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TITLE
PUB DAT.E.,..
NOTE.
-JOURNAL CIT
EDRS' RICE
6BSCRIPTORS
DOCUMENT RESUME':
S 561-
Stern, David A., Ed.
Focus: Secondary Speech Education.
Kansai S/peech Communication Association.
51p. '
KansaS Speech Communication JoUrnal; v38 n2 Entire
Issue Winter 1977
MF-$0.83 RC-$3.50 Plus Postage.
Copurricular Activities; *Communication,
Debate; Degree Requirements; Iilteryerso
Competence; *Job Placement; Secondary E
*Speech Communication; *Speech Education
*Teacher Education; *Teaching Techniques
Five article deal^ with^ concerns^ of^ teachbrs^ in^ thy
ABSTRACT
field of sq4ondary speecireaucaticn. tle^ first^ article:reports,the.
. '
..
. resPonses,of^84 speech^ education^ graduates^ to^ aluestionnaire. ,
concerning their, success in finding teaching jobs and_their
,
recommendations for course work for current speech,eaucation^ majots.^ ,
Other articles Aiscussways of helping students learn to function^ as
Speech communication critics, methods for teachinginterpersonal
communication in the'secondary classroom, and suggested prerequisiifeS
for the higkschool.speech and debate coach./Yhe^ final^ arti5le.^7
presents the results of a study thatprovides'evidence^ that
participation inicertain high school extracurricular speech
activities may be beneficial to students in fulfilling
university-level communications requireilkuits. Other features of this
journal-include "News.and NOtes" fiom individual districts^ of/the^ ;
Kansas Siieech Commun'CatiI ASsociatidn, Classroom^ tips^ for^ teachers,
"Footnotes and -.I..^ from^ readensAand^ a^ reproduction^ of"pthe
constitution the^ Kallsas^ Speech-Communication^ Association.^ (GW)
,
\
*!p********,k**************** ****************1****4*******45A****"
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+--* materials not axailabi from^ othei^ sourcet.^ ERIC^ makes^ every^ effort^ *
* to.obtain.the beSt copyavailable.(Nevertheless,^ items^ of^ marginal^ *
- reproduability re often encountered an'd^ thi4^ affectd^ the^ quality^ *
* of the microfiche and lardcopy^ reproductions/ERIC'makes^ available^ *
* via rthefERIC Document ReprodnOtion-Service-fEDRS)., EDRS is^ not
* responsible for the quality of theoriginal/document.^ Reproductions^ *
"* Supplied by EDRS are-the best,that 4an^ be^ made^ from^ the^ original.^ *
. U.S.CIEFARTMENT.OFHEALTH. ..
. EDUCATIONIWELFAIIIEr--7- . ,_, .NA,TIONAEINSTITUTEOF ' EDUCATION.. Focus:Se.cobdarySpeech duCati.an^ THISDDCUMENT I-J.ASBCEN:REPR.'..' : DUCEDfXACTLYSRECEWED,'FRO THEPERSON:kgOFITC4NIZATIONCRIGIN ATINC.ITPOCKITSOFVIEWOROFPINIONS STATEDDO,NOY.NECESSARICYREPRE- SENTOFFICIAL.NATIONALIP1STIT,U.TEOF. tt EDUCATIONPOSITION'ORPOLCEY; '. Kiansa.'SpeechJour 1 David,k. St,erh-tE
Winter,1977 curb-0' 2
Notes-romOur.,Officers'.------ 4
ANotefromtheActivitiesAssociatio
Findinga7eachingposition,- Howmiffi(cultIs°It?"- Virginian.Higgins^7 ",^ _.------- --
, -CallingaGoodThingGood:TheHig schoolStudentasSpeedh criti,:MaryM.Roberts- _^ _
:SuggestedPrerequisitesfortheHighSchool'SPeecht.ndpeh;ate Coach,LynneS..Ross -
-High'''SchOol peecilActivities:TheirRelationshiptoUniver,sity ' See,chRequirements,"MatthaAnnAtkins--"--^ -°---- L-.ZZ
. a P.^ 6.
