Module 2-1 -137makes decisions regarding a set of conditions that the learner may not see for himself. As an example, a youngster may not choose chess because he's heard of how difficult it is, or because he's afraid of something he knows nothing about. He might learn to like chess if someone suggests he try it and assures him that he can leave it if he dislikes it.
Permanent clubs, with elected officers have only a limited place in middle schools. Instead flexible interest areas, with freedom of movement from area to area are what is needed. The preadolescents will see middle schools as places that are alive, warm and exciting. Interest areas should help accomplish this.
Administrators interested in developing an interest area program should be aware that:
1) there exists a vast tide of interests, unlimited in
scope, among preadolescents.
2) such interests can best prosper in a free atmosphere
(free from the rigid traditional club structure with
its lack of sensitiveness to preadolescents' ever
changing ways.)
3) children must be able to make wrong choices and yet
be free to move on to another interest area.
4) we as professionals may find it necessary to prescribe
or preferably suggest interest areas for certain children
to try. Once again we must be sure that it's only for
as long a period of time that is best for that particular youngster. A set period of so many weeks may facilitate
administrative functions, but not the child's.
5) some interest areas may well be initiated and implemented
by children. We need not limit the number of interest
areas to the number of interests of our faculties.
6) parent volunteers may have much to contribute. They may
assist in a specific program as monitors or as resource
people.
7) grade level need not be a concern for most interest areas.