will feol

that he is not helpless * All ohildren should have self-confi-

dence* Driscoll says: "Basic to the development of self-

7 Lee and Lee, op> clt*, p* 107*

10

confidonc® is so attitude of realistic self-acfcuranes which

tlio teacher m y help children to achieve through her constants

on tb© I?ark,®

So® children ars thou^tlasely harsh in thoir feresftt-

mont of physically ls«fidie«®p®fd children# ft»y tan# nleSoaaias*

such as fatty, sli?a,red'i&&d, or fraeklas wMch eissbarr ass the

child eat cawt hia to witlsfeew froaa tha group*

fim t*ach6r should to# eiwttlcwyf ftM sjsiify her attitudes

without directing attention to the physically handieappod

puplla* Hara&iaappad children «po Ineltnod to spa®! »ose»« tint*

alone than mxerml cMXirsau fharefof-^ th« s«$kk& should halp

thasa children to devalop hcfebla* which will h*» iafeapastlng

anS *112 €»e?u y their tiraa*

Vtoususlly frail or stout fl-gtu?#® t»wt to affect tha «»»

tlooftl state of th® child# A fMtl ebild nlxo has baan ill

may boeon* a problem# .AH 6t&14v«tt b®®€ a ^*sa%

dssl of physical activity. la tba form of sports «n& gum®® wMeh

call for competition «dth s#lf and «®p«»felon wife others.

Most people d«> sot 3»«ogai» tiiat th# child's

height* weight* and g#rj#wtl physical ivojpot&ioafr hava v&m

the davalogftiemt of M a i>orsonality# Studios Imva be#m mada

which show feat physically handicapped individuals prasont

personality aialadjus tm<mts in significant $MAafci$3f* If a

s Gartruda Sriseoll, How to Study

p# 67»

11

child is unusually small or unusually large-or tall for M s

age, he Is often left out of school activities becatise ha

canmot compete on the same level* A child's development is

influenced by farces in the physical and cultural environment•

Another physical cause of aaladjustraent Is glandular un-

balance, or irregular or otherwise *nal functioning of the en-

docrine glands. Many children have intellectual and person-

ality disorders which can be traced directly to glandular de-

ficiency, especially that of the thyroid glands•

A large number of children have physical handicaps caused

by malnutrition. It is estimated that one-fifth of our chil-

dren are not properly fed due to poverty in the homes which

prevents parents from supplying proper food, ignorance of

parents as to quality of food and the way to fe#d children*

Bad eating habits also tend to retard growth. Mothers are &t

fault in believing that all children require the same atten-

tion and the same- food®* Desires for food are affected by

feelings of anger, jealousy, sorrow, or joy* Since the emo-

tions of children are unstable it Is unwise to force a child

to eat taore than his physical feeling demands * Every effort

should be made to have children calra and cheerful at inealtiae

so that they will have a desire for food and so that they

may not have digestive disturbances.

Children may be physically maladjusted by having a

speech defect due to environmental causes such as faulty

%z

teaching, attempts to imitate foreign accents, or to speak

too rapidly. Imperfect hearing & M muscular weakness of

the tongue may also cause speech disorders* There ara- twice

as many boys as girls who haw speech defects» and especially

stuttering defects.

Children are intolerant of any speech, defect and are

likely to make fun of children who are afflicted. This rid-

icule aoon develops a shyness and feeling of inferiority can

the part of the afflicted child, which causes the child to

withdraw from the group. Thus# the child is deprived of the

training in social behavior which is essential for proper

adjustment in mature life. Studies show that children of

poorer social environment are delayed la spaeeb development

as compared with better social environment. The teacher should

endeavor to decrease the nervous tension which develops into

inferiority complex. This is done by being friendly and by

getting the group to- b® considerate#

Intellectual Maladjuatiaent a

fhere have been innumerable definitions for intelligence,

and no definite decision has been attained as to the exact

meaning. Stoddard's definition is:

Intelligence is the ability to undertake activities that are characterised by difficulty* complexity, abatractness, economy, and the emergence of originals, and to maintain such activities under

IS

conditions that demand ft concentration of energy and a resistance to emotional forces#9

Ban*, Burton, and Brueckner give Thorndike's theory;

Thomdike moans that intelligence is made up of thousands of spacifie abilities such as ability to Caspar®, to discriminate, to react rapidly ( or slowly), to perceive, to draw, to-manage people, and 00 forth.*0

The level of intelligence varies from the idiot to the

genius, but educators say th*re are but few of the latter.

The level of intelligence determines to soma extent the suc-

cess in school« Pupils on the lower level have trouble mas-

tering their school work, and many do not succeed. It is

also known that pupils who have a high level of intelligence

experience difficulty in learning some of the essential skills.

Intelligence, as defined by Lee and Lee, is: "Intelligence

may be said to be that characteristic of a person which de-

termines his ability to sake adequate responses, and adjust-

mentis to his environment«BAA

One of the most characteristic things about children is

that they grow continuously and change into something els©*

Physical and mental traits develop gradually and se^m to

reach a stage of partial maturity during the period of lat®

adolescence. A child who is above the average in Intellectual

%©org® D» Stoddard, "On the Meaning of Intelligence,* Pathological Review, XL7III (May, 1941), 250.

10 A.3. Barr, William H* Burton, Leo J. Brueckner, Super-

vision. p. 276. 13 Lee and Le*, og. cit., p. 32.

14

ability is generally above the average in health, size,

sociability, and special aptitudes.

It has been round that parent* df average intelligence

are more likely to have children of average intelligence than

they are to have children who rate the highest level of in-

telligence . It was also found that fewer offspring in a

family rate slightly higher in intelligence than the offspring

of larger families. Generally speaking, children of high

Intellectual power are able to pursue a greater number of

interests with intensity than children of average or below

average intelligence•

If a child is to achieve intellectual advancement he

must have good health and participate in group activities.

Children cannot concentrate satisfactorily if they have phys-

ical,. emotional, or social disturbances; therefore, It is

Important to know the child's Influences so that he can be

dealt with in th* fairest and most satisfactory way, A child

with less Intelligence than other children cannot do as Much

as thejj no natter how hard he tries • Parents and teachers

should know tha level of a child's intellect so that they

can plan activities which will use his time and tax his ca-

pacity. Studies show that the intelligence quotient may

vary up or down as much as four or five points on the average»

but, generally speaking, the intelligence quotient remains

practically the same.

15

M. person with an Intelligence quotient balow seventy

is classed as feeble-minded^ the lowest level are idiots,

the middle lavol iabeciles9 and 'the highest level of this

group are considered morons» People with intelligence quo-

tients of from seventy to ninety are considered dull* These

people should be taught raanual skills so that they can do un-

skilled and semi-nkl lied jobs to earn a living* Children

with intelligence quotients of frcnt ninety to one hundred are

called average• By working hard this group of children can

finish Junior high school or possibly high school* All stu-

dents staking above one hundred ten are considered superior

in mentality.

Knowing that in general the intelligence quotient re-*

mains constant through life is important for three reasons

according to flurloek;

1* It Is then possible to plan the -childrs education so he can beat profit by it«

2m The certainty of a practically constant intelli©

tone© quotient throughout life enables parent® o plan the type of education that will fit the child for a vocation within M s mental scope,

3. Knowledge that the intelligence quotient re* mains constant makes it possible for adults to know what to expect of the child

There are aany kinds of test® being used" to measure in-

telligence, achievement, personality, and so forth, but It

mast be remembered that tests have limitations as well as

values» A single test is not a reliable measure of an

^Hurlo^k, M * fit.* P* 234,

16

individual'a abilities. All children have intelligence,

but tli« degree of intelligence varies from one child to an-

other and there are few geniuses •

Children are greatly influenced by their playmate** If

children are healthy, happy, and we11-adjusted, they are

sure to exert a good influence on one another• If there are

one or two problem children in a class, they will distort the

attitude of the other children, and before the year is over

a new crop of problem children will have com© into existence.

To move a child from one school to another often ciakes hint

appear to a disadvantage if he ia slow in making M s adjust-

ments with the other children# This may also retard his

progress in learning.

Instructional Maladjustments

It Is necessary for teachers to practice intelligent

cooperation to develop a sound program of mental hygiene in

tha school« It is the teacher'3 duty to create an atmosphere

in the classroom that will encourage each pupil to practice

self-control* He should provide a classroom that is free

from undue tension, bickering, and pettiness*

Rivlin states that:

Mental hygiene is therefore of major signif-icance as a basis for evaluating classroom pro-cedures and educational principles . . ,

A further responsibility of the teacher grows out of the prestige of her position. Consciously as well as unintentionally children imitate the one at the front of the roars, not only in dress

17

and aoe^ch, but In personality characteristic* m wall* It is therefore the teacher's duty to furnish a modal worthy of imitation so far as the mode of effecting adjustment is concerned. She must sat an example of poise and self-confidence and display & manner of meeting opposition and frustration that deserves emulation

There are several things that should be considered in

selecting a school for children to attend• They are: (l)

type of teacher, (S) type of pupil, and (3) the general

philosophy of the school as it has a lasting influence on the

child's life «ven more than the actual teaching*

Hurlock makes this eminent about teacherS1 traits t

If the teachers know, understand, and love chil-dren, they will handle them in such fit way as to de-velop healthy, wholesome, well-adjusted personalities• Teachers who regard all children m nuisances and who are in the teaching profession because of the social prestige it brings, or because they like to have their summers free, will frequently drive the more sensitive children in t sir care into unwholesome attitudes toward school and learning In general•**

The teacher 'who carries a personal anger into the el&ss-

roora and takes it out on the children, sees only what his

anger will let hint see. He does not see what he is doing to

the children. Teachers cause maladjustmen ts in their pupils•

Adjusted teachers do much to bring about adjusted children.

Certain situations cause maladjustments• The teacher who has

never been maladjusted cannot understand the turmoil of emo-

tions and upsets, and he is less likely to sympathise or

15

RIvlin, 0£. clt•» p. 15,

^Hurlock, op. clt». p» 361.

IS

realize the effects oalad jus tenants hmr® upon M s pupil*«

Experience affords a fuller understanding«

Children who have signs of serious m&ladjusteeKits may

make excellent readjustments If th# classroom teacher will

give thaa skillful help while they are with him. If ehil~

dren show signs of becoming seriously maladjusted, th© regu-

lar classroom teacher should to® alert to notice symptoms,

to locate causes, and to plan situations that will »ake nor-

mal adjustments.

An interesting e«®®at along this line is found in the

fitoeclal Education IGE § J M i i S S t

Most of the life of a child lies hidden fromtthe casual observation of the classroom teacher. Sven after the child starts to school at six, a small por-tion ©f his waking hours is within the teacher's close observation*

The child's life is being shaped not only by the-classroom but by th# playground, the home, the - church, and other factors of the oTsmnunlty. Therefore, no teacher can understand a child1* problem and behavior who studies his only in the classrocn* Heither can the child be really understood by taking him merely as he appears, for when the ©Mid comes to school at the age of six, he is already the product of an im-portant period of growth, and if sueh is to be dealt with effectively, the teacher nust realise that he continues to be a rapidly changing organism* There-fore, when the seeds of the child fir® considered, his past history and present circumstances should not be overlooked •*6

Parents and teachers cause children to be neurotic and

maladjusted by constantly pressing them to succeed# One must |g

Special Education Bulletin for Exceptional Children of Texas, p* 47«

19

remember that oftei* parents and teachers expect »©re fro®

children than Is within their capacity.

Les and Lee make the following observation:

Many teachers commit serious offenses which they would not tolerate from a member of their class • They m y be rude by scolding or in other ways showing dis-respect for the personalities of their pupils* They m y be unjust by accusing pupils of doing things they did not do* They nay be untrustworthy In not keep-ing a pupilf» confidence• The school must create within itself &?>•-' attitude and spirit which will make such things impossible* It cannot be done by super-ficial schemes for discussion, but must grcm out of the sincerely democratic practices of the sohool itself,' and all its attitudes, developed by the staff sincerely working together to this end,*®

Children like teachers for various reasons• Some of

the reasons according to Witty are:

(1) Cooperative and democratic attitude, (2) kindness and consideration for the individual, (3) patience, (4) wide interest, (5) pleasing personal appearance and Banners, (6) fairness and impartiality, (7) good sense of humor, (8) good disposition and consistentj behavior, (9) interests in pupils, (10) us® of recognition and praise, and (11) unusual proficiency In teaching*17

There are certain physical characteristics that may in-

hibit a teacherrs work. It is difficult to listen to a loud,

harsh voice over a long period of tints* The voice and speech

should be free from distracting factors* Mannerisms of

action or type of dress tend to prevent the child from giv-

ing M s undivided attention*

*6Lee and Lee, op, cit«, p* 55*

17Paul Witty, "The Teacher «h© has-Helped Me Most," .Rational Parent-Teacher. XLI (February, 1947), 7.

m

The teacher *s attitude toward har work is an important

factor in developing desirable characteristics in boys i M

girls. If tli® teacher Iowa her work, it ia usually safa to

say that the majority of her pupils will like to work with

her* The teacher who ia enthusiastic, who is not Irritable,

but always serene, will be loved and admired by har pupils*

This kind of a person la rara but a perfect teacher. Strang

mak®s this comment s

The taaehar who does not see bar pupils as poten-tial men and women, who cannot see their point of view, who ia dominating and intolerant, say cause Immeasur-able ham. Most teachers are'at neither of these ex* tsseises. Thay like their work, quite well, they are fairly patient and understanding, thay secure a con-siderable amount of respect, but soma are rather medi-ocre from the true professional standpoint.*®

The teacher must possess a knowledge of her subject#

If she does not aha cannot hide it from the children. On the

othar hand, if she knows her subject too well, she may expect

too much from her pupils• The teacher must have a knowledge

of methods of teaching* She must know how to present the

material in a wanner that will secure the eMld*» interest,

attention, and right mental attitude toward the work* Many

teachers have been shifted frequently and have been assigned

to activities for which they have had insufficient training.