'News.and,NoteS- '- -^ i^27 i'. i.,. .Ti.pS'for \eaEhers^ : AnIndliViduSiliz UnitforcoupDiscussion, L\auraM.Meeks -^ ----/ - -,---, -^ I .. ',4144, ARoyalle`yContestThatrsD'ifferent; TommyPeaock-^ 35,
4
'
. triticalComments 'On,th OralReadingoftheScriptures, BillieDeeStone
:ootnotesandFeedback Thos,e%#&?#%'Handbooks 1 TeachingResearch,
'4a orDon'tTellMeWe're' KeithE.Akins
ThOughtsInspiredby.judgingaHighSchoolDebate RobertsonStrawn .. ,.^.. -.COn4iitutionoftheKansasSpeechCommunica,ion 'tes.ssOciatiori-- (^) "PERMISSIONTOREPRODUCETHISCOPY-^ *. ":. (^) .1 4 RIGHTEDMATERIAL.HASBEENGRANTEDBY
, KansaS\Speech
CommunicAionAssn.
. TO'ERIC.ANDORWNIZATION5OPERATING UNDERAGREEMENTSWITHI'HENATIONALIN- STITUTE,OFEDIJOATIth.FRTHER'REPRO- DUCTIONOUTSIDETHE'EI1bSYSTEMRE- OUIRES411MISSIONOF TFIE^ CDFNRIGHT
.
1
't
Inthe'firstartidle,Virginia,H7-HigginsreiSortstheres ofadescriptivestudywhichmaywellproviesome,guidance forthosestudentsnowintraiiningassecondryspeech-teach..rs whohopetomaximizetheir,erriploymkitprospects/afterco pletingtheirdegrees. Tge/nexttwoarticlesaddresstwo specificcontentareasinhighschoolspeechcourses.Mary M. RobertscallsforsPeech,coursestohelpdevelopstudentdi perceptivecriticsofrhetoricalcommunication,JamesI. CostiganprovidesSeveralguidelinesfortheteaching,ofIntr- personalComMunicationwithinthehighschoolspeechcoure. The,finaltwoarticles.dealwithdifferentaspects°ofextracrric- ularhighschoolspeechactivities. LynneRossprovides suggestionsfortheeffectivetrainingofhighschooldebateand- forensicscoaches. Firially,MarthaAnnAtkinsreportsth resultsof'a.studywhichprovidessomeevidenCethatpartiipation e. incertainhighdchoolspeechactivitiesproteodswellfor uccess withuniversitylevelcommunicationsrequirements.
(-. Iwouldliketoexpressmythanicstotheauthorsofth articleswhichfollowaridalsotdIhos'ewhosubmittedartiles whichcouldnotbeinludedbecauseofourcurrentpagerstric- tion..
DavidA.Stern h-DepartmentofSpeechCommunicHon / Wichita?State,Uniwsity Wichita.Kansas67-20A
InformingtheJury'
. 1.
I
, Ayoungattorneyyiorkingon_hisfirst'casehadbeenen- gagedb-afarMertoprosecuteatrucking comPanyfor losing (^). shipmentof24ofethefarmer'spigs. 1 I:lewanedto. impresethejurywiththemaa udeoftheiinjury.,"T^ rity- fourpigs,Awerity-four!, ofhat! Tivicethenu^ er inthejiarybox!" .
'
, NotesfromOitr ficers
T.hePresident
ToalldistristcSairperSons-,.mayIexpressmyappre: ciationforyourcoverageoftheevents'inyourdistrict.in_the falliSsue. A.11districts,inluded'repbrtsinthefallissue.
sneverQta6;latetointludea'newmemberintoourfamily: Rea litandMO'thewordaboutourAssociation. ' r IhoOeotirConstitutiorcwillbeincludedinthisissue. (^) It wasoneot_rnygoalstogettheoriginal.andtheamendmentsand tbconsolidatethermsothe'membershipwillunderStandtheMe-.
