Tabor City tribune., 1963-05-22

"a hhhoh Va ehCiit dIS nO"
idle. Millions more will fol-
low. What can we do to hold
those millions in school? How
can we salvage those already
out of school?
There are no pat answers
To the first question. But
search for one is under way.
I'VE must catch the would
be dropout early" says Rob-
ert c. Taber, director of pu-
pill placement and counseling
for the Philadelphia school
system. BY the time a pupil
reaches high school, he has
usually decided whether he
will finish school or drop
out" But, he says, by start
ing in the early school years
we stand a good chance of
influencing and reducing the
number of dropoutS."
Symptoms
The way 10 catch" the
wuuld-be dropoutS is to re-
cognize their symptoms. Some
are easy tn detect. Playing
hockey is one. Hardness, day
after day, is another. A re-
port card filled with low or
failing grades il a third. Blu;
there are other symptoms
that are not SO easy to spot
Typical examples of such
behavior patterns can be
found in pupils who have
passing grades but who often
daydream in class. BraSh
youngsters who talk back 10
their teachers or who are
continually bullying their
classmates are suspects.
Painfully shy students who
have little 10 say either N
the classroom or on the play
ground need watching. Each
in his own way may be flash
ing an SOS for help. More
and more teachers are on
the lookout for such signals.
Sometimes, of course, these
traits are found in the gifted
child as well as in the drop
out. and teachers are aware
of this.
Cncc the would-bc drop
out Is spotted. the school
staff closes ranks and works
as a team. Youngsters with
"bchavi"ral problem" - the
shy ones. the aggressive ones.
the inSolent OneS-are dealt
with more Understandings.
Or they are referred to spec
iali$tS. Family troubles that
are affecting their school,
work. or even school attend
anee, are handled by school
AUTHORITIES or turned over to-
social agencies. Most of all.
the teachers look for the
youngsters special interests.
An example OF such team
work at the grade school lev
el. and what il can result in.
comes from Robert Tabcr.
Mary Ann was a shy. retir-
ing girl" says Taber. "ShC
was poor student. unable 10
keep up with her class"
Special Talents
In her second year. Taber
continues, she was placed in
special class for retarded
children. Her teacher worked
closely with her, looking for
ways to. cut through her in
difference. When Mary Ann
showed an interest in draw
ing her teacher encouraged
her. Soon the counselor and
art director were drawn in.
Special instruction in art was
provided.
The changes in her atti-
tude soon became evident"
says Taber. The Scowl left
her face. Her interest in
schoolwork improved. She
returned to regular classes.
She was no longer consider
ed retarded"
Mary AIMS talent was
further developed in junior
high school. Later, she re-
ceived high school scholar
ship. Her academic grades
were satisfactory. and after
graduation. she won an art
scholarship and subsequent
ly went on to earn honors for
herself in the professional
field.
Not every student has
special talents like Mary
Ann" says Tabcr. But it's
a good example of what tea
cheers and counselors can do
to help a child
Special Programs
Almost every school sys-
tenn now has some kind Of
special program to help
backward students. Some.
like the one in Cheyenne.
Wyo., are on the lookout for
possible poor readers as ear
Iy as kinderoart,r n.I