The work periods and work habits of pupils are most im-

portant • If the teacher has carefully planned her work, If

"^®Frank Strang, "The Teacher's Personality,* The Grade Teacher» LXIV (December, 1946), 13*

21

the work meet3 the interests of the students, and the stu-

dents know what thay are to do, the work period can be most

successful. If it is not carefully planned, chaos may be

the result* Teachers should realise that each child is a

different individual and has different capacities.

The superintendent is the main person who promotes cur-

riculum improvement• He is aided by competent democratic

teachers in building a curriculum that will meet the needs

of his particular students• The steps to be taken to pro-

vide an effective educational program are covered in the fol-

lowing statements by Barr>, Burton, and Brueckners

1* The school should provide a curriculum consisting of varied educative experiences adapted to the age, ability, needs, and interest# of the individual with the aid of helping M m to live a satisfying life.

2. There should be a broad, rounded instructional pro-gram conducted toy competent, well-adjusted indi-viduals, and organized and administered according to modern principles of education*

5. There should be an attractive physical plant and a wholesome environment containing concrete instruc-tional materials, aids, and equipment that will stimulate learning of a socially desirable type,

4. There should be a well-coneeived guidance program with an adequate testing and record system which assists pupils maladjusted In varying degrees, edu-cationally, physically, socially, and emotionally, to adapt themselves to normal school and community life

The school should be concerned with the children '» ex-

periences outside the school. In planning the curriculisa,

the school should take into consideration the stages of growth

^Barr, Burton, and Brueckner, op* j c i t p . 507.

22

the individual lima passed, such as physical and mental de-

velopment, his interests, and experiences he has had#.

Much of what has been In the elementary curriculum for

children to learn has bean "over their heads11 or unrelated

to their interests. Jeralld has this comment to sake I

3chool« either have not discovered proper methods ©f achieving some of the understandings they have striven for la parts of the elementary school curric-ulum or they have tried to push children too soon into the acquisition of ideas which can be mastered only with added mental maturity and the experiences which coxae incidentally In the everyday life of the grow-ing child.20

Much of fee curriculum has been designed for the average

Intellectual child. More consideration should be given to

develop courses appropriate to those with superior or below

average mentality because they should each have a ohance.

The materials, textbooks, and so forth, are not suited to all

the groups j hence , there are failures that are not always due

to poor mentality.

Dolch says that:

A childfs performance in school depends partly on his experiences or lack of experiences , the places he has seen or not seen, the things ha has done or not done, the people he known or not known, or failed to know. When children do not do their work well, it Is just as often due to poor experiences as to poor ability. . . .

It is quite obvious that the school nakes little provision for the special talented child. 1

20Jerslld, ©£. pit., p. 110.

8*Sdward William Dolch, Helping Handicapped Children. p.. 187,

23

Hurlock saysi "Neglect of the superior child is on® o f

the most serious fault* of our educational system.*^2 It i®

perfunctory to give a program designed for the bright child

to a group of slow learners« Authorities are realizing the

slow learner is capable of a graat d-sal of growth» Hereto-

fore, they have learned little from year to year, but that has

been the schools' fault and not the children*!# • If the school

will give them what they can take, the future record will be

different from that of the past* As the slow learner has

gone from grade to grade# he has become more and m o r e l o s t .

Ssteh year the books and the classroom discussions go farther

and farther over his head; therefore, he ceases to try to

understand. A curriculum should provide for individual dif-

ferences in children. Overstreet makes this Q o m a m t i

Aptitude is of special importance in the school. In the" main, schools have been a kind of aptitude melting pot. All the different special strengths of individual students have been thrown in together and melted down into the undifferentiated m a s s . With this new insight, h o w e v e r — a n d the tests that n o w support it—the•years of schooling, from nursery to adult education, can become years, not of flattening out the individual into the "averagen but by build-ing him into the uniqueness of his own powers. As more and m o r s members of our society are thus built up, we w i l l have as a cultural asset more and m o r e people w h o enjoy the processes feat lead to maturity and who begin to glimpse the fact that the movement toward maturity is the movement toward happiness,23

88Hurlock, op» ci/fcpm <3501

^H.A. Overstreet, The Mature Mind, p. 34.

24

If a modern curriculum Is provided, the child it more

likely to find soma experiences on which he can thrive and

and consequently, he will enjoy school life. Host progress

is made when interest and understanding are prevalent.

Olson B&jBt

Children of the same chronological age and the same grade location regularly differ among themselves by as much as four or five years or more in their maturation and their readiness to perform tasks. Hence a second important classroom adjustment con-sists in having materials that encompass a correspond-ing range of interests and difficulty. All may then find something upon which, they can succeed, toward which they can strive, and which will maintain their interest and zest in school experiences

fhe rapidly changing society makes it necessary for a

constant revision of the curriculum to meet present needs.

The curriculum is never exactly the same from year to year

as no two groups give the same response, and no two teachers

teach exactly alike. Children must work and plan with the

teachers in curriculum making if they are to gain an under-

standing and competence in the democratic way of life. By

allowing children to plan with the teacher, the activities

in the school, the individual child1® interest and needs may

be recognised. Teachers are beginning to view the child as &

whole; hence they are helping the child to develop in a de-

sirable direction in a democracy*

Harding has this to say about changes:

24Willard C. Olson, Child Development. P . 326.

25

As the activities of man change in orientation fro® a self-dependant, self-directed, and self-supported individualist toward a social dependent, social directed, and social suppertod, comBmnity-minded being, we must make corresponding changes in education.5**

Strateraeyer says: "Unless the difference in ago, in-

telligence, and background are too great, these very di-

versities can enrich and extend the learning of each member

of the g r o u p • T h e most important thing is to place the

child in a group situation that will provide the beat op~

portunity for growth.

Otto has this to say about grouping:

The present writer is fully aware of the diffi-culties encountered by those in the field in making an organization flexible so that it may be adjusted to the needs of the pupils, but he also believes that little progress will be .made in practice toward the recognition of individual differences until those responsible for the organization and administration of schools change their point of view with reference to the relations of the school to the child and look upon the organization as a flexible agency whose services should be marshalled in the Interest of children.27

^notional and Affective

Individuals make different responses to various kinds

of stimuli* Same of these tendencies are valuable, others

are destructive. Children dislike certain subject®' for

Of) L.W. Earding, "Building Values in a Problem Centered

Curriculum, * Progressive i&ducatlon» XXVI (October, 1948}, 20 •

Stratemeyer, and others, ©g. oit«« p. 571»

Hnery J • Otto, Slementarv School Organization and Administration, p. 160•

86

various reasons* Si© child probably sees no value iiri-'jt

or it may be too difficult for him, due to M s poor basic

experiencesconsequently, this eauses a bad emotional

state and undesirable maladjustments.

Studies show that a comparatively larger number of chil-

dren are suffering from various forms of ©motional maladjust-

ments than the teachers are aware* Some are hereditary, but

there is a growing belief that the difficulties are caused

fro® the complexity of the heart®, the school, and the eammmity

environment•

It is not known to what extent the school activities

may be modified in behalf of the children's needs» Mo great

progress has yet bees mad® because teachers have not developed

the ability to identify incipient and actual maladjus traents,

and to give assistance to their needs* The basic needs for

grown-ups does not differ greatly from children's needs•

Frustrations which corn® in early life set the stage for later

frustrations »

Individuals need the sort of satisfaction that makes

one feal secure. Without it, h® feelstmaaf e and without

peace* Affection from others makes one f#»l secure and

gives the feeling of "belonging," As children grow older,

their status in society calls for this assurance of belong-

ing} they must have a social group of friends, or several

groups in which they are at ease. They must have a feeling

of adequacy which gives a basic sense of being capable of"

meeting demands that each day brings. To fe^l adequate,

on© must have th© kind of satisfaction that Increases self*

est«em, that builds into & personality a sens® of worth.

Each person In his own way tries to satisfy his emotional

needs* 3one individuals struggle more vigorously than others

toward gratifying emotional needs. Each person, when satis-

faction seams unattainable, reacts according to his own

fashion.

Children's emotional reactions are very different from

on® Individual to another• Parents who are emotionally up-

set have children with emotional disturbances • iiaotlonal

disorders cannot be traced to one single cause« Children

feel rejected when parent® fall to give them love, sympathy,

and understanding. An example of this would be a child born

out of wedlock and the parents later marry, but they do not

want the child; therefore, they reject him and cause MM to

b« emotionally upset and maladjusted. Parents need all the

knowledge they can obtain to recognise the subtle ways in

which children may feel rejected, and they should take step*

to remedy th® situation.

Some of the characteristic attitudes of th*> maladjusted

children are to feel lonely, to become easily discouraged,

to get stage fright easily, and to be irritated by daily

routine. Menninger, a psychiatrist, had this to says

28

Hkotlonal maladjustment costs energy and there-for® money. On© pays in some way for disappointment» frustration, insecurity, hostility* Many varied symp-toms result, in the for® of depression, anxiety, fear, suspicion. 1% is acted out In marital problems, mis-behavior, prejudice, discrimination, and anti-social acts. The Incidence of criae, an expression of »al~ adjustments, has reached an all-time high* The Fadaral government spends nearly tan times as wash to handle social failure -de Unguents and criminals, as to im-prove mental health.2®

A child whose emotions are upset have experiences of

fear, anger, Jealousy, tamper tantrums, and stealing. Pear

is perhaps one of the aoat common amotions children exper-

ience . Moat fears are caused fro® scsae experience the child

has had in his early life. Parents and teachers frighten

children either by punishment or by threats* There are two

types of fears which may be classified as objective and subjec-

tive. the objectives are fears of things which can be seen

or heard, such as animals, doctors, policemen, guns, lightn-

ing, etc* The subjective fears are based on feelings and

attitudes children have about something they haw heard*

Parents often relate their past experiences to get the child

to comply* Children accept their parents1 attitude toward

fear. Fear Is a driving force which affects the conduct of

people* Children should not have to suffer from fears im-

posed upon them by their parents.

Fear has a physiological effect upon the body* It makes

the heart beat faster# retards digestion, Increases muscle

William C» Minnlnger, M.C *, "Recreation and Mental Health," Educational Digest* XIV (January, 1949), 1-2.

29

tension, and affects speech organs* These ehar&etsristlcs

of body tension are prasant In any emotional disturbance, •

but are mors i^wrs when caused fro® fear, Mik@s®ll says:

11 If nature »s provision of fear with its strength is neces-

sary in threatened or actual danger of body to get oat of

the Crisis, then fear is biologically J u s t i f i e d * * 8 ^

The teacher should organiee her work in such a way a®

not to increase the child •« fears* She should try to help

the child eliminate his fears* She will have to discover the

cause of fear, then explain the response and get the child

to sei the need for overcoming his fear*

Practically every individual experiences the emotion of

anger. It often leads to undesirable conduct* It is caused

by inadequate self-control, and thwarting ©f M s wishes*

Anger is seen when personal wants are obstructed or pride is

injured*- The teacher should look for the cause of anger, as

anger is a signal that something is fundamentally wrong* 4

temper tantrum amy result, therefore, the child should be

taught that disturbed tamper does not always work out to the

advantage or desires of the one affected* An angry person

»ay feel Inferior which may develop into a form of jealousy*

Children should learn early in life that emotional outbursts

are unaccepted socially, and that they are responsible for

miserable feelings and unjiappineaa *

g%illlata Ifenry Mikesell« Mental gygiene. p* 257*

m

A teacher who has ma emotionally handicapped sfelM

should see that ho, a$te$#0dfi lit something each day. It nay

be a wry simple task but life® should praise hi® Immediately*

2# ah® should fail to prais* the child, and he is tha typ«

that hunger® for recognition, he may turn to misbehavior to

sseuasa attention*

Jealousy Is as outgrowth of anger, stimulated by re-

sentment toward people. The situation that calls forth jeal-

ousy is always a social one involving people• A child"may

b®% Jealous toward one parent, especially if he is the oldest

child,„ He probably does not want to share the parents' love

and affection with another. Jealousy is found in small fam-

ilies morn often than in large families, and trier© is also

more jealousy in children of higher intellectual level than

in lower levels, -Jealousy o©oixm more often in the home than

In the school, because children learn that' they are one of

raany and seldom have the opporttmity to take over everything.

The child must learn that he has certain obi 1 gat ions toward

M s family and later toward the conau&ity in wMoh he lives.

Jealous children often become jealous man and women.

Children encounter innumerable diffioulfcies in getting along

with other children# This causes fchea to feel ashamed and

to fmel that they we failures. Later on in life this emotion

causes an inability to share in the happiness of others and

they resent the success of others, - • —

51

Stealing is another response to an emotional disorder

which results from the desires of children that would other-

wise have gone unfulfilled. Parents should instill into the

child*s mind at an early age the Importance of respecting the

property rights of others.

