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<v Recording>[Singing] Teach me. <v Recording>?Something never done before? <v Recording>Each time I reach out and touch somebody. <v Recording>I've never felt I'm searching all the time <v Recording>and each time I find something around every turn so much <v Recording>to see in this world of mine. <v Recording>So much I wanna learn. <v Recording>I got to get up, make my mood. I won't be afraid <v Recording>of ?unintelligible?. <v Recording>Can't give up nothing to lose nothing to lose. <v Recording>Change me. <v Recording>Teach me.
<v Narrator>When was the last time you were in school? <v Narrator>Chances are it's been a while. <v Narrator>I remember my own school experiences with a personal sense of nostalgia. <v Narrator>I guess we all remember the little things like the smell of chocolate, sun-filled <v Narrator>classroom, the quiet rustling pages in the library or recess, and the <v Narrator>first warm day of spring. <v Narrator>Perhaps the day we chipped a tooth on the water-fountain. <v Narrator>But these are new times, new places. <v Narrator>And here in the Charlotte-Mecklenburg School system, new things are happening in many <v Narrator>ways. The curriculum has been redesigned and expanded. <v Narrator>Today's classrooms boast many computers, reading machines and videotape recorders. <v Narrator>Modern technology and new teaching methods have enabled teachers to reach the slow and <v Narrator>disinterested as well as the bright and talented kids. <v Narrator>Still the same. They enjoy running, dancing, playing, having <v Narrator>friends, going to football games and generally enjoying life.
<v Narrator>And they still come to school expecting to learn, to read, to write and do arithmetic. <v Narrator>Students of all ages want to learn. <v Narrator>The extent to which that desire is nurtured determines the success of education. <v Narrator>There is nothing more memorable to a teacher than that moment when a student discovers he <v Narrator>understands what's what's happening around him at very moment. <v Narrator>When is his inner being? Seems to say I got it. <v Narrator>Learning is fun and I want to learn more. <v Teacher 1>And the little pig said "No no no, not by the hair on my chiny chin chin!" And so the <v Teacher 1>wolf said, that I'll. <v Children>Huff, and I'll puff, and I'll blow this house down! <v Teacher 1>A lot of people believe that school is a very dull place to be, and we <v Teacher 1>as teachers must change that attitude because learning can be fun <v Teacher 1>and interesting. <v Teacher 1>And he ran he ran to the second little pig's house and
<v Teacher 1>as soon as he got in front of the door [heavy breathing] and the Little Pig said "Man, <v Teacher 1>what's wrong bruh?"He said "Man, the wolf was after me!" <v Teacher 1>And then there was a knock at the door [knocks three times] and the Little Pig turned and <v Teacher 1>looked out the door and he saw the wolf and I guess, you know, they didn't let him come <v Teacher 1>in. <v Teacher 1>And so we as teachers must provide as many learning opportunities <v Teacher 1>as possible, because children have different ability levels. <v Teacher 1>They come from different homes, they have different interests, have different wants, <v Teacher 1>different desires and different needs. <v Teacher 1>And as teachers, we must respond to their wants, their <v Teacher 1>needs and their desires. <v Teacher 1>And so they started getting <v Teacher 1>real happy-. <v Child 1>You are not for me. <v Teacher 2>Good! Alright, Jeff, how about the next two for me. <v Teacher 2>Just about everything around you concerned reading. <v Teacher 2>And if you don't know how to read, you won't be an active part of the community or <v Teacher 2>part of the world.
