|
Main
- books.jibble.org
My Books
- IRC Hacks
Misc. Articles
- Meaning of Jibble
- M4 Su Doku
- Computer Scrapbooking
- Setting up Java
- Bootable Java
- Cookies in Java
- Dynamic Graphs
- Social Shakespeare
External Links
- Paul Mutton
- Jibble Photo Gallery
- Jibble Forums
- Google Landmarks
- Jibble Shop
- Free Books
- Intershot Ltd
|
books.jibble.org
Previous Page
| Next Page
Page 18
HOW SHALL WE ORGANIZE AND PLAN THE LESSONS?
When the _content_ of the subject matter has been decided upon then
comes its _organization_. How shall we arrange and plan the material we
teach so as to give the children the easiest and most natural mode of
approach to its learning?
The great law here is that _the arrangement of subject matter must be
psychological_. This only means that we must always ask ourselves how
will the child most easily and naturally enter upon the learning of this
material? How can I organize it for the recitation so that it will most
strongly appeal to his interest? How can I arrange it so that it will be
most easily grasped and understood? How can I plan the lesson so that
its relation to immediate life and conduct will be most clear and its
application most surely made?
The psychological mode of approach.--I recently happened into a junior
Sunday school class where the lesson was on faith. The teacher evidently
did not know how to plan for a psychological mode of approach to this
difficult concept. He began by defining faith in Paul's phrase as "the
substance of things hoped for; the evidence of things not seen." He then
went to the dictionary definition, which shows the relation of faith to
belief. He discussed the relation of faith to works, as presented in the
writings of James. But all to no avail. The class was uninterested and
inattentive. The lesson did not take hold. The time was wasted and the
opportunity lost. I excused myself and went to another classroom.
Here they had the same topic. But the teacher had sought for and found a
starting point from which to explain the meaning of faith in terms that
the children could understand. The teacher's eye rested for a moment on
John; then: "John, when does your next birthday come?"
"The sixteenth of next month," replied John promptly.
"Going to get any presents, do you think?" asked the teacher.
"Yes, sir," answered John with conviction.
"What makes you think so?" inquired the teacher. "Not everybody does
receive birthday presents, you know."
"But I am sure I will," persisted John. "You see, I know my father and
mother. They have never yet let one of my birthdays pass without
remembering me, and I am sure they are not going to begin to forget me
now. They think too much of me."
"You seem to have a good deal of _faith_ in your father and mother,"
remarked the teacher.
"Well I guess I _have!_" was John's enthusiastic response.
And right at this point the way was wide open to show John and the class
the meaning of faith in a heavenly Father. The wise teacher had found a
_point of contact_ in John's faith in the love and care of his parents,
and it was but a step from this to the broader and deeper faith in God.
It is a law of human nature that we are all interested first of all in
what affects our own lives. Our attention turns most easily to what
relates to or grows out of our own experience. The _immediate and the
concrete_ are the natural and most effective starting points for our
thought. The distant and remote exert little appeal to our interest; it
is the near that counts. Especially do these rules hold for children.
Making sure of a point of contact.--All these facts point the way for
the teacher in the planning and organization of material for his class.
The point of departure must always be sought in some _immediate interest
or activity in the life of the child_, and not in some abstract truth or
far-away lesson, however precious these may be to the adult Christian.
And no lesson is ready for presentation until the way into the child's
interest and comprehension has been found. Many a lesson that might have
been full of rich spiritual meaning for the child has been lost to our
pupils because it was presented out of season, or because the vital
connection between the truth and the child's experience was not
discovered by the teacher.
This principle suggests that in the main children should not be taught
religious truths in terms which they cannot grasp, nor in such a way
that the application to their own lives is not clear. For example, the
vital truths contained in the church catechisms are not for children;
the statement of them is too abstract and difficult, and the meaning too
remote from the child's experience. Many of the same truths can be
presented to children in the form of stories or illustrations; other of
the truths may rest until the child becomes older before claiming his
attention. Bible verses and sentiments completely outside the child's
comprehension are not good material for memorizing. Lessons upon the
more difficult concepts and deeper problems of religion belong to the
adult age, and should not be forced upon children.
Previous Page
| Next Page
|
|