The teache* la In a position to recognize any emotional

disturbance, such as the one mentioned shove and many other*

which are too numerous to mention. If she Is emotionally

healthy herself, she can direct the children in her care to

better channels•

Children who need sympathetic treatment are the shy and

and seclusive ones • The timid should be drawn out.

teacher should also give thought to the silent, brooding lad

who causes a moment's trouble. He is probably malad-

justed in some form. In contrast to the timid child is the

aggressive child who is bold and forward?* he ha® no fe&r*

and will attempt anything• Classmate# will disprove of an

over-aggressive ©Mid because he is too bossy. 8e often

thinks he is mere intelligent than he is. fhe teacher should

see that this type child has experience® in following others

as well as leading; he should know failure m well as success,

Children who are aggressive and nonconformists in their

behavior usually consent® more of the teacher's time than is

necessary, because they disrupt classroom routine. This type

Of pupil will work for only a short tlaft without supervision.

38

Tiegs and Katas make this conaaent, "A child's emotional tensions

are reduced by a wall-balanced schedule of school work, play#

social activities, relaxation and sleap.^G

The lasy child 1st to have soma consideration. His

laziness may be caused from ill health, inapporpriate cur-

riculum or lack of reading ability. Sr&ttoa says, mJk teacher

who allows a child to shirk M s work Is teaching him a habit

which may injur® hie future mental stability. *3*

•Environmental Maladjustment

At one time the causes of school children*s maladjust-

ments war# looked for in the classroom, but it ha® been

found that all tha different social forces affect the re-

action of tha child. Circumstances, such as unemployment of

the parent, illness in the family, brother or sister could

have been in prison t for a crime, or crowded conditions in

the neighborhood with no place to play, often have more ef-

fect on the child *s behavior than any happenings in the

school day.

The teacher must be throughly familiar with th® home

environment of her pupils if she helps to develop the whole

child. The child is under the Influence of the school less

SO Ernest W. Tiegs, and Barney K&tx, Mental Hygiene in

education, p. 368.

31 „ Dorothy ftratton, "Classroom Guidance of Pupils is*-

hibiting Behavior Problems,w lleaentary School Journal. ZLY (January, 1945), 286. '

S3

than a third of the day, therefore, it is important that

his school activities be organized so that his school and

home experiences are supplemented and modified in the most

helpful ways.

What happens to the child depends upon the adults who

haw the child under their control. The parents in the home

should help the child to grow from one stage to another* A

large number of children reeeiv» their first influences from

the parents who are themselves emotionally and socially im-

mature. In a home below the normal standard, the child is

made to feel unwanted, and he is terrified by throats or he

is made to belief© that life is just « scramble to get th®

necessities. The child must have a good environment if his

inherited qualities are to be fully developed.

In th® low income group, the family is unable to pro-

vide books and magazines for children to read. If the child

gets a book at school, he is deprived of a quiet place to

study, because several members of the family are forced to

share th© Same room. This group is usually on the move be-

cause their income will not provide for basic needs. Their

Job is finished and they must move on to find work. This

causes the children to be unstable and they must find new

friends. Often times they are not accepted by students in

the new school, or new neighborhood in which they live.

Children display certain behavior patterns in one group while

in another group their behavior patterns are altogether different.

34

S©m» neighborhoods are detrimental to the wholesome de-

velopment of children. Rivlin says:

Among the detrimental aspects of a neighborhood are poor recreational facilities, improper housing condition*, the frequency of undesirable establish-ments # the pressings of predatory gangs, and bad com-panionships, all of which Interfere with the possi-bilities of the child's making a wholesome adjust-ment •**

The school cannot ignore what is happening to the child

who has Inadequate recreational facilities. Children from

poor environments play less than other children, due to lack

of toys, lack of space to play, and poorer health* Some

children have practically no recreational facilities except

roaming the streets or attending the movies« Frequent at-

tendance at the movies causes #y@ strain* Studies show that

children have their sleep disturbed for several night* after

attending a movie. The strain and emotional effect of the

story on the screen sometimes causes the child to become ner-

vous and upset. The teacher must view the movie as a force

that should be regulated and directed to the educational ad-

vantage of the child.

The faculty of the school should cooperate with parents

and carry on a continuous child study by observing and re-

cording the behavior of children wherever and whenever

they are in their midst« Teachers often find they cannot get

the cooperation of parents• Certain things stand between the

32Rivlin, op * odtt? *9 p • 347 *

55

parent and the teacher because of the position each holds la

relation to the child .and because of their respective posi-

tions In the community. Teachers and parents must work to-

gether if they are to insure sound education for the chil-

dren, sines education goes an. during all waking hours of this

child# Tlegs and Xat£ say: "Most of the difficulties of

school children are due to the kind of parents and teachers

they have, the communities in which they live, and the kinds

of schools in which they attend."55

i»V*ry day children come to school from homes broken by

death, divorce, Illness, desertion, and infidelity* Some

mothers work and neglect their children. Confusion and un-

rest are in store for the children when their hono has di-

rect contact with grandparents or relatives who try to assume

responsibility for running the household* The home has the

greatest influence in shaping the character and destiny of

the child. The kind of house where one lives and calls home

has a great influence upon th© personality of the children#

The 1940 census showed that one third of our population was

sheltered in bad housing. Bad housing affects the health,

welfare and morals of people.

The attitude whloh parents hold for one another defi-

nitely affects the attitude and behavior of children. Studies

show that more "problea children1* coae from broken hoses and

®%iegs and Kats, op. clt., p. 22*

36

homes in which marital friction exist® than from homes where

fcappy relationship exist®. Homes that sometimes appear- to be

satisfactory are really broken and maladjusted by friction,

discord, and dissatisfaction between parents, A child who has

witnessed an emotional disturbance at home cannot accomplish

much mental work at school, Yhe unhappy child often fails in

his school work. Often the emotional disturbance Is caused

by an unhappy home environment,

If a child Is continually caressed, over-protected, and

catered to, he suffers from lack of self-reliance and desir-

able independence. Research shows that children who have

auch money and too many privileges are a® likely to b# mal-

adjusted as the children who Lava economic strain, as mentioned

before • Parents a»y move from on® neighborhood to another to

try to solve their problem of having an unpopular child, but

he has a slim chance In another neighborhood if he is not

liked in the present one. fh® best way to deal with unpop©- ••

larity is through social readjustment,

Large families have become rare, When there are several

children in a family, they are likely to have feuds among

themselves, but there will be someone with the child In time

of need; however, studies show that children who come from

smaller families are superior mentally.

It has been found from this study that environment has

a great influence upon the kind of an individual a child

m

will grow up to be. Barr# Burton, and Brueckner hare this

to say about environment t

The educational program Must provide a rich, wholesome, stimulating environment whieh continu-ously presents the child with new and interesting possibilities that keep him moving forward with east and Initiative and give him the opportunity to practlw* those skills, abilities, and behavior patterns which it is desired to develop.*4

To surnmarijse the causes and types of mladjus tments aa

aeon by this review of recent literature pertaining to mal-

adjusted individuals, the causes may be classified in five

categories, though in real-life situations they may not fee

so distinctly differentiated#

The causes are s

1« Physiological factors

2. Intellectual factors

3. Instructional factors

4. ^notional factors

5« Environmental factors

fh© types are:

1. Physical types that vary from the normal, such as

visual deficiencies, impaired hearing, varying stature,

nervous conditions, and defective speech#

2. Intellectual types shown in the form of egotism or

conceit, lack of intelligence, subject to anxieties or with-

drawing tendencies»

®^BARR, Burton* and Bruockner, OP» cifc»» p. 553*

38

3« Instructional types shown In the fora of iaek of

preparation for various subjects, lack of appropriate ma-

terials, lack of providing for individual differencest classes

too large, and lack of motivation.,

4* Emotional types in tho form of fear, jealousy,

anger, stealing, temper tantrums, and timidity.

&• finvironaontal typos in the form of lack of coopera-

tion of the home and school, foaling of insecurity, lack of

feeling of belonging, low economic conditions of the family,

and frequent moving«

eHOTai i n

A I ABAL1BIS OF G1HSSS AND WP20FS OF M I A W W £ «

KESTS on Trnmr-rmss SEEEH-ORADS CHIIDHEN

1 1 DSCATIM H M ® SCHOOL

Pacts of Maladjustments Keyealed by California

fest of Mental Maturity

fh# language intelligence quotient contain* factor®

that require a knowledge of reading coaprehenaion for the

pupil to be able to mark the statements correctly. Table 1

discloses a range in language factor score from 53 to 128

which shows that lack of reading ability is one factor that

could h&r® caused the wide range* Pupil mmber fifteen has

tha ability to do the lowest work of any ctember of the

class, and should not be required to do the saae amount and

a&me type of work as the pupils who possess higher language

factor intelligence quotients. If he la required to do the

same amount of work*, tension will be created and the pupil

will be emotionally maladjusted, caaued from failure to do

the required standard of work beyond hia capacity to acoosa*"

pliah# Table 1 show® feat th® same pupil _ aade 65. on the non-

language factor which indicates that he is weak' in some fac-

tor other than reading* The test shows that one-third of the

class ranked higher ©a the language factor- than they did on

40

SCORES OF SIXTH GRADE, SECTION I, MADS 01 CALIFORNIA T^ST OF MENTAL MATURITY

Pupil# Languag® Mon-Language ^ Total Mental Scopo

i 119 129 125 2 100 102 i 102 5 98 108 102 4 12? 96 117 5 113 97 108 6 72 72 72 7 95 126 102 8 91 119 98 9 108 122 111 10 85 84 84 11 104 97 105 12 7© 109 • 88 15 128 118 12© 14 66 85 74 IS 55 65 58 16 112 130 116 17 99 110 102 13 92 94 95 19 120 108 118 20 77 75 76 21 80 85 82 « « mm 115 93 110 25 78 91 82 04 lit 91 111 25 101 107 102 26 115 82 105 27 . 98 74 88 28 100 110 105 29 101 111 104 m 112 104 110 51 85 90 86 52 100 105 102 98 96 105 92

Median 100.4 100,8 101

41

the non-language factor» The median for the language factor

is 100*4* Sixteen pupils mad® an intelligence quotient of

lass than 100, which is considered a low average on the lan-

guage factor of the mental maturity test* fable 1 shows the

highest non-language factor score to be 139, the lowest to be

65* Sixteen pupils made less than 100 on the non-language

factor* This part of the test is not influenced by lack of

favorable social or educational opportunities! therefore, it

is a good test to indicate whether the child's curricula

should be simplified or if the child'needs a remedial read-

ing program* Since there are sixteen pupils below 100 in

each factor, one would deduce that Decatur Slementary School

needs a simplified curriculum and also a remedial reading

program* The nedian score is 100*8, only a gain of *4 over

the total median for th® language factor*

Thirteen pupils made an intelligence quotient below 100

on the factors or total components that indicate the total

mental capacity# This indloates a very small Increase in

total intelligence quotient for the class as a whole• The

median for the total mental factor has a slight increase

over the language factors and non-language factors, *6 and

•2 respectively. The observation is that these low medians

cannot be charged antlrely to low mentality of the group,

and curriculum adjustment would probably do much to correct

the situation*

42

Table 3 shows the number of pupils falling below the

norm, the component causing trouble, and the range below the

norm.* Table 2 also shows twelve pupils the noma on spatial

relationship• Thes© pupils should be encouraged to draw,

and manipulate tools and materials so they may improve if

they have not had the opportunity to improve their ability*

If the children still cannot accomplish their desired objec-

tives , the teacher should give extra help in interpreting

directions of reading where spatial relations are necessary

for the pupil to understand. Eleven pupils rated below the

norm on logical reasoning. The scores range from one to fifty

percentile. That Is one third of the class below the fifty

percentile point on that component• The children may im-

prove if their environment has been unsatisfactory, but if it

has been favorable a low score indicates a lack of capacity.

These pupils with lack of capacity must live on a low intel-

lectual plane, but they could become skillful in music or

art if they are interested and possess specific aptitudes.

Fourteen pupils made scores below fifty on numerical

reasoning. These pupils need special help in developing niaa-

ber concepts and special instructions and help in learning

how to use the fundamentals in solving numerical problems..

These same pupils could possibly do satisfactory work in music,

art, or creative work which requires very little numerical

reasoning. Table 2 shows sixteen pupils below the norm in

43

TABLE 2

HUMBER OP SfUBSWS MAKING B3L0W TK3 HOHM ON BACH COMPOHEHT OP THE CALIFORNIA TSST

OF M3OTAL MATURITY

Components

Percentile Norm

Components : 1 5 10 go 30 40 50

Spatial Relationships . 1 2 2 4 3 50

Logical Reasoning 1 8 3 2 3 0 50

Numerical Reasoning 1 1 2 4 2 ; 4 50

Vocabulary - 1 8 3 2 4 3 50

Total Mental Score 1 3 1 3 ® : 3 50

Language 1 3 4 1 2 4 50

Ion-Language 3 ; i 3 : 5 4 50

vocabulary# That is almost one half of the class • Lack of

training rather than lack of capacity may have caused the

pupils to make low scores on the vocabulary component#

Table 3 shows the classification of these same thirty-

threa pupils of Section I of the sixth grade in Decatur £Le-

mentary School obtained fro® the California Test of Mental

Maturity* Five pupils rata superior, fifteen rate average9

six rate low average, six rate Inferior, and one vary Inferior.

Decatur Sleiaentary School has children in this class with

five intellectual levels| therefore, five levels of work

should be expected from this group.