. (^) chanicsofthe,AssOeialion.,
Onthehighschoollvel,all,coaches:sliouldunderstand thattheKSHSAAhasappoint0aspecialadhoc-studycommittee whosepurlase.isto.study7theproliferationofactiVitieA,lengths ofseasons,riumber.'ofcontests,etc. (^) Theplan,istoliave severalIneetingstoCitreussthepros:andcons'ofvaiioussdg- gestionsr'Mr.Hartmanbasextended aninvittiontoeur Assoaiationtopresentburviews. Thlepropervehicleforour". AssoCiation'srespons , it:woiildsee^ 'tome,wouldbethe ,OeechAvisOryCom4aitteétotheKSHSAA. Iwanttoalert the'-dtstrict hairperonSandeSpeciallyallcoaChesofdebate
...and'forensicstoconsidertheirconcernsaboutdebateand^. 'forensics. Whatare/thestrengthsandweaknessesokthep'resent program?Arewestisfiedwiththe-nuMberof4ontestsand-the lengthofseasons?
Allcoachesof4el3ateandforedsicsshouldexpresstheir concekseither toadistrictchairperson,ortoths,Speech AdvisoryComrnittee. Iamaskingalldistrictchairpersonsto foiward;Thecommentswiiichtheyreceivetomeinbersofthe SpeechAdvisoryCommittee. Thiscommitteeneedstoknowfor wg`orritheyspeak. Itwouldenhancetheirpositiontobeableto say'thattheyspeakforallofthehighschooldebate-forensic coacheswhoaremerribers fKSCA.
lib
. (^).
, TheExecutiveSecret.ary
"Now.thatChristmasiS over.andthe.first,sernester:ofschool hasbecomehistory,itis'time toturnourthoughtsto_theairual K.S.C.A.,meetingtobeheldinManhattan onApril2223.
Thisyea'sis\reallygoingtobeanexcitingpneforK.S.C.A.. inte'rmsofinemblership. Wehaveasubstantial:pumberof memberswhohaverenewed-their rnerpbeship.'Fromthis group, wewillexpdctcOntinuedleadershipand ontributions.
hiayearwealsailiave agreatmanhewmembers.There arethepeoplewhohavenotyethadanopportunitytoshareideas andeXperiencesandtoputtheir variedtaAnfstoworkforthe AssociatiOn.We.a.yelOoking forwardtohearingfromthesT.
Ihave.alreadysenta.shortnOke. toeachof-them,inviting themto"eontribute04,0e...1-martia1andtojoinusatourmeetings. Ihopethattheydo*.nottakethisinvitationlightly. Those-who havebeenviththeAssociationfor several.yeacoWillsupportthe corrtentionithaiweneedandwant,Ideasfro (^) eachandeve.ry memberandespbciai1yfromourntest (^) bers.
'Wheneachofyou(bothnewandren4,kedmembers)macea financialcommittmenttotheAssocia'cin, youa rnittmentoprofessiionalgrowt (^) oughthesh andthevoicingofyowlneeds.
omadea,corn- ing % ofyburideas
Our nnualrrieet'ngatManliattaniScorningsoon-April22- ,.. 23..Ifyoti'havenot1r.eadymadeplans toattend,dos now. If youneedtranportaionyrhelpconTrerningtherneetin (^) inanY respect,..,contactyourDistrictChairman. Though (^) orsheisnot , (^) incharge;oftransportatcon, yourchairmanmaykn (^) ofcar
poldingarrangements:Simplylet yourchairma (^) nowhowheo she'maybe*ofhelp./ , AlotOfworkisbeing-putintoplansfortheArirmeeting.
. -
..\13,..e.tty,Kruppe,Execut eSecretaty KansasSpeechCornmetnicatiOnAssociation Route3 (^) , FortStOtt,'Kansas
d.
)
I
)
1
1 11 11
I. #^ ' ":
( A.Notefromthe dtivities t.. Assocation ...
. (^) Reg,ib.nalaiiii.StateSpeechandDramaFestilvals ,.
