|
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 7
38 Deeply believe great fundamentals
Lacking in foundations for faith
39 Increasing triumph over sin
Too frequent falling before temptation
40 Religious future hopeful
Religious growth uncertain
It is highly instructive for one to grade himself on this list of
qualities; or he may have his friends and associates grade him, thus
getting an estimate of the impression he is making on others. Teachers
will find it well worth while to attempt to grade each of their pupils;
for this will give a clearer insight into their strengths and
weaknesses, and so indicate where to direct our teaching. Mark each
separate set of qualities on the scale of 10 for the highest possible
attainment. If the strength of the _positive_ qualities of a certain set
(as in No. 10) can be marked but 6, then the negative qualities of this
set must carry a mark of 4.
THE TEACHER'S BACKGROUND OF PREPARATION
One can never teach all he knows. Dr. John Dewey tells us that the
subject matter of our instruction should be so well mastered that it has
become second nature to us; then when we come to the recitation we can
give our best powers of thought and insight to the _human
element_--seeking to understand the boys and girls as we teach them.
Our knowledge and mastery must always be much broader than the material
we actually present. It must be deeper and our grasp more complete than
can be reached by our pupils. For only this will give us the mental
perspective demanded of the teacher. Only this will enable our thought
to move with certainty and assurance in the field of our instruction.
And only this will win the confidence and respect of our pupils who,
though their minds are yet unformed, have nevertheless a quick sense for
mastery or weakness as revealed in their teacher.
A danger confronted by teachers in church schools.--Teachers in our
church schools are at a disadvantage at this point. They constitute a
larger body than those who teach in the day schools, yet the vast army
who teach our children religion receive no salaries. They are engaged in
other occupations, and freely give their services as teachers of
religion with no thought of compensation or reward. The time and
enthusiasm they give to the Sunday school is a free-will offering to a
cause in which they believe. All this is inspiring and admirable, but it
also contains an element of danger.
For it is impossible to set up scholastic and professional standards for
our teachers of religion as we do for the teachers in our day schools.
The day-school teacher, employed by the state and receiving public
funds, must go through a certain period of training for his position. He
must pass examinations in the subject matter he is to teach, and in his
professional fitness for the work of the teacher. He must have a
certificate granted by responsible authorities before he can enter the
schoolroom. He must show professional growth while in service if he is
to receive promotion or continue in the vocation.
Greater personal responsibility on church school teacher.--Naturally,
all this is impossible with volunteer teachers who receive no pay for
their services and are not employed under legal authority. No
compulsion can be brought to bear; all must rest on the sense of duty
and of opportunity of the individual teacher. Yet the Sunday school
teacher needs even a more thorough background of preparation than the
day-school teacher, for the work of instruction in the Sunday school is
almost infinitely harder than in the day school. Religion and morals are
more difficult to teach than arithmetic and geography. The church
building usually lacks adequate classroom facilities. The lesson
material is not as well graded and adapted to the children as the
day-school texts. The lessons come but once a week, and the time for
instruction is insufficient. The children do not prepare their lessons,
and so come to the Sunday school lacking the mental readiness essential
to receiving instruction.
This all means that the Sunday school teacher must rise to a sense of
his responsibilities. He must realize that he holds a position of
influence second to none in the spiritual development of his pupils. He
must remember that he is dealing with a seed-time whose harvest involves
the fruits of character and destiny. With these facts in mind he must
ask himself whether he is justified in standing before his class as
teacher without having given the time and effort necessary for complete
preparation.
Previous Page
| Next Page
|
|