44

TABLE 3

CLASSIFICATION CF SIXTH CHADS, SliCTIOI I, STUDSFES' IHTSLL1&12ICS Q0OTISNT IN

DECATUR 2LEMSNTAHY SCHOOL

Classlfieatlon intelligence (Quotient Stagey of Pupil*

Very superior

Superior

High Average

Loir Average

Inferior

Very Inferior

150 and abov©

115-119

100-114

85-99

?o~m

Below 70

0 §

15

6

6

1

Total Students S3

A summary of Tables 1, 2, and 5 shows five pupils with

superior ability, twenty-one pupils with average ability,

and seven pupils with inferior ability• According to Boas's*

idea of classification, there is one feeble-minded pupil in

this class. Pupil number fifteen is classified as

in both language factor, and non-language factor, pupil four-

teen Is & moron in language factor* The handling of all

these different types of pupils with varying ability in one

group demands ingenuity and mental alertness on the part of

the teacher.

.C. Ross, Measurements in Todayfs Schools, p» 110,

45

Facts of Malad justments Revealed by California Personality Test

Personality Is a tern that Includes ability, and It re-

fers to the effectiveness and manner in which the entire in-

dividual meets his personal and social needs • r£h© answers

to the <juestlons on the teat express to scan® extent the child's

feeling of security, being loved and wanted by M e associates,

and to his feeling of worth* T&bls 4 show# information on

self-adjustment la which the pupils indicate how they feel

about themselves* The components disclose whether the basic

needs for security and self-realisation are being met for

eaeh individual pupil in Section I; of the sixth grade.

Table 4 shows the highest percentile score on the compo-

nent self-adjustment to be 85, the lowest to b© 24, the me-

dian 67.5* Thirteen pupils made below the norm on self-ad-

justment. A pupil is self-reliant If he performs act® in a

manner that indicates he feels secure, but if he falls to do

so, he is said to lack self-reliance• Table 4 shows that

seven pupils were below the norm on self-reliance. Th® teacher

could help the pupil to rely upon himself by telling him be-

fore hand that she was going to call on hia for the answer,

thus he would be ready to recite when thO time came * -uatar

the teacher raay ask a simple question she is sure the pupil

can answer, increasing the complexity each time until the

pupil feels confident that he can answer a question or speak

without confusion, fhrmu^ constant practice the difficulty

48

TABLE 4

PKRCKHTILS SOORI5 01 SELF ADJUSTMSHT FOE SIXTH GRADSj SiXJTION I, 0SGATUR- SLSHBKTARY

SCHOOL# OBTAINED PROM CALIFORNIA PERSONALITY ?EST -

m H ft P A

43 S3 c 1

t4 3 r-t «rs ® •*> m <

0

1 4

%4 *4 #Hi Hi # # 39 35

%4 <H © sS a „ © o ' » « +5 C L L 2r 3? •£? • 40 O tflO* §8

H . 0 < | § o © o *#

m « © fi fc « 0 m h m

m S3

&& H C- m

*H f? a

0 OH ® *S

( ,c! Co •P CD

S *4 &0O 5 l d£ t) "r(® ® @ 8 c £ «S If J<

i P 5 a m

:

• 833 &! £} > 4»

1 Q m

1 45 70 50 ft 90 50 20 50 2 65 70 90 50 90 60 40 50 5 70 90 65 65 90 70 50 50 4 75 80 65 90 40 80 55 50 5 86 90 90 45 65 95 55 50 6 40 . 55 SO 50 90 60 5 50 7 25 35 25 i 1 1 ; l 1 50 8 ; 70 80 80 45 65 60 55 10 9 70 70 80 65 90 50 75 50

10 75 80 90 50 65 70 75 SO 11 40 20 55 45 65 50 40 SO 12 40 55 55 10 10 40 75 50 13 m 55 65 90 40 15 40 30 14 SB 95 50 45 i 65 SO 10 50 15 55 55 66 45 40 70 50 50 16 35 m 50 45 65 5 30 10 17 60 70 50 45 65 50 55 10 18 55 55 : 55 45 90 10 10 50 19 ©5 55 65 90 65 60 55 10 80 85 70 25 65 10 40 6 50 21 50 80 25 XC 25 50 5 10 22 50 80 90 45 15 50 50 >0 2$ 50 90 65 65 90 15 10 50 m 65 55 99 65 65 60 go 10 25 60 70 . 65 65 90 40 40 >0 26 75 90 ; 65 90 90 40 75 >0 29 85 55 99 90 90 70 95 50

28 60 55 99 90 90 15 55 >0 2 9 30 55 55 50 65 go 5 >0 SO 75 70 80 90 65 60 : 95 50 31 50 SO 55 45 40 20 5 iO 52 50 ' 55 90 10 65 15 5 SO S3 | 5S 70 80 90 40 50 go >0

47

is removed. The rang® on the component self-reliance is 20

to 95, the median 70.9•

On the component, sens® of personal worth, fable 4 re-

veal# the highest scors to be 99, three pupils made a perfect

score, the lowest score Is 25. Three pupils were extremely

well-adjusted oa this component and ferae were maladjusted#

Bight pupils made below tip norm on this factor* That Is

slightly less than one fourth of the class, but it is too many

pupils to have a feeling of lack of personal worth. The me-

dian for the class is 67.1.

Table 4 shows a rang© of scores to b® from one to ninety

percentile points on the component of sense of personal free-

dom. The median of 48.7. Nineteen pupil's- scores fell below

the norm, and they feel that they do not have enough personal

freedom. They do not have a reasonable share is determining

their conduct, in choosing their friends, nor given enough

spending money, fhd lack of personal freedom may cause dis-

turbances in the emotional aspect of the child or his rela-

tion with his family. This item will be analyzed in Table 5.

The component feeling of belonging as shown In Table 4

has a range of one to ninety percentile points, a median of

67,7» Ten pupils1 scores fell below the norm, which Indicates

that the children do not have a satisfactory fooling of being

wanted and needed. Pupil number seven Is extremely maladjusted

in all components of self-adjustment. , Table 4 shows that this

48

pupil's highest score la 35 percentile point# on self-reliance

and on# percentile on each of the component# sense of personal

freedom, feeling of belonging, withdrawing tendency, arid ner-

vous symptoms • This pupil ranked the lowest of any member of

the class on self-adjustraent• Table 1 shows pupil number seven

has an intelligence quotient of 102 which shows that the child

is average mentally,. He is extremely maladjusted in person-

ality traits. Knowing the family, indicate® the causes of

these low score# are economic conditions and unfavorable en-

vironment duo to family relations difficulties, The teacher

certainly has a problem in trying to help this child develop

a more pleasing personality. The first thing she laust do is

to help the child change his attitude. The teacher could have

him keep a record of each instance of weakness and illness

as they appear to him so she can help him become better ad-

justed# It should be noted that pupil fifteen , who had the

lowest intelligence quotient as revealed in Table 1, is bet-

ter adjusted in each component than pupil number seven.

Table 4 shows that the component, withdrawing tendencies,

has a range of one to ninety-five, a median of 44*3, nineteen

pupils ranging below the norm. Table 4 shows that only two

pupils ranked above the 70 percentile point which is a small

per cent for a class of this size• Table 4 shows that the

larger per cent of the class possess many withdrawing tenden-

cies. The withdrawing tendency is cons.tdered serious because

49

it tends to cause pupils to re treat from real people and

society of which they should to® a part* The best treatment

is for a teacher to develop good relationships with the pupils•

The children must know that the teacher is in sympathy with

them and has an und rrs t and i ng of their pr obi ens and difficul-

ties • Each child should bo assigned duties he is capable of

handling and which other pupils do not resent* The activities

should be adjusted to the capacities and needs of each indi-

vidual so he may have the satisfaction of succeeding at some-

thing which he undertakes to accomplish.

Table 4 shows the nervous symptoms component to nave §

range of one to ninety-five, a median of 34-.5. Twenty-one

pupils 1 scores are below the norm,which indicates that the

sixth grade, section one, pupils are certainly maladjusted in

nervous symptoms. Thirteen pupils ranked below the fifty per-

centile point. Some of these symptoms may be duo to physical

disorders of the body, such as headaches, eye strain, or chroaic

fatigue which should be treated by a physician. However, many

of these nervous symptoms are caused by emotional conflicts

and feelings of insecurity. Treatment should come first if

necessary, followed by an investigation of the physician's

report• If this report reveals nothing seriously wrong, then -

the trouble is likely to be toe lack and need of feeling of

personal security. 'The teacher should avoid placing the pupil

in a position of tension-producing situations« Nervous re-

laxation is most important to the child.

80

To summarize, Table 4 shows a wide range of percentile

scores on each component with the nervous s yap torn component

showing the greatest nuiaber of pupils below the norm, the

component solf-r^liance showing the least number of maladjusted

children.

Table 5 prosonta the percentile scores on social adjust-

ment • The* median for the class is 71.2# The class made a

median score above the norm 4a» each component of this part

of tne personality test* However, soveral pupils were ex-

treme ly maladjusted in some of the components as Table 5 has

revealed, The highest scoro in social adjustment is 90, the

lowest is 85. Ten pupils fell below the noru on this compo-

nent# In the component social standards the median, for the

class is 61.8 percentile points* Table 5 shows the highest

acore to fee 90, the lowest score is five. Thirteen pupils1

scores fell below the norm, and eleven pupils made a percentile

score of 90 which shows that one third of the class is well-

adjuatod in social standards.

On the coiaponent social skills the median for the class

is 66.8. This component has a wide range of percentile scores,

the highest score is SO, the lowest score is five. iSight

pupils made nine-tenths and is exceeded by tw2> tenths of the

pupils on whom the percentile norms of this test are based.

SJwelve pupils made below the norm. The teacher who is inter-

ested in children vill leave off sosa© of her subjectansatter

5 1

TABLS 5

PSRGBSTILS SCORE 01 SOCIAL ADJUSTMENT FOR SIXTH GRADE, SECTION I, DSCATOR ELEMENTARY

SCHOOL, OBmiSSD FROM CALIFORNIA PERSONALITY TEST

i l H

4* IS fi g

tH 4» -

at « <H 3 o *»*» , 0 03 <4

» m

h S «S *Gf <rl O o 3 0 4» 01 ca

H 81 OS H •r4 $**4 »*« ' QM :

SI CO

i n & s s

0 *H g o o oca £

1 0 © M "d m 4» fl L (1 A fa <6*

! r-i 4* «H as

• (9 r4 : m o f% Pi

£j o m %*l IS 4» O

r4 £ 8 & S M ©*"t ' © 0 ©

:ea O 05

fc.® 4» j3 g 1 2 P 6 © o m

| o

i 90 90 80 90 60 ! 90 85 : 50

2 SO 90 30 65 4 0 50 55 1 50

3 ©0 90 30 30 25 65 85 50 4: 70 90 @5 90 25 50 85 50 s 90 90 80 65 90 90 : 85 50

6 80 90 65 90 65 85 85 50 7 10 20 5 20 5 1 55 50 8 70 5 80 90 60 90 85 50 9 70 90 65 30 90 65 55 5 0 10 7© 90 65 90 60 50 55 50

11 25 : 35 : 20 20 25 5 35 ; 5 0 12 75 35 80 65 90 50 85 50

13 s o 35 20 15 60 10 55 50 14 70 35 SO 90 40 35 85 50 I S 40 35 30 15 60 35 55 50

16 4 0 35 10 45 60 20 5 55 50

1? 85 60 1 ; 65 90 90 90 85 50 1 8 40 90 65 30 15 : 15 55 50

19 55 ^ SO 65 30 60 80 5 5 50

20 70 ' 35 ' 80 65 90 50 55 50 21 1 50 i 20 65 : 65 4 0 20 55 50 22 ' 55 60 65 30 90 20 35 50 23 ! 70 60 45 I 45 90 90 35 50 @4 45 35 45 45 25 20 55 50 rSrgJ 80 60 65 90 90 65 55 50 26 80 60 65 90 60 90 85 50

27 80 60 65 90 90 90 55 ; 50 28 : 85 90 80 90 90 50 85 50 29 25 20 ; 45 10 25 10 35 50 30 85 60 80 90 90 65 \ 85 50

3 1 40 90 45 45 25 10 \S5 i 50

32 45 35 30 90 5 65 55 50 S3 75 60 65 65 40 90 85 50

dissuasions and provide opportunities for pupil* to lesem

and practice^social skills with their classmates «

fable i shows the highest scor© to be on the component

freedCM froia anti-social tendencies, the median for the class

Is 66 .7# ffe® lowest ©core IS# Fourteen pttpils a&d# scares

below the norm# The pupils in this group are the ones who

endaavor to satisfy their needs is way® that are unfair to

others* fhe curriculum should be adjusted in such a way as

to provide suitable activities for all pupils, so they will

not. turn to bullying* disobedience, and quarreling in ordar

to gain satisfaction within themselves.

