Practical problems of the school

Preface

THIS book Is the outgrowth of several years of experience in attempting to meet and to help other teachers meet the routine problems of the school. The aim in writing the book is to present in a practical form that large group of essential facts with which every teacher must be familiar in order to avoid serious mistakes in the management of a school. The facts are presented in the manner and spirit in which the author has found it necessary for the rank and file of teachers. The subject-matter is made as definite and specific as possible with the thought that many teachers with limited experience are likely to be benefited more in the beginning by specific direction than they are by a general discussion of educational principles. The need for much specific discussion seems evident when we consider that at all times more than fifty per cent of the public school teachers are practically inexperienced, and many other teachers teach year after year with no assistance from a superintendent.

While there has been no attempt to make the book a treatise on pedagogy, an attempt has been made in the book to carry a practical discussion of educational principles and so to concrete them that the reader may become familiar with them and grasp the underlying spirit of the school.

If through the study of this book a few teachers may be able to lay a foundation for a broader growth in teaching, and shall become better able to discriminate a Httle more closely between those things which are vital and those which are only of slight consequence, the author will feel amply repaid for his efforts.

H. E. W.

Chapter I VACK

I. The Teacher's Work Fundamental . 1

a. The variety of schools

b. The character of activities dependent

upon the school

II. Seeking the Magical 2

a. The work of the school accomplished by labor

III. DiTersity among Children 3

a. Some causes of diversity

b. Responsibility of the school

IV. Reaching the Individual 3

a. Making the school elastic

b. Types of special schools

c. Method of attack in the small school

V. Phenomenal Results 5

a. Obtained only by [neglect of other subjects hi Counting the cost c. An illustration of bad balance VI. The Early Years 7

a. Doing fundamental things from the start

b. A wrong start a handicap in the upper

grade Vn. Kinds of Criticism 9

a. From the profession

b. Appreciating others

VIII. Results the Test of Theories .... 10 a. Start with facts, not conclusions

y

^. CONTENTS

Chapter II PAOe

I. Importance of a Good Beginning ... 14 a. Attitude of people determined largely by the beginning

n. Preparation for the First Day 14

a. Necessity for preparation before the opening

in. Sources of Information .... 15

a. The school records

b. The former teacher

IV. The Course of Study 16

a. Becoming familiar with it

b. Adjusting the program to it

V. Classification of Pupils 17

a. Classification before the beginning

b. Organizing the classes before school

begins

VI. Pronunciation of Names 18

a. Necessity for accuracy

b. How to be certain

VII. The Program 19

a. Importance of the program

b. How it should be made out

c. Arranging the time for the classes

VIII. The Rules and Regulations . . . . 21

a. Unenforced regulations

b. Following the regulations

IX. Supplies for the Pupils 22

a. Ordering before school

b. Providing supplies for the first day and

week vu

PAOB

X. The School Plant 22

a. Visiting before the opening of school

b. Attention necessary before the first day

c. Influence of the surroundings

XI. Arranging DetaUs 25

a. Getting to school the first morning

b. Everything ready

XII. The First Morning 25

a. Disposition of early arrivals

b. Disposition of new pupils

XIII. Beginning Pupils 28

a. Limiting according to age

XIV. Putting Pupils Back 28

a. The danger of haste

b. The period of trial

Chapter III POINT OF VIEW IN DISCIPLINE .... 32-50

I. Importance of Good Discipline .... 32

a. The most important question b; A close relation between discipline and quality of work X. Two types of teachers in same school

II. Ability to Control Acquired 34

a. Must study discipline as one studies

arithmetic

b. Must have a plan

III. Ignoring the Question 35

a. This type of teacher long on phrases

X. He is analogous to the weak public official viii CONTENTS

PAGX

IV. Hiding behind Defenses 35

a. Training for a democracy

b. Decrying discipline as despotism

c. All good may become evils

V. "Adolescence" and Other Excuses 37

a. Some teachers prone to make excuses

b. Teacher can not shift responsibility

for results of his own shortcomings

VI. Theory vs. Reality in Discipline 38

a. The visit to the school of the advocate of freedom

X. The study hall

y. Quahty of work in the recitation

z. The scenes in the office

VII. Three General Conclusions .... 42

a. Teacher has the discipline he stands for

b. Strong discipline easier than medium

c. Quality of discipline augments its own

kind

VIII. Mistaken Notions Concerning Discipline 43

a. Some think it is indirect

b. Some think it is direct

IX. Not Just a Question of Interest ... 44

a. Discipline and interest are mutual

b. One cannot interest those in disorder

X. Not a Question of Keeping Pupils Busy 44

a. The pupils who are the best supplied

are sometimes disorderly

b. This is a contributing element

XI. Not Identical with Instructional Skill 45

a. Poor teachers often good in discipline

XII. Not a Question of Sanitation . . .45

CONTENTS ix

PACK

XIII. Not a Question of the Weather ... 46

a. Strong disciplinarians are insensible to weather changes

XIV. Not the Former Teacher's Fault ... 46

a. No way to discipline a school so it will stay disciplined for the weak successor

