X V. Some elements of weakness frequently observed in recitations: 1. The teacher made use of an incorrect lesson activity; that is, she taught a development lesson when her class should have been given a practice lesson, or, perhaps, a review lesson; or, she gave a review of a topic when practice or drill was needed. 2. Memory was overemphasized in the recitation. 3. The teacher did the organizing instead of the pupils./ 4. One or two pupils did all the talking. X 5. The subject matter was treated as if all facts were of equal importance. 6. The teacher, in trying to meet individual needs, neglected the majority of the class. 7. The teacher, in test and drill exercises, did not make use of devices requiring a maximum amount of mental activity and general participation of the members of the class. 8. The teacher passed judgment upon the correctness of statements, robbing the pupils of this privilege. 9. The real subject matter of the lesson lay outside of the text and was not touched upon. 10. The pupils were not the actors; they were passive spectators. 11. There was little or no problem-solving; hence, little or no reflective thinking. 12. Modern methods of teaching were seemingly unknown to the teacher; such as, diagnosis before drill, individual practice to meet individual needs, etc. 13. The lesson plan did not develop effective and economical habits of study. 14. The pupils did not ask questions. Pupils who are really thinking ask questions. Not all of these items can or should be checked for any given lesson, but each item suggests certain elements that make for skill or for the lack of it. Summary. The ability to analyze a teaching situation critically comes only with training. Many supervisors "have eyes and do not see, ears and do not hear." In studying a teaching situation, note its three major elements: the pupils, the teacher, and the teaching. In making record of what is observed, note observable teacher and pupil activities. Subjective comments are misleading and difficult to interpret. No elaborate remedial program should be initiated until a careful analysis of the major elements noted above has been made. SUMMARY OUTLINES FOR SUPERVISORS AN OUTLINE FOR THE GUIDANCE OF SUPERVISORS IN STUDYING THE PUPIL' Data concerning the following items are useful in helping the supervisor understand the teaching situation. 1. Note the pupils' general intelligence or ability to learn. 2. Note individual levels of achievement and knowledge of subject matter. 3. Note special learning abilities and marked disabilities. 4. Note previous experience with the subject matter. 5. Note language handicaps. 6. Note home conditions and home factors conditioning learning. 7. Note items of health, such as absences because of illness, physical defects, etc. 8. Note special interests of the pupils. AN OUTLINE FOR THE GUIDANCE OF SUPERVISORS IN STUDYING THE TEACHER I. Teaching History 1. Number of years of experience.. 2. Types of experiences (see Professional Equipment). 3. Types of difficulties encountered in the past. "A more detailed outline for studying the pupil can be found in Douglas Waples, Procedures in High School Teaching (Macmillan), Ch. iv, pp. 39-62. (a) Coöperation with teachers of the building and superiors (b) Sincere interest in teaching. (c) Personal interest in children. (d) Interest in self-improvement. 5. Evaluation of Professional Equipment for last 15 hours' work. (c) Average teacher rating. Last rating average grade (d) Productive work (poor, average, or excellent in quality) |