Principles of Teaching by Adam S. Bennion (primary phonics books .TXT) đź“•
The following definition of teaching, contributed by a former statesuperintendent of schools, is rich in suggestion:
"Teaching is the process of training an individual through theformation of habits, the acquisition of knowledge, the inculcation ofideals, and the fixing of permanent interests so that he shall becomea clean, intelligent, self-supporting member of society, who has thepower to govern himself, can participate in noble enjoyments, and hasthe desire and the courage to revere God and serve his fellows."
Teaching does not merely consist of an inquisition of questions withappropriate answers thrown in; it surely is not mere reading; nor can itbe mistaken for preaching or lecturing. These are all means that may beemployed in the process of teaching. And they are important, too. Wehave been cautioned much, of late years, not to lose ourselves in theprocess of doling out facts--but that rather we should occupy
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No farmer goes out and plants grain on the unplowed field. He plows and harrows that the soil may be prepared not only to receive the seed, but to make generation possible.
A review simply turns over the stubble field of the preceding week's work, making ready for the planting of new seeds that they may generate and develop.
Still a further value in the matter of review lies in the fact that the review makes more easily possible the proper evaluation of the facts taught. In every lesson there are major facts and truths presented and also those minor or subordinate ones that serve to amplify and illustrate. All too frequently a class becomes so involved in the minor details that it may fail to grasp fully the big, underlying truth. By careful review, the teacher can make the essentials stand out in relief. These are the things that need to be pondered. If they are properly grasped, thanks to the laws of association, most of the minor facts will naturally attach themselves, so that truths can be retained in all of their richness of detail.
It is surprising to find how frequently pupils who have spent a year on the Book of Mormon have very little notion of the big, outstanding features of the book. They apparently have run over each week's lesson as so many independent facts, never coming back to single out the essential things in that early American civilization. Surely no class ought to complete the course without clearly comprehending such major items as:
The contribution each of the three colonies made to Book of Mormon civilization. The general geographical location of each colony. The outstanding characters in the book. The coming forth of the book. Why it is essential. How our faith depends largely upon it. The ministry of the Savior on this continent. Gospel teachings of the Book of Mormon.What is true of the study of the Book of Mormon is equally true of all other subjects. It is so easy to get lost in a maze of facts, in a course in the principles of the Gospel, and yet if a teacher will hold to such basic considerations as the articles of faith, coming back to them regularly and linking facts presented under the appropriate article, it is equally easy to complete the course with a clearly defined, skeletonized basis for all future study. Two conclusions seem obvious: as teachers we ought to conduct reviews regularly and frequently; we ought to prepare for them as one of the most vital factors in teaching.
Important as is the review, the preview or assignment is equally vital. To quote from Colgrove's The Teacher and the School:
"Importance and Value of Good Lesson Assignment. From the foregoing consideration it is clear that no other part of the teacher's work exceeds in value and importance the proper planning and assignment of the daily lessons. It is supplying the class and the school with a definite plan of work. It is preparing the mind of each individual pupil for the reception of new truths and whetting his intellectual appetite for a feast of good things. It inspires confidence by pointing out to the pupil just how he can use his past lessons and acquisitions to make new conquests. It prevents pupils from misunderstanding the lesson or approaching it with indifference or positive aversion. It enables the pupil to approach the new lesson in a perceiving mood, and helps pupils to form the habit of being successful in their work and of making a daily application of their old knowledge. It prevents the teacher from degenerating into a mere talker, and, where textbooks are used, should be the most vital part of the recitation."
The assignment is the great guarantee of a good recitation. It sets up objectives—it points the way—it starts the thought process that is to produce a discussion worth while at the subsequent meeting of the class.
Much has been said recently against the practice on the part of the teacher of saying, "Take chapter three for next time." There are superintendents of schools who refuse to keep such teachers in their service. To make such an assignment, particularly in classes that meet only once a week, and especially if the assignment is made, as is too usually the case, after the signal for class dismissal has been given, is to promise the pupils a week in advance that their next lesson will be very much of a failure.
A good assignment is characterized by several very definite features. In the first place it is perfectly clear. Given at a time when pupils are following it, it gives specific direction as to the work to be done ahead in preparation. It indicates the direction of intellectual travel, points out sources of material, and indicates what is to be looked for. Reference or textbooks are so pointedly referred to that pupils not only remember their names, they want to turn to them to enjoy their contributions.