0» the co&ponent family relations the median for the

olass is 62.1. Table 5 shews the highest score to to® 90}

twelve pupils1 scores fall ia the 90 percentile interval

which means they are well-ad justed * fhirte^n pupils * scores

fall below the aora# which ms&ns they are raaladjustedj tha

most maladjusted pupil mads a low score of five percentile

points» T&bl© 5 reveals that ptapll iMflser sevan if extremely

maladjusted in all the components of th© social adjustment of

this personality test# Be is the same pupil who was the aostt

maladjusted m, self**ad jus tenant • fhe treatment for children

with oadadjusted families requires skillful tact in contact-

ing parents and explaining how thay are defeating their pur-

poses whan they destroy the feeling of security in their chil-

dren. Family troubles show marked influence upon the child *s

ss

©motioiaa and feelings of sactivity. If parents ara indifferent,

the Parent-Teacher Association or some other organisation will

have to use their influence in trying to get the parents to

©hangs their attitudes* fable 5 shows feh© sua® msaber of

children below the norm m was below the norm on the component

of family relations? however, there were six different chil-

dren, maladjusted in school relations, who showed average or

abova the norm in family relations • Teachers should examine

their personalities to see if they possess qualities which

the children should desire to pattern after, if not they

should do scme adjusting before they attempt to influence the

behavior and attitudes of maladjusted individuals• Table 5

shows the highest score on ccwaaunity relations to be 85, the

lowest score to be 35« Only five pupils made a scor© below

the norm. The class as a whole shows better adjustment in

community relations than any other component of the entire

personality test#

fable 6 shows a composite restate of all components in

Table 4 and Table 5« To summarize, Table 6 shows that pat-

terns of adjustments include disturbances front all the com-

ponents of the test. The pupils were best adjusted in the

components of coramunlty relations, and least adjusted in the

component of freedom from nervous symptoms* Table 6 reveals

the fact that some pupils need assistance in each of the com-

ponents of the California Test of Personality. Maladjustments

84

TABLE $

MMBSR 0F STUDENTS B3L0W THS NORM -OK SAC II COMPONENT II TIIE SIXTH SHADS, SECTION I, DECATUR ELE*

HSOTARY SCHOOL, OBTAINED FROM THE CALIFORNIA PERSONALITY TEST

Components Nora Nmber of Students

1, Self Adjustment 50 15

A• Self-reliance B» Sense of personal worth C, Sense of personal

freedom D# Peeling of belonging B. Withdrawing tendencies

{freedom fro®) F„ Nervous syaptoBS

(freedom from) 2. Social Adjustment

©0 m

m 50

50

50 SO

7 8

it 10

17

21 XO

A. Social standards B. Social skills C. Anti-social tendencies D. Family relations !

S. School relations P. Coasftunlty relations oi

c* <n o» cn w

o oo o o o 15

12 14 13 15 10

Total Adjustment SO 10

are caused from a variety of areas and a combination of sev-

eral components on both s®lf»ad jus taient and social-adjust-

ment . A change in environment may reduce nervous tension

and stimulate the child to attack and solve M s problem* in

other areas* Remedial treatments that develop a mora satis-

factory personality in one component will also develop bet-

ter adjustment in another component* A teacher who gives

sympathetic help, that assists an unhappy child to find

§5

self-realization and to develop generous social attitudes

will also be helping him achieve a balance of personality

which produces a batter adjusted Individual to ssaet M s needs

as a member of hi# class and society in general.

Evaluation of the Behavior of Children

Only Section B of the Haggerty-Olaon-Wickman Rating

Schedule is used to evaluate the behavior of children wherein

the teacher ratea the pupil on intellectual adjustment, phys-

ical adjustment,: social adjustment, and emotional adjustment.

This test differs from the California Personality Teat in

presenting the results, in that a low score indicates desir-

able adjustment, and a high score indicates undesirable ad-

justment for each pupil in the sixth grade, section one, of

the Dscatur Elementary School, obtained from each component

of the Behavior Rating Scale. The scores show the assets as

well as the weaknesses ©f each individual• The limitation to

this test is the tendency of the rater to be biased in his

judgment and the score may reflect the teacher'» attitude to-

ward the child rather than the facts about the child•

Table 7 shows the norm for the intellectual trait to

be 16.8, Nineteen pupils' scores are below the nora which

indicates that they are better adjusted than the fourteen

pupils who rate above the norm* Pupils numbers two, six,

eight, ten, eleven, twelve, fourteen, fifteen, twenty, twenty-

one , and twenty-nine indicate intellectual maladjustment•

56

DISTRIBUTION OF TTIE PERCBfflTILS SCORE ON THS HA.GOHETY-OLSON-%rICKKAK BEHA¥JOH RATING

SCHiSDEFLE B FOR THE SIXTH QUADS, SECTION I, immm JSLSI "

m u x SCHOOL

Pupils Intellectual ' Physical Social Smotiojaal

1 9 13 13 e 53 17 24 25 s 16 12 21 28 4 7 11 15 16 5 8 9 M 14 © 28 21 28 32 7 15 IS 22 20 8 to 11 16 f 14 9 10 10 15 14

10 24 12 25 20 11 85 10 28 24 12 52 15 pQ 33 13 7 § 14 13 14 33 14 24 28 IS £5 11 21 30 16 9 11 12 13 17 16 14 18 15 18 15 10 27 23 19 7 11 15 12 20 31 23 30 35 81 31 20 27 22 flJlS 8 12 14 12 23 14 13 15 13 24 8 12 14 13 25 10 11 16 13 86 8 13 17 15 37 18 12 18 15 28 9 8 14 14 29 23 18 89 20 30 13 14 13 13 SI 17 12 : 15 15 32 18 11 16 17 33 12 10 18 13

Nora 16*8 12.7 16 »0 18*7

5*7

Comparing these pupils * scores with their intelligence

quotient as shown in Table 1, three pupils; namely two*

eleven and twenty-nine, ranked above one '• hundred or low

&verag©j th® rem&Jmlng sight pupils have a range in intel-

lectual ability from 58 to 98 which corroborate® the intel-

ligence malad$ustment in this class.

Table 7 showd the median for physical traits to be 12.7•

Twenty-one pupils ranked below the norm which indicates

satisfactory physical adjustment, twelve ranked above the

norm which indicates physical malad Jus tment» Comparing these

figures with the twenty-one children showing nervous symptoms,

Table 4 indicates physical malad jus tment in this class • The

treatment would be the same as is stated under personality

maladjustment•

Table 7 shows the median for social traits to be 16* Six-

teen pupils1 scores are below the norm which indicates satis-

factory adjustment. Seventeen pupils* scores ranked above

the norm which indicates social maladjustment* 4 comparison

of these scores with the total social adjustment in Table 5

corroborates the social maladjustment for the pixth grade,

section one, of the Decatur Elementary School*

Table 7 shows the median for emotional traits to be 18*7.

Twenty pupils ranked below the median which indicates satis-

factory adjustment; thirteen were above the norm which indi-

cates emotional maladjustment. The school program should fit

§8

the matur1 ty level of each pupil to provide for the needs of

these maladjusted pupils as disclosed in the teat given.

This may require the teachers to change their attitudes and

methods in teaching*

The children need help in bringing in regulation their

emotional responsiveness* The environment should be changed

as it may be terrifying and causing emotional disturbances•

A summary of Table 7 shows that fourteen pupils are mal-

adjusted intellectually, twelve pupils are maladjusted phys-

ically, seventeen pupils are maladjusted socially, and thirteen

pupils are maladjusted emotionally*

Pacts of Academic Maladjustment Revealed by Stanford Achievement Test

Educators believe that the diagnosis of individual

pupilJs difficulties causing maladjustaents as well as the

pupills progress in academic subjects is important in promot-

ing a fetter program of democratic education* It is said that

too many teachers teach subject-matter without r»cogpti«ing the

difficulties individual pupils are having* An achievement

test measures the results of learning* In October, 1949,

Form D of Stanford Achievement Test was given; in May, 1950,

Form Q of the same test was given* Th® results from these

teats show how well the pupils have succeeded , In mastering

each school subject* The results from these tests will be

used to locate the strong and weak points of their achievement *

59

If a test Is given twice and the scores vary too MULCI* it is

said that the t*st Is unreliable.

Tiegs and Kats have this to sayi

In general the most valid evidence of school achieve-ment is obtained from properly validated or standard-ised teats. Such tests make it possible to compare the achievement of the maladjusted individual with that of the group with which he is classified,®

People -sake adjustments to life in accordance with

their achievement on the level of their ability; Deviation

from normal adjustment cause# frustration and feeling of in-

security.

Table 8 shows the score on paragraph meaning and word

meaning compared to the norm for the sixth grade one month.

Table 8 reveals that thirteen pupils* scoria fell below the

norm on paragraph meaning# Th© highest score is 75, the low-

est la 32• It is said if a child's score is one or more

years below hi® grade or if his mental age is one or more be-

low the mental age to master the work, the work is too dif-

ficult for that individual. Any score below 45 may indicate

that the work was too difficult. Table S reveals that eleven

pupils * scores fall below 45; therefore, the work in the

sixth grade may be too difficult in paragraph meaning for one

third of the class. Seven pupils' scores arc* more than one

year above the nana which indicates that they have achieved

the fundamental of reading and can comprehend what they read*

There are four other pupils retarded one year or more below

%iegs and Kats, op, elt,. p, 187 »

60

TABLE 8

WORD MEANING AID PARAGRAPH MEANING COMPARED TO NORM PGR SIXTH GfiADS>, dBCflOM I, DMlGATiM

ELmmTART SCHOOL, OBTAINS FROM STANFORD AClilJWSMiSNT »

FOES D

Pupils Paragraph Meaning Word Meaning Morm

1 58 53 2 — 53 3 43 50 53 4 75 71 53 8 mm<mK «**•»» 53 6 42 32 53 7 55 55 : 53 8 44 40 53 9 48 55 53

10 47 32 53 11 40 55 53 12 32 36 53 ' IS 70 72 53 14 37 41 53 IS 32 26 53 16 63 62 53 17 84 52 53 18 53 52 53 19 64 65 ! S3 20 53 21 33 m 53 22 62 88 53 23 • 58 43 53 m «*<«(* •mr-ms* ; 53 as 53 61 53 m 65 67 53 27 44 54 53 28 59 47 55 29 53 57 53 30 53 00 53 31 42 49 53 32 39 33 53 33 53 57 53

« •

• c h i l d r e n d i d n o t talcs test.

63.

the norm than ther® are pupils on© year or more above the

new®. That Indicates that eleven pupils should be given

easier reading material so they can comprehend what they

read and build up to the norm for sixth-grade pupils •

Table 8 shows the highest score on word meaning to be

72, the lowest to be 26, Fourteen pupils mad© a score below

the norm, nine made a score of at least one year or more be-

low the norm, therefore, the word meaning is too difficult

for nine pupils• Nine pupils made a score of one year or

more above the norm. The same number of pupils are one year

or more above the norm as there are one or more years below

the norm. The pupils are better adjusted in word meaning

than they are in paragraph meaning. Comparing these malad-

justed pupils with their intelligence quotients as shown in

Table 1, it is revealed that all the pupils who made low on

paragraph meaning, except pupils numbers eleven and thirty-two,

have an inferior intelligence quotients; therefore, they are

not capable of achieving work on the same level as children

who possess average ability. Reading Is the basic subject

of the elementary school and Inadequate training in reading

is one of the common faults of pupils. The treatment should

be to give each individual reading material on his own read-

ing level, which would be third grade for three of these

pupils, and fourth-grade level for six pupils in this class.

The pupil would then make more progress than he does at present-

62

Table 9 shows the scores for language usage and liter-

ature for sixth grade, section one• The rang© in language

usage is 78 to 24. Sighteen pupils' scores are below the

norm, eleven pupils< acores are more than one year below the

norm, tnerefore, the work is too difficult* Nine pupil® made

a score of one year or more above the norm. There are two

more pupils retarded one year or more in language usage than

there are one year or wore above the norm.. Twelve of the

pupils who were below the norm in language usage are the same

pupils who were below the norm in word meaning. Therefore,

they need to spend more time on studying the meaning of words

and how to use them correctly.

Table 9 reveals the range of literature to be 71 for the

highest score and 26 for the lowest score• Nineteen pupils

made below the norm, sixteen pupils made a year or more below

below the noma, therefore9 the literature is too difficult*

Only five pupils made a year or more above the norm. There

were slightly more than three times a» many pupils in this

sixth-grade class who made one year or more below the norm

than there were who mad® a year or «or# above the norm. The

lack of adequate books with desirable stories will account in

part for the low scores on literature* The low Intelligence

quotient and lack of basic foundation for reading will aocount

for low scores. The treatment would be to divide the class

into groups of about the same reading ability and supply them

63

TABLE 9

LAHGTIAGS USAGE AND LITERATURE COMPARKD TO NORM FOR SIXTH GRADE, SECTION I , DECATUR JSLB*»

M S M M J SCHOOL, OBTAINED PROM STAM-FORD ACHIEVEMENT TiSST, FORM D

Pupils ,Language Usage Litorature Mora

1 §9 42 53 2 « * « * » » 55 3 45 51 53 4 67 64 53 5 * » < * * W i l l i 53 6 41 31 53 7 32 7 1 53 8 57 31 53 9 * T X 50 53

10 34 33 53 1 1 51 36 53 12 44 27 53 13 64 64 53 14 4 1 40 53 15 24 26 53 16 46 58 53 17 47 61 53 18 65 64 53 19 ; 81 63 53 SO — mm 53 21 39 30 53 22 52 68 : 53 23 70 4 1 53 24 40* « * 4MM* 53 26 56 51 53 28 78 56 ; m 27 - 40 1 39 i 53 28 67 34 53 29 58 44 S3 50 76 47 53 S I 51 56 53 52 45 28 x 53 35 68 51 __!!

—children did not take t»et,

64

with plenty of good interesting literature on each group '•

reading level so they wan learn about the stories they should

have read in the fourth and fifth grades since in those grades

they did not have access to the proper literature. Fourteen

pupils should be given literature on the third- and fourth-

grade level. Pupils numbers one, six, eight, eleven, twenty-

one, thwenty-three, twenty-five, twenty-eight, twenty-nine,

and thirty-two made their lowest score on literature of any

component of the achievement test* Pupils numbers six, eight,

twenty-one, and twenty-three have inferior intelligence. All

the other pupils listed above have a low average intelligence,

but are mentally capable of comprehending literature if they

have plenty of material on their reading level« Fourteen

pupils should toe given literature oaa the third- and fourth-

grade level.