<v Child 2>Hey, let me. <v Teacher 2>Alright. Now when we get over here to the next page. Let's remember- <v Child 3>They are restless on the ground. <v Narrator>Because the basics are so important the Charlotte Mecklenburg Schools have consistently <v Narrator>emphasized them in the curriculum. <v Narrator>But sometimes this is not enough. <v Narrator>Some students need extra help mastering the basics beyond the regular school program. <v Narrator>It is no accident that reading and mathematics take top priority. <v Narrator>And the Charlotte-Mecklenburg Schools. <v Narrator>The schools have long realized that the ability to read well, along with the ability <v Narrator>to think of reason and compute underlies successful learning as <v Narrator>well as successful living. <v Computer>But it. What is the same in these three <v Computer>pictures? <v Child 4>4. <v Child 5>Not 4. <v Child 4>1 2. <v Child 5>Oh duh. <v Child 4>1 2. <v Child 5>3 there's 3. <v Child 4>3 4. <v Child 5>But you need to know about math to really know the world
<v Child 5>and count how much money you have in the bank or just <v Child 5>the account. <v Teacher 3>David we're going to make some numbers. Let's make a one. <v Teacher 3>Is it okay if I borrow your pencil a minute? Remember, you touch, down, lift your pencil. <v Teacher 3>Now can you make one for me please? <v Teacher 3>Don't forget your fingers space. <v Teacher 3>Okay, good, very good. <v Teacher 3>Now let's try a T, you wanna try a T? <v Teacher 3>Okay now watch. <v Narrator>All through life we continue to build on the basic skills. <v Narrator>As students grow and progress through school mathematics. <v Narrator>Writing one's own language sometimes leads to reading another foreign language <v Narrator>or even a scientific language. <v Highschooler 1>Where does your graph intersect your limit and your limit minus epsilon. <v Teacher 4>All right. There is your graph right there. <v Teacher 4>That's where it intersects the limit. There y is equal to one third. <v Teacher 4>Now we've got to choose an epsilon that's less than a third-.
<v Teacher 3>In elementary school. The learning process, some of them seem like fun and games. <v Teacher 3>But now, as we've grown older, we realize the importance of what we have learned <v Teacher 3>and the importance of getting a good foundation now for the years to come. <v Computer>Espero que ?unintelligible? ir al bano. <v Students>[Repeats in Italian]. <v Teacher 5>[Speaks Italian] <v Highschooler 2>[Repeats Italian]. <v Teacher 6>Well, all you need to do is make make you a slight cut right there. <v Teacher 6>Okay. Well then cut straight all the way and then go around the sides where the dotted <v Teacher 6>line. <v Highschooler 3>Academics are a prerequisite of what we're going to go out and experience in life. <v Highschooler 3>It's a basic foundation that we all need. <v Highschooler 4>Academics are really educating itself is a preparation <v Highschooler 4>through a building process. It's begun in the earlier years of school. <v Highschooler 4>It increases. You build on it in high school. <v Highschooler 4>And high school is really a preparation for college.
<v Teacher 6>It's one point five molar in <v Teacher 6>ethanol ?unintelligible?. That's our standard solution. <v Teacher 6>In this I want you to go ahead and-. <v Highschooler 5>It's so light it-. <v Teacher 6>Distill this. <v Highschooler 5>Up in here- <v Narrator>But what about the students who don't plan to go to college? <v Narrator>They must also be prepared to become self-sufficient and productive members of our <v Narrator>community for this, a skill or a trade is necessary. <v Narrator>What alternatives do our schools offer these students? <v Teacher 7>There are many students these days who really don't want to go to college or can't <v Teacher 7>go to college. And I feel they should be given the opportunity <v Teacher 7>to start working early in the different vocational fields if they are <v Teacher 7>offered. <v Teacher 8>What we need to do is-.