KeithE.Akins; li i,
AdrrAnis.rativeAssislant- e KansiaStateHghShoblActivities..Association''') f" (^) (- .,
I.
:AsIreapproachthefarendicgeasbnandi,00kfbw.dt\the RegionalandState:SpeechD4-amaFestivals,Iwould,iketocall attentiontosomeitemswhichozftepcaluSeprbblems.orraise
-.
questionsfropirourt4achers (^) 5Oaches- r 4 s Noshi.deticrnatyentermoie.than.twoeventsatthe.Regional the-oneractplay..Thud, an e-actplay-cast?evenawalk=
revent.:
andStatePestivals:,-Thisinclude. individualwho (^) amemberOf4,
onpart),is-limitedtoonly oth
,Nosubstitutionsareallowed'ttheStateSpeech,Festival' /xceptin-theareaofone-actplayis. Substitutes,intheplayare allowedsolonga_s_thenumberdoesnotexcjeed25%oftheca.'st.
'. 3 emaximumnunitterof'entriesineacheventislistedin theS (^) chandDrama'Manualforbothiselionalaedstat festi- Vals. v. thoughaschoolmayqualifyfive or ixindiiduals
-..---.--'''s - inagiveneventthroUghthecontestmethcid.,tha4schoolMust stillabidebythelimitationa:sspecifiedinfheMantiaI. ...-.. IfaschoolquAJIliesmorethantWoentriesin aneventusing / 4 thecontestméthod,then.anyofthequalifiersmaybeu.sedatthe statele-v-;\ (^) - (^) t -4-------,.)
h./
Entryleesneednotaceompahytheentry.card.Thempor- ta'ntthingistogeitheentriestothemanagetbythedeadline aate.-Feecs
HopefiXll
contributetoasmoothrunlifrigfestival.program... ,
ybesentlater.
.theseretninderiwillhelpa,riswerquestionsand
s
4 7 8
'. .. ,"
4,4 % s' r^ il ... 1 HOW'MAiiBS,-G1RADIJkilS.-nIE6BUTWEREUNA6LE TO FINDA.% '.TEACAING-J@? fel' '
A'.
.
_.. (^) , e" .. .. ,. i ..^. /iult?s'showthatlonly'fiV,e tudent'-iried%hutWere f ableto.find'employinentasf411-71m teachers;this 4 r res4nts7%Ithenumberbfstudntgwhotriedtd findrlijob:teaching. Itis"oftriteeSttonote.that^ -
.4..-'. wh,ileoneofthesefivestudentsh^ _two_teaching" fields(atheatreemphasisin,speehlapdasecond ,.....),;, .. teaching7field-inEngliSh),the^ ;pityingfourstuilens
. -,' 1 4 hadonlyoneteachingfielg.(a.teatreemd Sisin -, ;.)I,e'.Speech).. '',. ,.. , ':itl.*:.'iOW'AA1,1Y.TEACHINdfl,EL04,DIQOURBSEGRADUATESJIAVEWHO
I ,,
.4CEPTED,TEACHINGROSITrousr
,. (^) ,
rRetuit5,shoWrthip2'8%Of-our'SSEgrailuates,who
,locepted.teachingpositionshadasingle.'teaching.
. f1eld;'62%haditwo.teach;ingfields;10%hadthree \ ormorefeachirtg"fields..,.
I.
WATWERETHESi.SECONDANDTHIRDTEgHING.FIELDS?
1
T
; Engliistiwas,by.far;the/JOS%coirimonsecondfield,as
71%,ofthe"secondandthirdteachingfieldswere English. 'SocialScienEes'os4distantseco^ atf
16%-of-thesecbndandttrrPfdfieldswereSoe
Sciences. Tweperscrish,adakecondfieldin.Psy- chologyeandtwopoisonshildIsecondfieldin PhySicalEducatton..iOtherfieldsDetionedwere
14athAndDriver'-s,EdLicatio
TYPESOF.sanotsH.IREDOUR-BSt'd UATES?