Table 10 shows the scores for each child on arithmetic

reasoning and arithmetic computation# The highest score on

arithmetic reasoning is 68, the lowest is S8*. Thirteen pupils

raada below the norm; only two pupils made more than one grade

below the norm. Sight pupils made one year or mora above the

grade norm for sixth grade one month arithmetic reasoning.

This is the first component of the achievement test where

there were more pupils who ranked one year or more above the

norm than there were who ranked one year or more below the

norm. The ratio of pupils who ranked one year below and one

65

TABLE 10

ARITHMETIC REASONING AID ARITHMETIC COMPUTATION COMPARED TO SGRM FOR SIXTH GRADS, SECTIOH I,

DECATUR ELEMENTARY SCHOOL, OBTAIHED PROM STAHFORD ACHIEVEMENT T3ST, FORM D

Pupils Arithmetic Arithmetic lom Pupils lessoning Computation

1 68 57 55 2 * * « * -mm 55 3 50 50 55 4 SO 52 55 5 55 6 49 48 55 7 50 47 55 8 55 54 i 55 9 56 55 55

10 50 56 55 11 40 45 55 12 50 52 55 15 65 68 55 14 49 49 55 15 $8 44 65 16 57 . 55 55 17 55 48 55 18 65 55 ' 55 19 52 58 55 20 mmm* 5$ 21 52 49 ' 53 22 59 59 53 23 55 60 55 24 '•mm* mm 55 25 55 56 53 26 60 51 55 27' 52 55 53 28 59 62 55 29 59 59 53 SO 57 56 53 31 50 49 55 92 49 51 55 3$ 56 55 55

—children did not take t*st.

Si

year above the norm is higher; therefore, the pupils are

better adjusted in arithmetic reasoning than they are in any

of th© other components of th® achievement test, Form D.

Only two pupils ranked cm fourth-grade level compared to the

norm on arithmetic reasoning.

fable 10 shows the highest score on arithmetic computa-

tion to be 62, the lowest to be 44* Only one pupil is more

than one grade below the norm. All pupils who scored below

the norm made an equated score on the equivalent of fifth

grade except pupil number fifteen who scored fourth grade.

Table 10 shows that the class *s a whole were on about the

same level on each of the components, arithmetic reasoning

and arithmetic computation* Comparing fable 10 with fable 2,

about the same number of pupils, and the same pupils need

help in developing number concepts and also special instruc-

tion and help to learning the fundamentals necessary to solve

numerical problems• fable 10 reveals that the arithmetic

taught in this class is nearer on the class's ability level

than any other component is the achievement test*

Table 11 shows each pupil's score on social studies one,

and social studies two* The rang© of scores on social studies

one is 81 to 50. eighteen pupils * scores fell below the nor®,

six pupils1 scores fell more than one year below the norm;

therefore, six pupils should be given less difficult material

in social studies one. fable 11 shows that three pupils

67

fABUB 11

SOCIAL STUDIES I, AID SOCIAL STUDISS II, COMAftiSD TO FORM FOR SIXTH GRADE, SECTION I, DECATUR

ELSMEBTARY SCHOOL, OBTAINED PROM STAN-FORD ACHIEVEMENT TBST, FORM D

Pupil Social Social Item Studies I Studies II

1 5® SI 53 2 — mm 53 3 55 §6 53 4 73 63 53 5 •mm-mrn «#«** 53 6 42 52 S3 7 38 $8 53 8 33 60 55 9 58 67 53

10 30 45 53 11 46 41 53 12 48 44 53 13 81 65 53 14 47 47 53 15 30 32 53 16 54 68 53 17 49 57 53 18 55 55 53 19 84 56 53 20 iMIHi* mmm 53 21 45 35 53 23 61 - §0 53 S3 49 47 .53 24 «— 53 25 54 60 53 26 49 59 53 27 35 54 53 ta 50 60 53 29 @2 51 53 30 46 57 53 31 47 42 53 32 30 37 53 33 49 50 53

'Children did not take test •

68

ranked cm® op mors grades above tlx® momi, just one-half as

many pupils who ranked one of more years above the norm as

there were who ranked one or mors years below the norm., Hence,

one can deduce from the data collected that the ©lass as a

whole has not had the baste 'foundation for social studies

number on®. Comparing social studies on© with paragraph mean-

ing, Table 8 shows that practically the same pupils who ranked

low in paragraph meaning also made low scores in social studies

number one; hence, the necessity to comprehend what one reads

so ;he say understand other subject matter or any reading ma-

terial ';h@,/ say choose to read,, fh# treatment would b® to

give a remedial reading course which would in turn increase

the child's ability to read and understand social studies.

fable 11 shows that the highest score in social studies

number two is 68, the lowest Is 32. Thirteen pupils * scores

fell more than one year below the norms therefore, the activ-

ities in social studies two should be on a lower grade level

for six pupils • Table 11 reveals that ten pupils ranked more

than one year above the norm. Social studies two and language

usage show the largest number of pupils who were best adjusted,

considering all the components of the achievement test* How-

ever, language usage component shows five more pupils who were

maladjusted than are maladjusted la the social studies two.

Table 12 reveals the scores for elementary science and

spelling for the sixth grade, section one. The highest score

TABLE 12

THS M M FOR SIXTH GRADK. SECTIOI I, jXS&i:

FROM STANFORD A0EIBVBSIS3RT TEST, FGtl B

Fuplla I " Elementary Science

Spelling Morm

1 ©1 57 53 0 • * 53 3 60 48 S3 4 74 ; 47 j §3 5 63 6 40 42 i S3 7 68 42 65 8 60 46 - 53 9 58 46 S3

10 §8 42 53 . 11 47 49 53 12 24 42 S3 IS 74 74 53 14 46 48 ©3 15 96 40 S3 1© m 53 S3 17 55 42 53 IS 47 55 53 19 $0 ©4 53 BO » • ' S3 SI m 47 53 22 m 5# ' " ' 53 23 j 68 48 ; ' 53

' 84 * * * # • •*rn*m 53 M 57 m ' i : 53 m 70 69 • .. • 53 27 4fi 84 : • ; • 53 ts 68 58 .53 19 68 ] 58 S3 30 m m j : '• 53 SI m si i S3 m • si 40 ; • 53 ,33 56 §8 • : •: : S3

< #

Clxildran did not take test..

70

in elementary science la 74, the lowest seore la 24* Thir-

teen pupils1 score* foil below the norm, eight puplla' scores

fell more than one year b«low the H O M » Therefore, the work

ahould be on an easier grade level for at least eight pupils•

Nine puplla1 scores were one year or more above the norm. Of

the thirteen pupils' scorea below the norm, all the pupils who

made below the norm have an Inferior intelligence quotient

as shown in Table 1, except for puplla numbers eleven and

thirty-two who have a low average intelligence quotient aa

shown in Table 1, pupil number thirty has a high average in-

telligence quotient as shown in Table 1, pupil number nine-

teen has superior ability aa shown in Table 1« Pupils numbers

twelve, eighteen, nineteen, and thirty-one, made the lowest

score® on elementary science than any component of the achieve*

ment test, Form D»

Table 12 show® the range in spelling to be from 74 to 40.

Fifteen pupils' scores fell below the norm, seven pupils*

scores were a year or more below the norm. Thia shows that

fifteen pupils do not have the basic foundation for sixth-

grade spelling| six are trying to learn words beyond their

ability to grasp* Six pupils made a- acor© of one year or more

above the norm which means they have a basic foundation for

sixth-grade spelling. Pupils numbers four and seventeen made

the lowest scoros in spelling of any component of the achieve-

ment test.

71

To summarize the data shown on the achievement test,

Form D, each component will show the number of children who

ranked one or more years below tho norm which indicates mal-

adjustment for eleven pupils In paragraph reading, nine pupils

In word meaning, eleven pupils in language usage, fourtean

pupils In literature, two pupils in arithmetic reasoning,

one pupil in arithmetic computation, six pupils in social

studies number one, and six pupils in social studies number

two. The facta In Tables 8# 9# 10, 11, and 12, can be com-

pared and they show that most of the pupils who made low on

one component of the test made low on aiMlar components of

other tosts. Arithmetic is meeting the needs of tho class

best} literature, paragraph meaning, and language usage are

causing the most maladjustments•

In May, 1950, the children were given Form D of the Stan-

ford Achievement Test# Table 13 shows th» scores for each

pupil in the sixth grade, section one, on the components,

paragraph meaning and word meaning* The entire class of

thirty-three pupils took the test. Table 13 shows the range

of scores to be from 80 to 31. Eighteen pupils 1 scores fell

below the norm which indicates the work is too difficult.

Ten pupil# made scores of on® year or more above the norm.

One more pupil shows maladjustment in paragraph meaning than

is above the average in being well-adjusted. Five of the

pupils who made below the norm have intelligence quotients of

78

low average as shown In Table X; on© pupil ranks high In in-

telligence, on© is superior in intelligence, ten have in-

ferior intelligence quotients$ therefor®, ten pupils ar^ not

capable of doing the sane type of reading as the other members

of the Blags# Comparing Table 13 with Table 8, twenty-two

pupils showed progress, one pupil ranked the same, six pupils

decreased in eeoraj, Hence, a pro6f that the reading program

in comprehension is not meeting the pupils1 needs * The treat"

ment would be to give the children reading material on their

grade level» The lowest score made on paragraph meaning is

equivalent to third grade.

Tabic 13 shows a range of scores on word meaning to be

from 72 to 35. Eighteen pupils * scores fell below the norm}

eleven pupils were more than one grade below the norm on word

meaning, line pupils made one year or more above the norm

which indicates good adjustment. Two pupils made scores

equivalent to third gradej five pupils ranked in the fourth

grade. Comparing Table 13 with Table 8, nineteen pupils

showed progressr ten pupils made less on the second test?

therefore, the word study is not meeting the needs of the

children. The pupils should be taught the meaning of words

on their own reading level and should build up a vocabulary

which will aid them in their reading comprehension. This

may be done by supplying reading materials of interest and

n«&sy reading" material.

7 3

TABLE I S

WORD MEANING AID PARAGRAPH MCANIl'G COMPARED TO NORM FOR SIXTH GRASS, 3SCTION I , DHCATUR

ELiiMSHTARY SCHOOL, - OBTAINED PROM STANFORD ACHIiSVaiENT T3ST

FORM G

P u p i l Paragraph W«*i Nor® Meaning Meaning

1 52 5 8 §7 2 §9 55 57 5 54 55 57 4 80 72 57 5 65 62 m 6 46 m 57 7 61 58 57 8 52 47 57 9 50 55 57

1 0 ! 42 42 57 1 1 59 5 1 57 12 55 55 57 1 3 75 70 57 14 4 8 47 57 15 3 1 S9 57 16 63 57 57 17 47 48 57 I S 55 5 1 57 19 6 3 69 57 20 4 0 47 57 21 39 55 57 2 2 SO 69 57 23 61 4 8 57 24 8 0 69 57 2 5 55 65 57 26 68 66 57 27 46 56 57 28 56 57 57 2 9 55 55 57 5 0 65 70 57 3 1 6 1 56 57 5 2 4 5 49 57 m 64 60 57

74

Table 14 shows each pupilfa scores on language usage

and literature* The rang® in language usage Is from 77 to

$1# Sights«n pupils made below the norm; fourteen pupils

made a scope of more than one year below the norm. Thirteen

pupils madfi a score of one year or more above tit© norm# Two

students made a score equivalent to third grade, and seven

pupils made a score equivalent to fourth grade. Sixteen

pupils who made below the norm on language usage are fee

same pupils who made below the norm on word meaning as shown

in Table IS* Comparing language usage Form 0 with laisguag©

usage Form D, Table 9, twenty pupils showed progress, nine

pupils decreased in their schre, and one pupil made the same

grade *

Table 14 shows a rang® of scores in literature to be

from 88 to 86 • Twenty-one pupils made scores below the noraf

seventeen pupils made scores of one grade or more below the

norm. Ten pupils made scores of one year or more above the

norm which indicates that ten pupils are well-adjusted and

have a knowledge of 1 itersture on their reading level# Two

pupils made scores equivalent to third grade; eight pupils

made scores equivalent to fourth grade. Comparing each pu-

pil «s score on Table 14 on the component literature with

Table 9 on the component literature, twenty-one pupils made

the same score and seven pupils showed s decrease In their

score on literature. The treatment would be the same as that

given under Table 9.

75

TABLE 14

LANGUAGE TBAGE M B LITERATURE COMPARED TO IORM FOR SIXTH GRADE, SECTION I, DiDCATUR BLEU* " MSKTABY SCHOOL, 0BTAIH5D PS CM STAM-FORD ACHJWJ3MH1T TJ3ST, POEM G

I'uplls Language Usage Literature Nona

1 70 50 57 2 43 53 ' 57 3 §3 63 57 4 62 81 57 5 72 58 57 6 31 ; 43 57 7 36 41 57 8 43 50 57 9 45 67 57

10 48 41 57 11 46 42 57 12 52 26 57 IS 71 67 57 14 49 46 67 15 32 26 57 16 54 71 57 17 52 58 57 18 62 63 57 19 , 71 88 ; 57 20 : 36 44 57 21 ' 45 40 57 22 64 78 67 23 74 65 57 24 70 74 57 25 40 42 57 26 58 51 57 27 58 46 57 28 62 53 57 29 73 50 57 30 54 57 31 49 41 57 32 44 49 57 33 70 42 57

7S

Table 15 shows the scores for arithmetic reasoning and

arithmetic computation* Table 15 reveals the highest score

on arithmetic reasoning to be 72, the lowest to be 26* Fif-

teen pupils made below the norm, eight pupil* mads a score of

more than one grade below the norm# Table 15 shows that four-

teen pupils made one year or more above the norm in arithmetic

reasoning which indicates that fourteen pupils have an adequate

knowledge of the fundamentals of arithmetic and know how to

apply them In solving problems • This is the only component

in the achievement test, Form 0, where there were more pupils

who made scores which were one or more years above the norm

than there were retarded pupils* scores on^ or more years

below the norm. This indicates that the class as a whole has

a better basic foundation for arithmetic reasoning than for

any other component of the achievement teat* Comparing arith-

metic reasoning Table 15 with arithmetic reasoning Table 10,

twenty-three pupils showed an increase in score, one pupil

mad® the same grade, five pupils made a lower score on Form

G than on Form D.