In the second place, a good assignment raises a problem which is a challenge to the mental powers of pupils. It should carry a force of anticipation that capitalizes on that great mover to action—curiosity. For instance, if the lesson to be assigned is one on baptism, instead of simply naming certain pages in a text to be read, the skilful teacher may well challenge his class by bringing in a clipping from a periodical or from some other source attempting to prove that sprinkling is the correct method of baptism, or that baptism is not essential to a man's obtaining salvation? How can members of the class meet such an argument? One of their first thoughts will likely be a query as to where available material may be turned to. How easy, then, to give references, etc. Some such problem can be raised relative to every lesson taught, and it is a wonderful force as an intellectual appetizer. It should both prompt to action and point to the path to be followed.
The question is often raised as to whether the assignment should be general or specific. Perhaps the best answer involves both kinds. There ought ordinarily to be a general assignment that affects all of the members of a class. The class is made up of all the individuals in the group—its discussing ought therefore to be so made up. But in addition to this general assignment, specific topics given to particular members add an enrichment to the recitation of very great value. The services of the specialist are always of inestimable value. That class is best wherein each member in turn becomes a specialist in looking up and bringing in vital observations on life.
As to the best time for making assignments, it is rather hard to give a ruling that best fits all cases. Preferably the assignment should grow out of the discussion of the lesson in hand, and therefore logically comes at the end of the recitation rather than at the beginning. There are teachers, however, who, fearing interruption at the end of the hour, map out their work so carefully that they can make the assignment at the outset, merely calling attention to it at the close of the hour. All other things being equal, if the teacher will make himself hold sacred the time necessary at the end of the hour for this all important matter of assignment, it is likely that best results will follow having the assignment of the next lesson grow naturally out of the work of today. The important thing, however, is that at some point in the recitation, the teacher shall take plenty of time to make a carefully planned and challenging announcement of the work ahead.
Questions and Suggestions—Chapter XX
1. Why is it essential to good teaching that regular reviews be conducted?
2. Why are reviews more necessary in our religious work than in regular school work?
3. What are the chief purposes of a review?
4. By taking a current lesson of one of the auxiliary organizations, illustrate the work done in a good review.
5. Why it is of vital importance that a teacher give special preparation to a review?
6. Show how good class preparation is conditional upon the proper kind of assignment.
7. What are the characteristics of a good assignment?
8. What is the best time for making the assignment?
9. Show how to make a good assignment of a current lesson from one of the organizations.
Helpful References
Betts, The Recitation; Betts, How to Teach Religion; Colvin, The Learning Process; Colgrove, The Teacher and the School; Strayer and Norsworthy, How to Teach.
CHAPTER XXI THE QUESTION AS A FACTOR IN EDUCATIONOutline—Chapter XXI
Taking Stock.—Miss Stevens' study on questioning.—Miss Stevens quoted.—Various types of questions: a. The review question; b. The fact question; c. The leading question; d. The thought or challenging question.—Some questions on questioning.
How many questions do you ask regularly during a recitation?
What proportion of those questions are answered in full and complete statements?
How many of the answers to your questions are a matter merely of memory? How many reveal original, creative thinking?
Such questions as these not only impress us with the force of the question as a means of teaching, but they lead us to examine into our own method of asking them. The whole teaching process so easily and unconsciously develops into a matter of routine that it is good practice occasionally to take stock of ourselves. It is surprising to find how many teachers develop a particular type of question which becomes their sole stock in trade.
Miss Ronniett Stevens, in her thesis, The Question as a Measure of Efficiency in Instruction, has made one of the most enlightening studies yet made on the matter of questioning. Her results are quoted by Weigle, in his Talks to Sunday School Teachers, in a passage of interest, not only because of Miss Stevens' findings, but also because of Mr. Weigle's own conclusions:
"One of the outstanding differences, in present practice, between the public and the Sunday school, is that most public school teachers ask too many questions and most Sunday school teachers do not ask questions enough. For the first half of this statement there is ample evidence in the careful study by Miss Ronniett Stevens on The Question as a Measure of Efficiency in Instruction. Miss Stevens secured complete stenographic reports of twenty high school lessons in English, history, science, Latin, modern languages, and mathematics; she observed one hundred more such lessons chosen at random, with a view to counting and noting the number and nature of the questions asked in each; and she followed each ten classes through an entire day's work for the purpose of studying the aggregate question-stimulus to which each was subjected in the course of the day.
"The results of her study are surprising. In only eight of the twenty lessons completely reported the teacher asked less than ninety questions in the period of
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