,Pesultsshow'that6%of.Our'BSEgraduateswere
himdbyjunior,highschools;10%werehiredby TAihoo1s' 21%werehiredby24schdols;15twere hiredby.341,cnools;15%werehiredby4A5chools; aT%werehiredby5Aschobls;8%werehiredby colleges.Several\studentswhowerehiredbyprivate. schoolsbr6. by,s'choolsoutofstatedonotfigurein
these.computations. ,rt
tWHATWASTHENATUREOF THE.TEAC#INGJOBS*AVAILAKEWHEN TOURGRADUATES;WERELOOKINGFORP(ORK?
Majorsreportthat95%ofthejobs.theywere aareoe reguiredthemtoteachsome'aspectofSpeechin-
.4-
4r.
1
Th
combination with another subject, most often in combination with English; apparently only about 5% of the available jObs are speech-only positions. Even more ioOsided is the ract that the majors report that'98% of the jobs available to them required them t perform Some typkor extra-curricular work assotiated Oth the field", such as coacOng debate and/or fordhsi st or directing plays. 1
- HOW^ MANY^ TEACHING^ FIE,LDS^ DO^ OUR^ (RADUATES^ RECOMMEND^ THAT OUR CURRENT MAJORS SHOULD ATT? I Our graduates are pearly unanimous in recommending that' current BSE majors should attaih at least two teaching fields; 91% of our graduates say that two fields are eitheressential,'.omat least.make.an'applitant's chan s'for finding a job much greater.
- WHAT OTHER TEACHING FIELDS SHOULD OUR CURRENT MAJORS PICK UP?
Our graduates recommend Oicking up tnolish or a comblnatign of English and Journalism a total of 51 times; Social Sciences.was mentioned 16 times; Psychology,was mentioned 3times; Art, Physical .Education, and Foreign Language were each mentione,d 2 times; other fields mentioned once were: Reading Improvement, Elementary,Education, Industrial Art, BusineSs,.and Home Economics. Seven.graduates^ said the ,%ctual choice of a second field did not matter much,.just as long as the prospectiveTeacher had something as a second field.
- DO OUR BSE GRADUATES RECOMMEND THATd5ROSPEOTIVE SPEEN TEACHERS BE PREPARED BROADLY WITHIN THE FIELD OF-SPEECH TO "DO T ALL," OR SPECIALIZE WITHIN A-SPECIFIC AREA OF SPEECO?
"Gra&ates commend^ that^ prol"spective^ teachers^ prepare- to "do it all" by a margin of 88%. to 12%. (Several of Ihe graduates who recomMended that majors,specialize were persons who had gone on into college teaMing, thus it is likely thq the actual margin with respect to junior high dr high sChool teaciiincris even gre er than the statistics indicate.),k.
,
unalyare of stu4ies of^ a^ simi;lar^ nature which Shave been
I recently^ completed^ byother^ Kansas^ institutions;
should such '
"IsurWys be Compteted, I would^ not^ expect^ their
results to differ,sidilificantly from thcs one. (^) #
The.rdidlts-themselves..preseqt.a fairly
clev'piEture of
tkze current job market in^ speech.^ The^ question^ which^ this
,
(paper addressed.at the'beginning^ was,^ how
difficult is.it for,
a. prosepctlye speech^ teacher^ to^ find^ a
job? Thelanswerls#
lobs div avai able (93%^ of^ those^ who^ try.do find jobs). It appears thatPaving^ two^ teaching^ fields enhances,,,,the applicants' .-Abances-of fin ing.employment. Ftrst=year^ teacher's^ should prepare through heir^ undergraduatecurricular:and
cd-curricular :
experiences to teach mry,4spects of^ speeph tpublic^ speaking, drama, debate, forensics;^ interpersonal,
etc.); from commentk
wkfck* graduates appended,to-their^ gUestiOnnaires
there appears
to be in some schools aretrenching^ to^ the
Sasics" with the
suggestion thatmini-Courses^ in^ highly^ specialized
aieas may I
be less comthon now than they^ were^ just^ a^ few^ years
ago.' It^ is
clear from the respuses that^ it^ is^ not^ advisable
to be a "specialist" (d..T., the only.thing^ ()Iv,^ is^ prepared^ to
do is /
teach acti d'Airecting^ )^ and^ hope^ to^ have^ anleasy
time
securing e ent^ at^ the^ junior or g6nior high level. Jn add Mont_ it a
1 gersecondary
these-jobs only
ars that graduates arebeing^ employedire^ the ' hools-despite the, rumors one often^ hears^ tha:t o experiencedteachers^ or.thoseijith^ Master's. degrees; 36% of our graduates.^ found^ employment.in 4A and 5A schools.