Table 15 shows the range in arithmetic computation to be

from 67 to £8, Twenty-one pupils1 scores are below the norm;

ten pupils mado scores of more than one grade below the norm,

which shows that something is wrong with the arithmetic cur-

riculum* Only two pupils made scores that were more than one

year above the norm. Table 15 shows seven more pupils below

77

T A B L E 1 §

A R I T H M E T I C R E A S O N I N G AND A R I T H M E T I C COMPUTATIOH AS C O M M R S D TO NORM FOR S I X T H G R A D i i , SSCSXOJi- I >

DECATUR mmmTMiY SCHOOL, O B T A I N E D PROM STA&FORD ACHIEVEMENT T K S T , FORM G

Pupils Arithmetic Arithmetic Hera Pupils Reasoning Computation

1 72 59 57 2 48 46 57 3 62 55 57 4 57 56 57 & 59 - • 59 57 6 50 50 57 7 55 48 57 & 59 : ' 52 57 9 67 55 57

10 46 55 57 XI 80 48 57 12 52 52 57 15 68 51 57 14 55 42 57 15 42 40 57 16 67 56 57 17 52 52 57 i a 70 63 57 19 | 6S 56 57 20 26 28 57 21 50 52 57 22 72 58 57 25 67 57 57 24 62 57 57 25 62 60 57 26 68 57 57 27 57 62 57 28 67 67 57 29 65 85 57 30 56 57 57 , 51 55 52 57 32 46 47 57 55 56 67 57

78

the norm than were below the norm on arithmetic reasoning•

Comparing fable IS with Table 2, shows that nore pupils ar«

below the norm In solving examples than were below the norm

on the intelligence test; hence, the pupils have the ability

to do better work which Indicates that the curriculum is not

meeting their needs, The treatment would be to place each

child on the grade level of M s ability and try to bring hi»

up to the grade he la in* The pupils need help in develop-

ing number concepts and special instruction and help in learn-

ing the fundamentals necessary to solve numerical problems •

Table 16 shows the scores for social studies one and

social studies two. Tabid 16 reveals seventeen pupils * scores

fell below the norm, eight pupils ' scares are more than one

year below the norm« Table 16 discloses the rang© to be from

82 to 37. Only three pupils ranked one year or more above

the norm which shows that there ar^ more maladjistod pupils

in social studies one than there are well-adjusted pupils•

Comparing Table 16 social studies one with Table 15 on para-

graph. moaning, Table 16 shows that almost the same number and

the saiae pupils made low on social studies one as had made

low on paragraph meaningj therefor©, pupils must have a

knowledge of paragraph meaning before they can be satisfac-

torily adjusted in comprehending any lesson that requires

the knowledge of reading. Comparing Table 16 with Table 11,

nineteen pupils showed progress, two mads th« suae grade,

eigjht pupils made less on Fo» G than on Form D«

79

TABLE 16

SOCIAL STUDIES I AID SOCIAL STUDISS II COMPARED TO HORM FOR SIXTH 61AM, SECTIGH I, ELEKSHTARY SCHOOL, OBTAINED FROM STAF-FORD ACHIBVEMiSHT TEST, FORM 0

Pupil® s®e£®&^ Soeial Nona Studioa 1 Studies II

I 61 52 57 2 57 53 m 3 58 58 57 4 82 77 57 § 5® 55 57 e 37 49 m ijf it 63 57 8 52 48 57 9 48 53 57

10 55 50 57 11 52 38 57 12 59 47 57 13 78 67 57 14 47 37 57 IS 37 31 57 16 64 69 57 17 57 5® 57 10 61 S3 57 19 47 58 67 to 46 52 57 21 40 31 57 m. 60 §2 57 m 57 55 57 24 53 60 i 57 25 60 -61 57 26 57 60 57 27 51 48 57 28 42 54 57 29 52 64 57 SO 55 47 57 m 52 54 57 52 57 54 57 55 57 35 57

m

Table 16 show* the highest 8cor® to be 77 la social

studies two, the lowest score to be 31* Twenty-three pupils *

scores fall below the nor®; eleven pupils* scores fell mar®

than one grade below the norm. Bight pupils* scores way®

one year or more above the norm, but there is almost three

times as many maladjusted pupils in social studies two as

there are well-adjusted pupils which indicates that social

studies two should be on a lower grade level for at least

eight pupils• Two pupils1 scores rank third-grade level}

three pupils * scores rank fourth-grade level. Comparing the

scores in fable 16 social studies two with social studies two

in Table 11, fourteen pupils showed progress, fifteen pupils

mad© less on Pom 0 than on Form D. This indicates that

something is wrong with the social studies two program in

Decatur Elementary School. The treatment would be to place

each individual in material on his grade level and give hia

some of the basic fundamentals he has missed*

Table 17 shows the scores for elementary science and

spelling. Table 17 discloses a range of from 74 to 28.

Slghteen pupilsr scores are below the norm?'twelve pupils1

scores are one or more grades below the norm. Five pupils

made a score of one year or more above the norm* but there

more than twice as many pupils who show maladjustment in ele-

mentary science than there are well-adjusted pupils in this

sixth-grade class • The treatment would be to give these

81

TABLE 17

AHD SPELLING COMPARED TO HORM « SIXTH GRADE. SBCTIOH X, DECATUR MEHTARY SCHOOL, OBTAINED PROS FORD ACHIEVEMEHT TEST, FORM G

Pupils Elementary Selenc«

Spelling H e m

1 61 m- 57 2 48 45 57 5 4a 50 57 4 61 55 57 5 57 65 57 @ 55 40 57 7 61 50 57 8 55 49 57 9 57 50 57

10 88 47 : 57 11 35 50 57 12 55 46 57 13 75 §7 57 14 55 44 57 15 50 58 87 i d 60 5© 57 if @1 48 57 18 57 47 57 1© 74 68 57 ao : 58 ; 40 57

B1 > M J 40 - 57 22 m m 57 23 m 57 57 m 78 58 57 25 55 67 57 26 €8 68 57 m 49 68 57 m SI 59 57 39 46 64 57 m 61 64 57 31 58 60 57 -52 4JL

"W*m 55 57

s s m 59 57

82

maladjusted pupils science materials cm their reading level

and build up their basic foundation which Table 17 showd

they do not have. Comparing Table 17 with Table 12, four-

teen pupils showed progressj fifteen pupil& made scores lover

on Form G than on Form D,

Table 17 shows the spelling scores to range frcsa 68 to

38* nineteen pupils mde scores below the norm; thirteen

made one grade or more lower than the norm* Ten pupils made

scores one year or more above the norm which indicates that

ten pupils are well-adjusted in spelling. There are three

more maladjusted pupils than there are well-adjusted pupils

on the component spelling of the achievement test* Comparing

Table 17 with Table 12# twenty-one pupils showed progress,

eight pupils made leas on Form G than they did on Form D.

A summary of the facts revealed by the achievement tests

shows that thirteen pupils made below the nora on paragraph

meaning, Form Dj eighteen pupils made below the norm on para-

graph meaning, Form G. Fourteen pupils mad® below the norm

on word meaning, Form Dj eighteen pupils made below the norm

on word meaning, Fora G» Ten pupils made lower scores on

Form G than on Form D* Seventeen pupils- made below the norm

on language usage, Fora Dj eighteen pupils made below the

norm on language usage, Form Gj nine pupils made less on

Form Gj nineteen pupils made below the norm in literature on

Form B: twenty-one pupils mad® below the norm on Form Gf

85

eight pupila failed to show progress or make less in liter-

ature on Form G» Thirteen pupils mad© below the norm on

arithmetic reasoning Form D, sixteen puplla made below the

norm on Form G, and six pupils failed to progress or make

lower on Form G. Twelve puplla made below the nora on arith-

metic computation Form Df twenty-one puplla made below the

norm on Form G, and fourteen puplla failed to show progress

or make leas on Form G, Eighteen pupils made below the norm

on soelal studies on Form D, seventeen pupils made below

the norm on Form G, ten pupils made less on Form G or failed

to show progress« Thirteen pupils made below the norm on

social studies two , Form twenty-three made below the norm

on Form G, fifteen puplla aad© a decrease In score on Fora G»

Thirteen pupils mad® below the norm on elementary science on

Form D, eighteen pupils made below the norm on Form G, fif-

teen pupils made lower on Form G than on Form D, Fifteen

pupils made below the norm on spelling on Form V, nineteen

pupils made below the norm on Form G, and eight pupils made

leas on Form G than on Form D» Therefore, it is reasonable

to deduce that the curriculum of Decatur filamentary School

is not meeting the academic ae«ds of the children• Pupils

numbers six, eight, ten, eleven, twelve, fourteen, fifteen,

twenty, twenty-one, thirty-one, and thirty-two fell below

the norm in nine or more consonants of the Stanford Achieve-

ment Test* They are the same pupils who have inferior

84

intelligence quotients$ the same pupils who were maladjusted,

in tho components of tho personality teat and also the be-

havior rating schedule» Therefore, it is reasonable to de-

duce that since one third of the pupils in sixth grade, sec-

tion one, are maladjusted to a great extent and that the mal-

adjustments are well scattered with the other pupils on all

the tests given, the Decatur Sleaentary School is definitely

falling to ®8ot the needs of these children.

CHAPTER IW

m a m k B i M c h a n g e s i n t h b c u r s x c w k w OF

DECATUR EL3KSNTARY SCHOOL

One of the most important needs of the schools today is

to discover ways to formulate and develop eurriculuas that

will sustain opportunities that mora fully balance ©ach pu-

pil *s capabilities, to strike a proper balance between sub-

jects that all children should be required to study and those

best suited to individual abilities and Interests« By so

doing* the ohild will be educated according to his abilities

and he will ha able to contribute satisfactorily M a member

of society# Authorities on education say there is no reason

for not letting children have som© choice'of activities when

any on-? of several will attain the desired objectives! but

children are denied this privilege and are passed on without

adequate preparation for more advanced activities*

The latest trend in education is to recognise the fact

that children have certain basic needs regardless of where

they live or how thsy differ physically, emotionally, or men-

tally , Ho one agency can serve all the needs of children

since they are so numerous and diversified*

The children in the fifth, sixth, seventh, and eighth

grades in the Decatur Elementary School are taught by

85

86

departmental teachers* iSach child has seven different teachers

and seven different personalities to which they must adjust.

The class periods vary In length from thirty to forty-five

minutes * In most cases the pupils are with one teacher only

one period during the day.

flags and Kats contend that until recently the philos-

ophy of education had determined the content and organisation

of programs and had a tendency to o vereiaphas i ze the subject

matter; therefore, the methods and procedures w«r# concerned

with the jjastery of subject matter as such with little thought

of achieving other important objectives of educational activ-

ities that aro equally as important to provide an adequate

educational program

Tha more informal the school activities are the greater

the opportunity for the development of socially and emotionally

adjusted individuals• The educational procedures in Decatur

Elementary School are too formal and too traditional# If

teachers are to have a better understanding of the "whole

child" they must use informal methods and be with the chil-

dren for longer periods of time so they may become better ac-

quainted. The teacher should encourage and assist each child

In becoming better acquainted with himself and help him rec-

ognim and attain his needs #

The traditional school has no place for correlation and

fusion of content* hence the "whole child* cannot bw fully

*2iegs and Eats* op. olt». p. 19.

8T

developed, The interest heretofore has been confc<siit-cantered

and the pupils have been on the rim instead of the hub of the

wheel In planning their school activities.

The Decatur Elementary School curriculum is gradually

changing from the traditional to the modern practices of edu-

cation. The poet, Alexander Pope, ably expresses the senti~

raents of the Decatur School in his famous linea t *Be not the

first by whom the new are tried, Nor yet the last to lay the

old aside*®®

Lee and Lee contend that changes should come gradually

and be based on sound principlesAs far as is known, the

classes in th» elementary grades havo not be-n grouped to

take care of more than two Intellectual groups, and in mos$

classes the group is taught as a whole with the activities

based on the average child* The intelligence quotient Table 5

shows that Decatur School has children with five intellectual

levels in section one of the sixth grade, Therefor©, Decatur

Elementary School is only partially meeting its needs. The

ordinary classroom should provide for five groups, namely,

very superior, superior, average, inferior, and very inferior•

It is reasonable to deduce that the present curriculum is a

factor in the maladjustment® of many of those children#

^Walter C * Br orison, Bfaglish Foams, Alexander Pope. wAn Essay on Criticism," p» 8S.