<v Teacher 9>A good school, has well-rounded curriculum not just all academics, not just all <v Teacher 9>electives, but it has a wide enough choice of different subjects and courses <v Teacher 9>to take that it it can please everybody and everyone can pursue what they really want to <v Teacher 9>take. <v Teacher 10>Now I'm going down to 25. <v Teacher 10>Notice the screen. I'm going down now to 10. <v Teacher 10>Now, these waves, this sweep raise is the thing that you're in control. <v Teacher 10>The rapidity of which these waves move back and forth across the screen. <v Teacher 10>Well, you know, as a teacher, I see kids coming to us from diverse backgrounds <v Teacher 10>in experience and abilities and even in outlook. <v Teacher 10>And since Charlotte is such a big system, we should provide for those differences. <v Teacher 10>We should provide alternatives. <v Narrator>A city's involvement with the education of the youth is necessary and desirable. <v Narrator>Here in Charlotte Mecklenburg, many of its citizens have made this commitment and the <v Narrator>list is endless to parents, businessmen, doctors, bricklayers,
<v Narrator>senior citizens. All these talented individuals are sharing their <v Narrator>knowledge, experience and time with our young people. <v Narrator>Providing awareness of the world and its people outside the classroom cannot get underway <v Narrator>too soon. <v Teacher 11>These brown, things you see down here are the covers over the hatch <v Teacher 11>cover this is where the generators are just under these hatch covers. <v Teacher 3>When you study and learn about something in the classroom and go through and then go out <v Teacher 3>and learn about it firsthand, that it makes everything you've already learned <v Teacher 3>much more meaningful. <v Speaker 1>The government had a computer and this machine is located in Hampton, Georgia, south of <v Speaker 1>Atlanta. Atlanta, at this location we have an in route
<v Speaker 1>center that handles traffic. All of this part of the southeastern United States, <v Speaker 1>the in route traffic. And you have control towers like this with associated radar rooms, <v Speaker 1>separate the airplanes around the airport. <v Highschooler 4>A field trip will relate to the theoretical things you learn in school to practical <v Highschooler 4>knowledge that you're going to need all the way through your life. <v Speaker 2>So Boeing 727 air carrier by Eastern Airlines <v Speaker 2>is coming in and making connections with each other. <v Speaker 2>Several airplanes here on the ground. <v Teacher 12>Field trips make school good because they get out. <v Teacher 12>To learn something that they can't do at school. <v Speaker 3>Out of your eyes, you got air, going through it. That keeps it clear where you can see
<v Speaker 3>where you have a small building or a big building or any kind of fire in. <v Speaker 3>This keeps you from getting it in your eyes. <v Narrator>Going to new and interesting places permits students to interact with friends and <v Narrator>strangers, as well as experiencing sights and sounds brand new. <v Recording>[Singing] Well a buffalo's ?got? up on his back and a big old shaggy beard and the color <v Recording>of his hair is brown and black. He's got horns behind his ears. <v Recording>How do you know it's a buffalo? It might be a cow. How do you know it's a buffalo? Listen and I'll tell you how. How do you know it's a buffalo? It might be a cow? How do you know <v Recording>it's a buffalo? Listen and I'll tell you how.
<v Recording>Buffalo's got up on his back and a big old shaggy beard and the color <v Recording>of his hair is brown and black, he's got horn behind his ears. <v Recording>How do you know it's a buffalo? It might be a cow. How do you know it's a buffalo? Listen and I'll tell you how. Listen and I'll tell you how. [Cheers.] <v Narrator>The sight and sound which comes from within our students is also a <v Narrator>?unintelligible?, creativity and self-expression. <v Narrator>There's a need in all of us. <v Narrator>When students are given this opportunity, they learn the precious value of <v Narrator>just being oneself. <v Highschooler 6>Think I need to do some on the top up there. <v Teacher 13>Maybe some of these are too far apart. You might want to go back in there and ?unintelligible? <v Highschooler 7>I think art is important. <v Highschooler 7>Like for example, with clay you can pound clay and you can mold
<v Highschooler 7>it into whatever your feelings or your mind wants you to mold. <v Highschooler 8>To me, art is a form of relaxation. <v Highschooler 8>It just gives me the chance to bring out my inner emotion. <v Highschooler 9>I like putting together things with my hands, may never be a <v Highschooler 9>great artist, but it gives me my own self-satisfaction. <v Highschooler 10>When I create something with my hands. <v Highschooler 10>It's just the way that I give my feeling force.