, In^ sum,^ the^ results themselves are.encouraging. The employment prospects forfirst-year^ speeth^ teacher.s
remain
bright as long as students,understand^ that,they
need twilit
teaching fields, need to prepare broWdli,within^ the°fieTdIer speech, and that the may^ have/tomake^ many^ applications
and
have several inv$s.
befoilithey are Offered a job as a
full-time teacher.
"
AnAve.rageFallacy .
Ifamanstandswithhisrightfootonahotstove andhisleftfootinafreezer,somestatisticians would assertthatontheaverageheiscomfortable.
. .... ...
= Calling a Good Thing Good
The High'Schoo ent as Speech'CrItiv
Mary M. Roberts*
- , . (^) Goethe declared that it Aikes little skillt6 call a bad thing bad, but it requires gendine insight and even courage to recognize and as (^) rt publicly thata good thing is good. (^) SpeeCh Contest rati (^) individual events illustrate the ease We experience (^) n identifying infe0or work, for judgqrstommonly agree,in their deSignation of tile weakest speakerdri a particir- lar event. (^) Similarly, popular-reaction to the second debate between Presidential candidate's Jimmy Carter and Gerald Ford confirmed again that peOple'exerC15e caution beforepublicly declaring eperformance "good." (^) Only a small majority of the persons interviewed immediately after the,second Carter-Ford encounter selected Carter 'as the better,debater o\evening. On the other hand, polls iaken the foll&ing day_And subse- quently showed many m6re persons designating him as the winner after-they-had heard him repeated* judged to be superior. The impulse to agree with others in ascribing worth to something is a powerfurAmerican tendency; (^) it is one which the student is encouraged to overcome when learning,to functionas a speech communicatioh critic. -= Another challengeinherent in the critic's role is to sur- mount the limitations bf one's'experienCe. (^) A relevant foll; saying nbtes, "He who has neverseen a swan may call a crow beautiful." (^) A student who has listened closely to no speeches but those of participants in speech contests has not heard ' many outstanding presentations. Furthermore, he may judge their quality on an irrelevant basis: (^) whether or not the speaker emerges as the Winner. Since the same speech may,be successful in one competition bUt not in another,he may decide that there are no generally-accepted standards of excellence, and that every judge is a complete law unto himself. A stu- ent may therefore prepare each contest speech withno other g ide but-the apparent idiosyncratic preferences of the judge the particular event.
* Dr. Robert iProfessor,of S0ech and Director of graduate
Studies in (^) peech and Theatre at Kansas State College of Pitts-
. (^) Burg. (^) She tis past Editor-in-Chief of The Speech Teacher.
13 14
flo
) o
'1"'
. The-student crffit musf learnto.obsenve joerceixtively,
o record accurately, and-interpret sensitilief. He must come-4.
disting:uish between ostensible and real purpose, recogRizing thaA few public figures take the time to give spedches'which lr arerdevoid of some persuaSivfintent. He Must pparate assertal tion from support, noting the VaLidity pflasstimptions ahd eYalu- ating the 'relevance and adaptive cohtribution-orthe supporting materials. (^) He must test the zredibilitpof sources' and theN cogency of their reasoning; he must assess also.the qualify, Of the inferences which the Oeaker draws from his evidence. L The novice critic must recognize and atkrOiledge his (^) irs btases. One vital Ittep is-becoming aware that objecstuoy, * .not achieved through merecAitatiori of an,équalnumbe'r of strong and weak attributes of the speaker. The goal incriticism is evaluatleiRthesis- achieved,through,app.raisal of.ttie contri- , bution o each aspect of the speaker's strategy,to his overall' accomplishment or lack of -rt. No fact shoUlErbe iiiewed as an end in itself; edth should be assessed in relation to the whole.
