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Page 70
If there is to be written work, this should be fully understood: if
handwork or drawing or coloring, it should be made perfectly clear what
is required; if memory material is asked for, it should be gone over,
the meaning made clear to every child, and directions given as to how
best to commit the matter. If outside references are assigned in books
or magazines, the reference should be written down in the notebook or
given the child on a slip of paper so that no mistake may be made. The
purpose and requirement in all these matters is to be as definite and
clear as would be required in any business concern, leaving no chance
for failure or mistake because of lack of understanding. Less than this
is an evidence of carelessness or incompetence in the teacher.
1. In order better to understand and to review the several types of
lessons listed in the chapter it will be well for you to look
through the lessons for the current quarter or year and determine
to which type each separate lesson belongs. How many do you find
of each type? Are there many lessons that will involve several of
the types?
2. Which type of these lessons do you best like to teach? Is there
any particular type that you have been neglecting? Any in which you
feel that you are not very successful? What will you need to do to
increase your efficiency on this type of lesson?
3. Do you feel that you are reasonably skillful in leading children
to discover truths for themselves through the use of questions? If
you find when questioning that the children lack the information
necessary to arriving at the truth desired, what must you then do?
What do you consider your greatest weakness in conducting the
developmental lesson?
4. Does your class like review lessons? If not, can you discover
the reason? Have your reviews been largely repetitions of matter
already covered, or have they used such devices as to bring the
matter up in new guise? Do you believe that review day can be made
the most interesting of the lessons? Some teachers say it can, How
will you go at it to make it so?
5. What application, or deductive, lesson have you taught your
class recently? Was it a success? Have you ever discovered a
tendency in your teaching to have your class commit to memory some
great truth, but fail in its application to real problems in their
own lives? What applications of religious truths have you recently
made successfully in your class?
6. What is your method or plan of assigning lessons? Do you think
that any part of the children's failure to prepare their lessons
may be due to imperfect assignments? Will you make the assignment
of the lessons that lie ahead one of your chief problems?
FOR FURTHER READING
Earhart, Types of Teaching.
Strayer, A Brief Course in the Teaching Process.
Hayward, The Lesson in Appreciation.
Knight, Some Principles of Teaching as Applied to the Sunday School.
Maxwell, The Observation of Teaching.
CHAPTER XII
METHODS USED IN THE RECITATION
The particular mode of procedure used in recitation will depend on the
nature of the material, the age of the pupils, and the aim of the
lesson. For the church-school recitation period four different methods
are chiefly used. These are:
1. The _topical_ method, in which the teacher suggests a topic of the
lesson or asks a question and requires the pupil to go on in his own way
and tell what he can about the point under discussion.
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