Visiting the Teacher at Work: Case Studies of Directed Teaching

D. Appleton, 1925 - 382 páginas
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Página 69 - TEACHING Note: Numbers of this list will be used in the Notes of Visits. I. General Conditions 1 Management of light 2 Management of ventilation 3 Management of temperature 4 Appearance of blackboards 5 Care of cloakrooms 6 Care of corridors 7 Use of maps and charts 8 Oversight of grounds 9 Care of school property 10 Orderliness of arrangements 11 Pupils' work displayed 12 Floors clean 13 Teacher offers suggestions II.
Página 49 - ... in class, he has chosen a most difficult task, and his ideas must be presented with all possible force. They must, therefore, be so arranged that all those bearing upon a particular point are brought together in good sequence; there must be enough of them, too, to produce a cumulative effect. And all of them, taken together, must be so ordered that the main suggestions seem few and simple. In short, the principal's ideas must be so organised as to produce conviction. Fourth: The lecture form...
Página 69 - Pupils' work displayed 12 Floors clean 13 Teacher offers suggestions II. The Teacher 14 Animation 15 Bearing before school 16 Language and expressions used 17 Voice 18 Preparation of work 19 Attitude toward pupils 20 Attitude toward work 21 Use of supplies 22 Use of time 23 School reports to date III. The Pupils 24 Properly seated 25 Right positions required 26 Orderly movements • required 27 Use time profitably 28 Are responsive 29 Are earnest in work 30 Show respect 31 Well mannered 32 Prompt...
Página 333 - She may be good enough in her classroom, but she fails to establish proper relations with the rest of the building. She is individualistic, generally disgruntled, and antagonistic. Type 8. Lack of common sense. The teacher fails to size up the situation. She lacks the good judgment to see that certain things are out of place. She moves either too rapidly or too slowly. She is always in difficulties. Type 9. Lack of physical ability. The teacher is in ill health, acknowledged or concealed. She may...
Página 73 - G. had about fifteen of her children; the rest had gone to German. These in the room were reading to each other from a book which the teacher supplied, doing this most earnestly and seeming to be interested. Later, with this same group, the teacher was presenting a poor physiology lesson, but the children were working hard on it. Then I saw the rest of the class come in, in a most informal way and yet with such perfect order in the best sense that I was extremely pleased. There were forty of them,...
Página 73 - There were forty of them, certainly not very clean, and rather poor, difficult-looking children, but they sat with bright looks and an attitude of expectancy which certainly spoke well for the teacher. They had a good language lesson in which all were working, and then they played a story which had been told -well and with good spirit. I praised Miss G. for the kind of work she was doing, and talked over her physiology with her, showing how she could make it much more valuable and interesting. It...
Página 44 - ... means of improvement. The conference should lead the teacher to analyze, evaluate, and plan for the future. Self-analysis by the teacher is of more value to him as a means of growth than the acknowledgment of any number of shortcomings, once they have been pointed out to him.
Página 22 - Are the pupils seated by size and grade so as to make advantageous use of the seats available? (c) Are such devices as are available utilized to provide an abundance of fresh air? (d) Is the heat of the room maintained at an even and comfortable temperature? 2. The handling of materials (a) Is there an orderly routine for the passing ^w!
Página 178 - The value and use of phonics. The study of phonics directly aids the learning of spelling by giving a knowledge of the sound value of letters; by developing clear articulation and accurate enunciation; by correcting inaccuracies of speech; by strengthening the association between the common speech sounds and their literal equivalents; and by calling attention to the common elements of words.
Página 22 - ... encyclopedias, reference books, etc., in evidence? (c) Can the drawings, maps, blackboard illustrations, etc., be clearly seen by the pupils! (d) Are reference books, dictionaries, maps, etc., conveniently placed? (e) Are laboratory materials not included in (b), (c), and (d) conveniently placed? (/) Are materials to be used during the class period on hand and ready for use before the class period begins? 3. Other evidence of the economy of time in classroom management (a) Does the teacher begin...

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