The perm
interpreting a
, 1 ritic Will learn to-be cautious about.. t audience responsb. He will appreciate, --'' for'example, that, here are mabiy kinds of liughter%, and that some indicate netther del ght hor approval;similarly, that \Vere re^ many'kihds^ of^ a^ pliu^ e.^ Thus^ he^ will^ become^ more opht ticated in causal r asoning, more likely to avOid non-' sequi rs. Instead of no ing simply whether-or notthe :audience 9eemed t(veceive the speaker-favotably, he will concentrate ortdeVeloping a judgMenticoncerning the degree -.to which the person deserVed to be effeettve with,hi _ecItfic listeners.
4.P
The student who part experience, uner the gu find-it profit e en to discriminate.betw emulatin ,in hit own those w ch are not, tO's ct, from-all to hiM:in their pers basis for productive.
ipates I dance of avor. H .speakef attributes which are worth speeCh côI1Iuncation sitUations, and Further, he should develop the insight he ideas that various speakers presentI, asive attempt , those which offer'a worthy hinking and ctio
this kind of criticgl capable teacher, shttuld should sharpen his ability
1 5
N..
et).
A
ot,
Interpersonal CommUnication inthe High School Classroom.
James I. Xostigan*
. he,purPbse o-this article is to encourage the teaching of 'in erpersonal communi ation in the high school classroom and t4 comment on the go ls and methods appropriate to'secondr : -ary 1 vel interpersonal instruction. Training iii in6rperson- al coiimunication at the high school level does invOlVe.certain
. .spici^ 1,prbblems,^ and^ those^ will^ also^ be.touched'on^ in:this paper. , -L t vs begin with k);rie Of the problems. The high school speech program is faced w th a special challenge in that'the.
; 4Yasic peech/course^ is^ th^ >only^ .Orar!communication^ some^ sttre',.! 'dents ill receive if they AK to termillate thetir formal traini g after high sch00%. rso, for/the coljeige bound stu- dent, he.^ course^ needs^ to^ provide^ the^ basics^ fartthe^ kinds^ of dommun,cation'course-th'ey will be taking to fulfill their, colleg commun4cation requirementi: In addition; in_many ichool %the course is,only one semester,wto the ;teacher is faced ith the knotty problem Of a, large amount of mtenti- ally v luable material to cover and a relatively shbrt:timé 1, in whi, h to cover :ft.,. for the student 1.44,1goes into advance speech or becomes involved in the forensid, debate, or drama e ,progr s the problems are not as great. But^ for^ the^ typical "tudent in the bdginning speech course, whether headed for
.^ college11-- or noi,-these^ issuds^ do^ take^ on^ .iMportance.^ A 1. -' With these issues-in-mind,-itis now ppssible.to comment on the goals of the.speach course at the high school level. The gdals of high school speech training should be.to intro- duce the student tb as many facets:of man as a communicator as possible, with special emphasis on ,the acquistion of = varied communicative skills. This would involve, of necessitY, some exposure to public.speaking, group communtgat4on, inter- personal-communication, and expxessive or artistrc communica., tion (such as interpretation and drama). Interpersona,1 .:
- Dr. Costigan is, chairperson of th.9 Department of Sp at Fort Hays Kansas State College. He is co-author with. n Rothwell of Interpersonal Communication: ,Influences and ter- natives; (Columbus) Ohio: Charles^ E.44e-r.:01,^ 1975).
