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Teaching Practices Designed to Foster Self-Understanding [microform] / John J. Pietrofesa
Bib ID 5195283
Format BookBook, MicroformMicroform, OnlineOnline
Author
Pietrofesa, John J
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1968 
146 p. 
Summary

The Developmental Career Guidance Project in the Detroit, Michigan schools sponsored a workshop which was designed to help youngsters improve their self-concepts by sensitizing teachers to the implications of various elements of self-theory. The teachers consequently had to go back to their own classrooms and creatively develop materials and procedures adapted to their own grade level concerning specific mental health concepts. Guidance counselors and university consultants combined to provide leadership. The procedural format of each four-hour workshop program was as follows: (1) an hour lecture by a university consultant; (2) an hour discussion in small groups with guidance counselors as leaders; and (3) a two-hour session to develop classroom materials to foster student self-understanding. Specific presentations centered about such topics as self-concept (Who am I?), mechanisms that distort reality, and healthy personality. Teachers in their evaluation of the program noted that workshop learnings had changed their teaching practices. They felt also that their students seemed to develop greater self-understanding and that individual self-concepts were positively affected as a result. (Author)

Notes

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Creative Teaching.  |  Personality Theories.  |  Pilot Projects.  |  Self Concept.  |  Student Development.  |  Student Teacher Relationship.  |  Teacher Workshops.
Other authors/contributors Detroit Public Schools, MI  |  Wayne State Univ., Detroit, MI
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