3 L&& and I*e, og. cit», p# 197.

Bmrj child is a different individual and react* dif-

ferently* therefore, the teacher must study each child and

and get a general knowledge pf hie likes and dislikes, his

experiences, his ability, his eraotional state, his maturity

level, his social aspects, and his general attitude toward

his associates and life. The teacher must study the person-

ality of each child. The child should have freedom from

fear, be able to exercise se If-control, show wide rang® of

interests and be enthusiastic if he is to be a well-adjusted

individual.

The facte in Table 4 show that the pupils do not have

self-rel•ance, feeling of personal worth, personal freedom,

feeling of belonging, freedom from withdrawing tendencies,

and freedom from nervous sgraptoMS* It should behoove each

teacher of the Decatur Elementary School to make a study of

each individual child and plan her irork in accordance with

the pupil1 s experiences and needs* She should see that every

opportunity is used to make each child feel that lie Jias suc-

ceeded at something each day, that he is a part of the group,

and that he belongs to the class# She must provide experi-

ences in the class which will influence the child to change

his attitude before he can become adjusted. She must let

the child know that she is in sympathy with him and wants to

help his* To do this she must teach the child first and the

subject matter will be taken ©are of when there is a need for it.

m

©i® facts are revaaled in fable 4 showing that the ehil-

d»n do not have adequate knowledge of social skills nor

social standards• Their family relations, school relations,

and eaoBtmlty relations are not being adequately provided

for# Sam organisation should be set up which would interest

the parents and encourage the® to participate so the teachers

sight have an opportunity to meet the patents and tactfully

explain hom they ar® defeating their purposes by causing

their children to feel inseetsr* in their hcaaes*

Table 6 shows the fact that almost one third of the

sixth grade, Section I, is isaladjustedj therefore, it is lm»

portant that the curriculuat be changed to provide experiences

in which the children can gradually become better adjusted#

The pupil should have a proper balance between success and

failure • Several of the pupils are overage, m they have

failed to -be promoted in soraa of the lower grades • Such

teacher should love her Job and show love and affection far

each child so he will feel wanted. Saeh teacher In Decatur

should put forth a greater effort to - show her love for her

pupils» Facts show that may of the children feel lonely,

inseoure, and; lack self-confidence • 7"

If the officials of the Decatur School system would

give this sixth grade a hom© room teaches; many of these aal«

adjustments could be removed, fhe children show norvous ten*

a ion which could be caused fro® the children's having to move

m

from one roost to another . The pupils are not with one teacher

long enough to becase adjusted to her ways of teaching*

The experiences the child lias in the classroom haa a

great influence on whether the child's needs are satisfied

or hindered. If his needs are met, desirable emotional re-

sponses will take place• It behooves the teacher to see that

the child has the adequate experiences which are necessary to

develop well-rounded personalities. The classroom experiences

should give the child a feeling of success, of assurance that

his contribution will be received with respect by his class-

mates • Data in Chapter III indicate the class as a whole

does not have a feeling of self-confidence• The children

should be permitted to do cooperative planning for their activ-

ities in the classroom as well as those on the school gpoxxnd,

which will provide for the common welfare of each member of

the class•

Heretofore, the schools have not provided for each indi-

vidual as adequately as they should« The reporting system .

has bean used and still is being used wherein an individual

endaavorod to outdo the other members of the class* Table 1

shows that the Decatur Elementary School has a wide range

of intellectual ability in the sixth grade, section one;

therefore, teachers should not expect the same standards of

work from each member of the class, They should provide a

program to take care of the individual differences in pupils•

91

The reporting to parents could be changed from"- the traditional

A, B, CT$ report card to parent-teactier conferences or a check

system which would show whether tha pupil has shown progress

competing with himself*

In October, 1949, the reading teacner gave Stanford

Achievoment Test, Pom D» to the sixth grade, section one,

and divided the class into two groups, placing the highest

scores in one class, with a few exceptions, and the lowest

scores in another group* The children were given reading ma-

terial on the fourth-and-fifth grade levels* Pupils nuabera

three, six, eight, ten, eleven, twelve, fourteen, fiftoon,

twenty-one, twenty-sevan, thirty-one, and thirty-two were

placed in the lower group• Special study was made of each

pupil and suggestion® were made in which to inprove their ccm**

prehension and reading in general • In May, 1950, Form Q of

the &m~a& test was given* All the pupils in this group except

number ten showed progress in Paragraph meaning; all the pupils

except numbers eleven, twelve, and twenty-one showed progress

on word meaning* Therefore, th© data justify th© conclusion

that the children will become better adjusted and imnj of the

maladjustments can be adjusted and abolished if & remedial

program is set up in each class to meat the needs of each in-

dividual* It is known that retardation in learning to read

results in backwardness in school work in general, hence the

necessity to improve the reading program in Decatur Elementary

92

School which will in turn relieve and minimis® the other aal~

adjustments in sixth grade, section one, as shown in Chapter

.III*. Table 1 shows low mentality c era Id be a factor causing

weakness in reading. The reading will have to be placed on

the grade level according to each child's ability* Some

teachers do not know all the parents, and this is necessary

before the teacher can understand all the children's behavior

patterns and their relationship in the family and community*

The teacher nay use the cumulative records to beeoa© better

acquainted with the child. Decatur School has some records,

bat they have not been used adequately in locating and adjust-

ing difficulties individual children are confronted with. As

teachers b&corre bett-r acquainted with their pupils and teachers

become better adjusted to themselves, pupilsr maladjustments

will brs minimized*.

Or^r-crowded classes in the lower grades prevent the pri-

mary teachers from assisting each child in developing to his

fullest extent in acquiring the basic foundation necessary to

succeed in the more advanced work.

It 5 s suggested that the teachers study the data in the

cumulative records and determine as nearly as possible the

types and causes of difficulties that would bo related to the

subject she teachea, and strive to -use remedial methods to

bring these maladjusted pupils up to normal to the extent of

their abilities in academic subloots as well as providing

9§

experiences to develop til® "whole child" which will adjust

many of the personality and maladjustments problems• Edu-

cators say that behavior difficulties will disappear with

improvement in achievement.

Stratemoyer says:

The complete change that occurs when a child goes from a self-contai usd classroom to a highly depart-mentalized high school can be so frustrating that for a period of time there is disorientation or even retro-gression in growth* There is no defense for curric-ulum development which permits this to happen. The curriculum must be conceived as a continuunu. from nursery school through high school into college*4

If that be true for high school pupils, it would be

much more important for younger children in elementary grades,

particularly in the lower elementary grades to have & self-

contained classroom.* The data justify the conclusion that

fourth-grade children certainly meet many frustrations in the

Decatur School when they are promoted fro® a self-contained

classroom into departmentalized classrooms*

Tables 8, 6, and 7, in Chapter III have shown that the

pupils in sixth grade, section one, In this study certainly

are maladjusted physically, socially, and emotionally. The

curriculum should be adjusted as data in. Chapter 111 show

that the academic activities are above the ability of about

one third of the sixth grade, section one^ pupils and edu-

cators say that unsuccessful achievement causes other factors

of the child's development to be affected* The curriculum

should conta n activities in which the child can he ve more

^Stratemeyer, op. cit.. p* 382,

94

successes and he will feel nor® secure and paseeas a sense

of belonging» Improper handling of children Is the most com-

mon cause of the feeling of insecurity and inferiority.

The achievement tests results show that the child has

met disappointment in failing in academic subjects of the

curriculum# The data justify the conclusion that the teacher

will have to take the child vnsre aha finds him and proceed

from th->re» That means some of the activities must b°- on

th© third grade level, as the data collected show some pupils

to have only t e ability of third-grade children. That applies

to the gifted child also as educators say that the gifted

have been dreadfully neglected# An enriched program should

be provided for the superior child to prevent his becoming

bored and losing interest» The teacher should expect from

the child only what the child is capable of doing,based on

his preceding experiences and capabilities. It is recoasanon bd

that grades five and six aach be given a regular teacher with

possibly a special teacher in physical education and music.

That teacher should provide a democratic atmosphere in her

classroom so the children will develop democratic values and

ways of acting. She should also provide a classroom that is

calm and as free as possible from tension and h.urry«

Constant noise causes distraction and fatigue. The music

rooms almost surround sane classrooms, and the noise irritates

and bothers the children when the atmosphere is humid. The

95

music rooms should be moved away from the classrooms as the

private practice lessons tend to stake the children nervous«

To remove other nervous symptoms, the teacher must check the

physical surroundings in the room and see that diffuaar* are

placed over the windows where the sun is bright enough to

cause oye strain.

Improving the ourrioulum is a complex process and requires

trained leaders and support from the administrators„ The

teachers and pupils must work together if a curriculum is

formed that will meat the needs of the pupils, since after

all, the schools are for the childron. What happens to boy®

and girls should be the main objective of any school. The

success of the ourriculum la determined by the changes that

take place in the conduct of boys and girls•

In planning the curriculum, for the Decatur Elementary

School the growth of each individual in physical development*

mental development, and other experiences and interests must

be kept uppermost in mind so that the objectives of education

will be achieved« The curriculum must be highly flexible to

provide for the individual differences in pupils,

CHAPTER V

CONCLUSIONS AMD RBCOMMSlinATIOHS

Conclusions

In this study to determine the causes and types of mal-

adjustments found in the Decatur Elementary School, the change#

that should be mad© in the curriculum to meat the needs of the

maladjusted children, the following conclusions were reached:

1, In. the Decatur filamentary School there is a far

larger number of maladjusted children than moat teachers be-

lieved.

S. The children's needs are so numerous and diversified

that no ona procedure oan serve them all#

3. Decatur Slemontary School has children in the sixth

grade, section, one, with five intellectual ability levels, ";x

4. The children are all maladjusted to soma extent in \ .

self- and social-adjustment components of the personality test. x'\

5# Some children are extremely maladjusted in sense of

personal worth, withdrawing tendencies, and nervous tendencies„

6» The class as a whole is below the norm in academic

achievement#

7. One third of the class is extremely maladjusted in

achievement• " -

96

m

8. The results of the tests corroborate each other

which prove • that the deductions drawn, are true •

9# It is th# teachersT responsibility to guide and try

to develop personalities so that the individual child can

meat his naods and his obligations to the democratic way of

life. All pupils should Irnvo adequate training in laying a

broad foundation for happy and wholosone living. The teachers

who diroct the learning activities should have an adequate

understanding of the "whole child,"

Recommendations

The following racommmidations are offeredI

1« Teachers should prepare themselves so that they may

have a better understanding of mental hygiene.

2* Teachers should be encouraged to study and under-

stand each child better as an individual.

5. The classes should be smaller so the teacher can

know each child as an individual.

4» The school should strive to help the children recog-

nize their needs and provide a curriculum to meet the needs

of each individual.

5« Intelligence tests should be given to all students

and then plan the program around the mental ability of each

individual so the pupil will have an incentive to do work

commensurate with his several individual abilities•

m

6. *b» taaehers should study the profile shset for each

child e© they ©an Interpret the capacities mid abilities of

each individual and plan their work accordingly.

7• Frovlde a teach-q? for a special reading class so that

retarded readers may get the reading foundation that is basic

for all learning activities *

8. Us® methods to improve each child's personality,

9. Provide each grade with one teacher for all day so

she may teach the "whole child»*

10. love the pianos away from the classrooms •

11* Teaekers should expect only what the child can do

at the tiiae, accept him as he is.

12., Provide learning experiences which are in keeping

with the child*s experiences•

13* Provide classrooms that are caln and as free a#

possible fron tension arid hurry#

14* More materials should be provided, and especially

good literature books, so the pupils can have access to

stories they have not read in the lower grades#

15• Provide more flexible program and let children

help plan their woak,

16. . School should provide audio-visual .aids for ele-

mentary pupils with equipment in the elementary building,

17. Creative art should, be added to the curriculum to

meet the needs of the children in the lower intellectual group#

BXBLXOORAPH?

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Dolch, Edward William,' Helping Handicapped Children, Champaign, The Garrard Press, 193$.

Driseoll, Gertrude, How to Study the- Behavior of Children. Hew York, Bureau of^ubTieatioia, Seachera^Soilege^" Columbia University, 1941.

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Jersild. Arthur T«. The Child and His Curriculum. Sew York. Bureau of Publicati on, teac&er® College, Coluabia University, 1946.

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flculuim. lew York, Ap pleton-C en tury-Craf ts Company, Inc *, 96o.

Olson, Willard C., Child Development* Boston, D.C. Heath and Company, 1949.

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Article#

Alder, Alexandra, "Influence® of Sarly axperiences Upon the Formation of Personality,* Bervoua Child. VI (July, 1947), 318.

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Gates, Arthur I., and Bond, Guy L., "Failure in Reading and Social Maladjustments," Journal of national Education Association. XXV (October, 1936), 205•

Gladstone, toy, "Bo HaladJusted Teachers Cause Maladjustments? Journal of JSxceptional Children* LXV (December, 1948),

I?

Harding, L.W., "Building Values in a Problem Centered Cur-riculum, Progressive Education, XXVI (October, 1948), 19-22.

Hildreth, Glenn W#> "Should the Teacher Visit Her Pupils?" Rational Parents and Teachers, XLI (toy, 1947), 26-27.

Menninger, M.C., "Recreation and Mental Health," Educational M a w t . XIV (January, 1949), 1-2.

Roberta. Katharine E., "Behavior as an Index of Children's Needs," Childhood Education. XXIII (October, 1946), 62-66.

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Strang. Frank# "The Toaeher's Personal!ty,n Th@ Sf&M Teacher. I*XIV (Daeantbai 1946) f XS»

StoMard, Saorg® H0n the Meaning of IntelligencetB

Payohologleal Bavlaw, XLVIII (Kay* 1941), S&O*

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