P
f
4 1 ,
W r In^ to,cluding^ this.artitle^ I^ realize.tKat^ there^ a issues untouched. Issues^ such^ is^ Modulaloscheduling, speech 'coursts,and preconceive administrative^ notion what ShouTdVbe 4nclUded.in a sp ech course. However, .-conViction remaInt that interpe onal^ communication^ tr should be Included inthesecondary schbol speech cur ..thiitsuch trAining ls necessary and valuable, andfthat better.:equip the"high school student to stand and'corie wiWthe broad range of commdnication 'he Will. encoUnter !atter graduation'.
FromaIviaiCuiliriePo^ ofView
busmessmanisaggressive;a
',is,pushy.
He's.firm;She'sstubborn. .
!'ii.,4;.
*Heidcarefulaboutdetails;
isinesswo, t
elan). dv nced out, y ersonal ining culum, such- nder- tuations
..
she's riick;)
Heloseshistemperbecausehe'sso
inhisjob; she'sbitchy.
Hefolloes through;shedoesn'tkpowwhentoquit.
Hemakeswisejudgments; sherevealsherpre-
judices.
Heisamanoftheworld; she'sbeenaround.
isn'tafraidtosaywhathethinks; she's 7 opinionated,
Heexercisesauthority; she'st'yrannical.
He'sdiscreet; she'ssecLetive.
He'sa.stekntas,kmaster;she's diffiCulttowork
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.. .,...SUggeg.adirlereqUititeS for the High,Schodl
' Speech and Debate Coach
, Lynne S. Rost.* f
The 'Kansas high school,speech teacher often commits himself to^1 ,muth more than.does the average classroom instructor.^ f,^ addition 'to a full teaching load, the speech teacher^ will^ very^ iliely^ be'^4
the Obate and forensic coach for interscholastic^ dome^ tion,^ a
responsibility for whichowery few beginning teachers^ have^ had^ any formal training. Depending^ upon^ the^ school^ system,^ those coaching lyesponsibilities could involve seyeral students and^ a^ budget^ df
thousands of dollaA.^ It^ is^ often^ erroneously^ assumed^ by school.°
administrators that omeis prepared to coach if^ he^ majOrej^ in^ speech^ , .or took the few hours reqUired^ by^ the^ stateto^ become^ certified^ to teach publtc speaking. There^ are^ sOreral^ highschool_tpdches^ who 'meet these minimum, requirementho are sincere',^ dedlcated individaals, who work dtlidently t^ their^ coachingresponsibiliti4s.
Through trial and errorthey may ave^ developed^ a^ strong' competitive speech program, but he^ policy^ of^ permitting^ beginning teacbers to complete'thefr teachertraining^ without^ attention..to^ -
\inevitabfe coa0ing responsibilities is a poor edutWonal^ procedure.
,^ FoilMal4tburstwois^ the.most
obvious/area tut/should be "examined in 'terms of. eacher requirements. To^ satisfy.^ Kansas certification requirements, fifteen semester hours are needed,^ "in such courses as public speaking,discussion^ and^ debate,^ theatre, and oralinterpretatidi."^ The^ most^ obvious^ draw^ atk^ to^ these general requirements is that only fifteenhourt,^ out^ of^ the^ total 1/120 required for graduation, certify a teacher o Apeech..^ As^ a \result, the English teachen particularly in^ the^ smaller^ chool system,who happens to 'have fifteen hours in speeth^ iNfrequently %drafted to teach speech and qoach theinterscholastic^ speech^ events. The other weakness in the certification requtrepents^ is^ that^ si.nce no specific cour s^ are^ required,^ teachers'^ can be^ certified^ to^ teach
. speech havi wired^ absolutely^ no-batkgrnund^ in^ argumentation^ or debate.
In addit on to formal coursework, ptactical^ :^ experience^ is^. necessary to omplete^ the^ training^ for^ a^ speech^ coach.^ However,
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, ..^ *Ms.^ Rou^ is^ Instructor^ in^ Speech^ and Assistant^ rebate^ Coach gt KanSas stTrg Unixersity. She^ currently^ teaches^ a^ ourse^ fon,^ ) the preparation of high schooldebate^ coaches. I!). ,
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