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subject matter. Divisions give way to classifications on the basis of activities. There is complete acceptance by the children of purposes as their own, of responsibility for direction of activity, and of the teacher as a cooperating member of the group. Almost perfect freedom of expression is the rule, and pupils appeal for assistance to the teacher as to an equal.

SUGGESTED READINGS

1. KELLEY, G. K., "Types of Supervisors I Have Known," The School Board Journal, June, 1924, p. 54.

2. MORGAN, Catherine, "Manual of Directions for Making Efficiency Card Ratings," Detroit Public Schools, 1923, pp. 10-12.

3. TAYLOR, Joseph S., "Some Desirable Traits of the Supervisor," Educational Administration, Vol. 9, January, 1923, pp. 1-8.

INDEX

Ability to analyze recitation, 5.
Abstract or general meanings,
program for developing better
procedure for teaching of, 231-
234.
Achievement, pupils' levels of, 7.
Activity, outline on evidences of

purposeful activity upon the
part of the pupils, 24-25; types
of, 25-32.

Analysis, of reading lesson, eval-
uation sheet for, 117; of su-
pervisor's evaluation of teach-
ing, 158-193.
Arithmetic, Grade 2, problem in
supervision, 218-220; lesson
setting, 218-219; stenographic
report of lesson, 219-220.
Arithmetic, Grade 3A, problem in
supervision, 194-198; lesson
setting, 194; stenographic re-
port of lesson, 194-198.
Arithmetic, Grade 8A, problem in
supervision, 207-212; lesson
setting, 207-208; stenographic
report of lesson, 208-212.
Arithmetic plan illustrating the
learning of a rule, 276-279.
Art, eighth-grade class, case
study in, 80-85; lesson setting,
80; stenographic report of les-
son, 80-82; supervisor's in-
structional diagnosis, 82-83;
supervisor's interview, 83;
teacher's reaction to inter-
view, 84; critical analysis of,
84-85.

Associative learning, activities
involving, 26-27.

[blocks in formation]

Comprehension, training in, 136.
Concentration, participation, and
attention of pupils, evidences
of, 32.

Conference, Burton's plan for,
50-51; how to close, 49; im-
provement in teaching as ob-
jective of, 223; on specific les-
sons, 261; on specific tech-
niques, 260; planning follow-up
conferences, 222-259; prepara-
tion for, 37-38; preteaching
conferences, 260-294; purpose
of, 38; should be forward-
looking, 43; should be out-
growth of definite instructional
policy, 222; should encourage
teacher, 44; should help teach-
ers to analyze and evaluate
their own recitations, 44;
should not be considered as iso-
lated interview, 222; summary
for supervisor, 50-54; super-
visor should have facts prior
to, 38; teacher's reaction to,
39; value of preteaching con-
ferences for student teachers
and inexperienced teachers,
260.

Cooking, 6A class, case study in,
85-99; lesson setting, 85; steno-
graphic report of lesson, 86-92;
supervisor's instructional di-
agnosis, 92-93; supervisor's in-
terview, 93-97; teacher's reac-
tion to interview, 97-98; critical
analysis of interview, 98-99;
supervisor's check list, 98-99.
Critical analysis of supervisor's
evaluation of teaching, 158-193.
Criticism of teaching, difficulties

of, 39; establishing proper at-
titudes, 52; getting the facts,
51; how to make criticisms, 53;
kinds to make, 52; McMurry on
characteristics of good criti-

cism, 48; must be constructive,
46; must be discriminating,
46; must be of a professional
nature, 47; problems in, 349-
366; results desired from, 54;
technique of, 51-54.

Cubberley, E. P., on common su-
pervisory mistakes, 40; on
value of carefully planned
visits, 60-61.

Diagnosis, importance of in
remedial measures, 331-332.
Directing the teacher at work,

109-111.

Disciplinary method of teaching,
370.

Economy of time in classroom
management, program for, 234-

238.

Efficiency in teaching, scorecard
used for determining, 33-35.
English, grade 8B, case study in,
183-193; lesson setting, 183-
184; stenographic report of
lesson, 184-187; critical study
of supervisor's evaluation of
lesson, 187-193.

English, lesson plan for a seventh-

grade project, 288-292.
Evaluation sheet for analysis of
reading, 117.

Evaluation of teaching, critical

analysis of, 158-193; super-
visors often fail to evaluate
critically, 158-193.

Failure, causes of in teaching,
Lettler's table, 332.
Failure, types of, 335-348; lack
of ability to carry on, 344-345;
lack of ability to maintain or-

der and discipline, 335-338;
lack of adaptability, 342-343;
lack of common sense, 343-
344; lack of control over tech-
nique of teaching, 325; lack of
effort, 340-342; lack of initia-
tive, 342; lack of intelligence,
339-340; lack of knowledge of
what pupils can do, 347; lack
of mastery of subject matter,
339; lack of moral standards,
348; lack of personality, 347-
348; lack of physical ability,
344; lack of singleness of pur-
pose, 345; lack of social back-
ground, 346-347; lack of stand-
ards, 344; lack of sympathetic
understanding of pupils, 345-

346.

Failures and successes, 295-330;

value of study of, 295-296. See
also Supervisory cases.
Follow-up conferences, case stud-
ies of, 238-259; as basis for
improvement of teaching, 223-
224; Gray on, 225; planning of,
222-259; should have clearly
defined objectives, 223.
Follow-up programs, 225-238; for
developing better procedure for
teaching abstract and general
meanings, 231-234; for study
of economy of time in class-
room management, 234-238;
with teacher new to school
system, 226-230.

Free expression of thought in
class discussions, 152.

General meaning, activities in-

volving the acquisition of, 29.
Geography, grade 5B, case study

in, 145-157; lesson setting, 145-
146; stenographic report of
recitation, 147-151; evaluation

of procedure, 151; remedial
suggestions, 152-156.
Geography, grade 6, problem in
supervision, 215-218; lesson
setting, 215-216; stenographic
report of lesson, 216-218.
Geography, grade 7B, problem in
supervision, 201-207; lesson set-
ting, 201-202; stenographic re-
port of lesson, 202-207.
Geography lesson plan illustrat-
ing the problem-solving pro-
cess, 282-288.

Gilbert, C. B., on visitation and
conference, 45.

Grant, Julia, outline for items to
observe in sewing, 11.
Gray, Olive, on follow-up work

after visiting, 225; on number
of visits, 59; on preparation
for the visit, 63.

Gray, W. S., on developing self-
criticism in teaching, 44.

Habit formation, interest and at-
tention of pupils necessary for,

180.

Habits of enjoyment, activities
for developing, 30.
Handwriting, 4A class, case study
of follow-up conference in, 239-
258; lesson setting, 239; les-
son observed, 239-242; super-
visor's instructional diagnoses
and interviews, 242-258; items
to be emphasized, 253-258;
teacher's reaction to inter-
views, 258; critical analysis of
supervision procedure, 258.
Handwriting, 6A class, case
study in, 99-106; lesson setting,
99-100; stenographic report of
lesson, 100-103; supervisor's
instructional diagnosis, 103-
104; supervisor's interview,

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