<v Speaker 4>Just express your feelings, whatever you want to do. <v Teacher 14>In elementary music, we strive to have each child participate in <v Teacher 14>many activities in a positive fashion. <v Teacher 14>We feel that it's very important for each child to learn how to respond <v Teacher 14>to music and all kinds of cultural activities. <v Teacher 14>It's important to us that you can develop some sensitivity for beauty <v Teacher 14>and thrills us when a child displays this. <v Elementary Choir>[Singing Oklahoma]
<v Highschool Choir>[Singing Oklahoma] <v Teacher 15>2, 3 2 4 2 5. <v Teacher 15>Get 'em up! Arms up! Seven, eight, nine, ten-. <v Narrator>The achievement and discovery essential to a student's total being <v Narrator>manifests itself in many ways. <v Narrator>Helping students discover their physical self is an integral part of education <v Narrator>here in our schools. Developing the body as well as the mind is an
<v Narrator>important part of the curriculum. <v Recording>[Singing] Takes a little effort to scale a mountain high. <v Recording>It takes a caterpillar to make a butterfly. <v Recording>Just one bush helps a little bird fly.
<v Recording>Takes a tiny spark to build a blazing fire. <v Recording>Just a little faith, you can reach a little higher. <v Recording>Keep on tryin'
<v Recording>because you got today. <v Recording>You've got today. <v Narrator>For some students, just getting to school on their own is an accomplishment. <v Narrator>But for others, achievement is singing a song or building a birdhouse. <v Teacher 16>How's it feel? <v Child 6>Real fine. <v Teacher 16>Better? A little better. Little better? <v Child 6>Here. <v Teacher 16>Just a little? Sand some more? <v Teacher 16>OK. Ready? Go! That's it. <v Teacher 16>Keep goin'. <v Teacher 16>You're doing great. You're doing great. <v Teacher 16>Oh, that's real nice. It's going to be very pretty. <v Narrator>These very sick children come to school bringing with them a variety of different <v Narrator>needs and learning abilities.
<v Narrator>Each child is a unique individual unlike any other. <v Narrator>For a school system to be effective, it must strive to meet the individual needs <v Narrator>of all children. <v Choir>[Singing] <v Principle>What can I do with ?unintelligilbe? <v Office workers>[Chatter]. <v Principle>Okay I know when my ?unintelligible? been <v Principle>involved in something like this. <v Narrator>We've looked briefly at some of the programs that the Charlotte Mecklenburg School system <v Narrator>offers over 80000 students. <v Narrator>But what about the people? <v Narrator>Thousands of teachers, principals and others breathe life into <v Narrator>these programs and make them come alive in the classrooms of it's 106
<v Narrator>schools. <v Principle>But the thing about it, I want you to believe in yourself. <v Principle>That's the most important thing you-. <v Principle>I feel as a principal that you need to respect as a <v Principle>mass to be successful. <v Principle>I believe in students. <v Principle>I believe their dignity and worth. <v Principle>I also believe that I should be available to listen to students. <v Principle>In fact, my door remains open. <v Principle>I've never said that, though. <v Principle>I also think teachers should be available to listen to students. <v Principle>You get to know your students and they get to feel that they <v Principle>can come and talk to you. <v Principle>They've got to feel ?unintelligible?. And they bring the academic problems to you, but <v Principle>their personal problems as well. <v Students>[Chanting] two hut two hut. <v Teacher 17>So good Raxton! You know, when boys and girls do nice things, what can you give.
<v Raxston>A smileyface? <v Teacher 17>As an educator, I feel that one of the most important aspects of a child's education <v Teacher 17>is parent involvement in the school. <v Teacher 17>And by involvement I mean such things as paper drive, eating lunch with their child, <v Teacher 17>taking part in PTA activities. <v Teacher 17>There are many other ways that a school could use parent involvement. <v Teacher 17>To me, sharing in the total education of a child is the most <v Teacher 17>important thing and the greatest gift we can provide our children <v Teacher 17>to me. Parent involvement begins when a school staff opens the door <v Teacher 17>to the community and the parents by making them feel a part of the school's life. <v Teacher 17>Parents and community are a vital part of the total education of all of our children. <v Speaker 5>Welcome to the history through PTA Fall Fun Festival! <v Speaker 5>This is our annual event. <v Speaker 5>Step right up and get your tickets. <v Speaker 5>Fifteen cents each. We're to have a good time, especially Steven.
<v Teacher 18>The other day, I was doing some recording and I had an on camera. <v Teacher 18>I didn't have to turn it to VTR record or play to get anything. <v Teacher 18>What is that knob for. <v Teacher 19>OK. This select-. <v Narrator>Just like any other business changes in education come as rapidly as changing <v Narrator>technology. What you have here for this reason which teachers must continue to <v Narrator>be students. <v Narrator>And like any other good business, Charlotte-Mecklenburg offers its teachers and service <v Narrator>workshops and the opportunity to come together and learn from each other. <v Teacher 18>You would use these other settings, and-. <v Teacher 19>I think it's critical that we keep learning when we stop learning. <v Teacher 19>And I think it's time for us to find a new profession. <v Teacher 19>Bring whether I think it's a parallel to the medical profession. <v Teacher 19>We expect our doctors and others in the medical field to keep up to date with <v Teacher 19>their current applications of medicines and techniques. <v Teacher 19>And our health is really dependent upon that. <v Teacher 19>The same thing is true for the children in our schools. <v Teacher 19>We as teachers must keep up to date because the educational health, the mental
<v Teacher 19>health, the emotional health of our children is in our hands. <v Teacher 18>A group of nine. <v Narrator>Walt Whitman once said, look at what's happening in our schools today and you'll find out <v Narrator>what our society is like and what direction it will take in the future. <v Narrator>We've taken a quick look at the Charlotte Mecklenburg Schools of today, knowing that one <v Narrator>day these modern buildings of glass and concrete will be referred to as <v Narrator>the old school-houses. <v Narrator>But no matter what special shape structure the schools take on Charlotte Mecklenburg will <v Narrator>always be about the business of education. <v Narrator>For education is a never-ending process. <v Narrator>It knows no time, no age, special structure. <v Narrator>It's a part of life. And life is a part of learning. <v Narrator>All of us parents, community and educators have an investment in this business <v Narrator>of education. Our future will depend on how well we respond today <v Narrator>when a child says Teach me.
<v Recording>[Singing] Teach me. <v Recording>Teach me. <v Recording>Now, each day I discovered something else I can do, something <v Recording>I've never done before. <v Recording>Each time I reach out, I touch something. <v Recording>No. Feelings I have never felt before. <v Recording>And I'm wonderin' and searchin' all the time. <v Recording>And each time I find something new around every turn that's <v Recording>so much to see in this world of mine, so <v Recording>much I want to learn. <v Recording>I got to get and make my move. <v Recording>I will be made [recording skips] down. <v Recording>I can't give up there's nothing to lose.
Teach Me!
Producing Organization
Charlotte-Mecklenburg Board of Education
WTVI (Television station : Charlotte, N.C.)
Contributing Organization
The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia (Athens, Georgia)
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Program Description
"TEACH ME! is about people... students, teachers, principals and others in the Charlotte-Mecklenburg School System working and learning together. It covers all levels of education, kindergarten through twelfth grade. TEACH ME! shows the basic educational program in the schools as well as specialized areas which offer enrichment and alternatives to provide for the total development of the individual. Interwoven throughout the film [are] narration and personal voice-over comments from students, teachers and principals. This film is intended for the public (community, P.T.A. and civic groups, etc.) and educators unfamiliar with the Charlotte-Mecklenburg School System."--1977 Peabody Awards entry form.
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Director: Bunting, Mike
Producer: Aughtry, Gayle
Producing Organization: Charlotte-Mecklenburg Board of Education
Producing Organization: WTVI (Television station : Charlotte, N.C.)
Writer: Aughtry, Gayle
AAPB Contributor Holdings
The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia
Identifier: cpb-aacip-857f7fc1fd9 (Filename)
Format: U-matic
Duration: 00:30:00
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Chicago: “Teach Me!,” 1977-09-21, The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC, accessed June 26, 2022,
MLA: “Teach Me!.” 1977-09-21. The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Web. June 26, 2022. <>.
APA: Teach Me!. Boston, MA: The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Retrieved from