XV. Parental Co-operation 46

a. Parents prone to side with children X. Example

XVI. General Co-operation is Necessary for Strong

Discipline 48

a. The elements involved in control

b. Causes for variation in ability

XVII. Division of the Subject 48

Chapter IV DISCIPLINE IN THE ROOM 51-67

I. Govern without Show 51

a. Refrain from discussing evils X. Avoid lecturing

II. Seating of the Pupils 51

a. Teacher should select seats

b. Provision for troublesome pupils

III. Leaving Seats without Permission . 52

a. Privileges which may be allowed

IV. Leaving the Room 53

a. Permission to be required of all pupils

b. Number of permissions to be granted

at a time

c. Punishing pupils for asking permission

PAGE

V. Use of the Waste Basket .... 54

a. The wrong way

b. The right way

VI. Only One Pupil to a Seat. ... 55

a. Relying upon others for books X. Disadvantage

y. The remedy

VII. Sharpening Pencils 55

a. Borrowing knives a bad practice

b. How to provide for pencils

VIII. No Communication without Permission . 56

a. Communication the source of many dis-

orders

b. Should be prohibited because it

prevents concentration

c. Not impossible to prohibit

IX. Leaving the Room without Supervision. 58

a. Disorder is reflexive

b. Medium teachers should not try

methods of superior ones

X. Influence of the Substitute ... 59

a. No incompetent person should substi-

tute

b. Good habits are easily broken

XI. Some Common but Bad Practices of Teachers 59

a. Calling over the heads

b. Evil of foolish remarks

c. Using the school for question boxes

XII. The Manner of the Teacher .... 61

a. The school the reflection of the teacher

b. The handling of materials and move- • ments to be quiet

CONTENTS xi

PAGE

XIII. Preparation for the Day's Work ... 62

a. Teacher prepared for work before the

day begins

b. Correcting papers should be done at

home

XIV. Provide Definite Work 63

a. Provide tasks and call for them

b. Hold pupils for it if they neglect duty

XV. Make the Pupils Comfortable ... 63

a. Seating pupils in proper seats

b. Position as regards the light

c. The temperature

d. The ventilation

XVI. Relaxation Exercises 65

a. Frequency of exercise

b. Kinds of exercise.

XVII. Prevention of Idleness 66

a. Careful supervision of study period

b. Symptoms of idleness

Chapter V MANAGEMENT OF THE CLASS . . . 68-81

I. Signals . . 68

a. Good signals

b. The bell

II. Seating of the Class 69

a. Every pupil should have his definite seat

b. Seat the class compactly

c. Seating pupils of weak attention

d. Seating defective pupils

e. Pupils reciting in the regular seats xii CONTENTS

III. Position of the Teacher with Reference to the

Class 70

a. Front position the best

b. Standing or sitting

IV. Position of Pupils Reciting . . . . 71

a. Usually best to stand

b. The rule should be broken in special

instances

V. Passing Supplies 71

a. The use of monitors

b. Objectionable methods

c. Passing pencils

YI. Showing Pictures and Illustrations. 72

a. Passing the picture along the aisle

b. CaUing the pupils by groups

c. The evil of crowding around the teacher

VII. Passing Classes to the Board .... 73

a. Should have definite positions at the

board

b. Methods of passing the classes

c. Keeping the boards clean

VIII. Answering without Permission ... 73

a. Recitation must be under the control of b. How the habit arises

c. How to break the habit

IX. Remove Distracting Stimuli .... 74

a. Freeing the desks of irrelevant material

b. Reciting with closed books

c. Interruptions should not be tolerated

X. Messengers and questions from pupils

d. Mixture of oral and written work an evil

CONTENTS xiii

PACE

X. Plan and Preparation of the Teacher i^. . 76

a. Teacher must know the lesson

b. The use of the general thought question

XI. Preparation of the Pupils . . . . 77

a. Familiarity with lesson necessary to at-

tention

b. Teacher should avoid reciting

c. Teacher should call for the assignment

XII. Method of Conducting the Recitation . . 78 a. Conduct recitation so that attention is necessary

X. Illustration from arithmetic y. Avoid long recitation and exclusive attention to one pupil

Chapter VI MANAGEMENT OF THE PLAYGROUND . . 82-88

I. Supervision Necessary 82

a. Prevent difficulties rather than adjust

them

b. Participation in play a good thing

II. WorkiAg at Recess 83

a. Recess periods should not be used for

work

X. Teacher needs the recreation y. Pupils should not be deprived of recreation

b. Correcting work at this time is ob-

jectionable III. Keeping Pupils in at Recess .... 84 a. Objectionable, whether for punishment or to make up work

X. Unfits pupils for work during the session xiv CONTENTS

PAGE

b. Poor lessons not always the fault of the pupil X. Causes should be determined and proper remedies applied IV. Remove Suggestive Objects .... 84

a. Teacher should inspect the ground daily

X. Dangers from Hallowe'en y. Accumulations over Sunday

b. Illustrations

X. The wheel; the whisky bottle

c. Putting suggestions into practice

X. The Wild West incident V. Teaching New Games 86

a. Occupation is the best means of control

b. Simple equipment

VI. Equipment of the Ground .... 86

a. Some popular equipment

b. Some popular games

VII. Benefits of Play 89

a. The best health tonic

X. Present-day needs require special emphasis on it

b. Play is educative

c. Play is a moral safeguard

Chapter VII PUNISHMENT 89-107

I. Publicity Objectionable 89

a. The evil of lecturing

b. The evil of punishing in public

II Improper Punishments . . 90

a. Punishments that are wrong in spirit

b. Tying cloths over the mouth, washing

CONTENTS XV

PAOS

out the mouth, placing with the opposite sex, fatiguing punishments, forced apologies

III. Low Grading as a Punishment ... 93

a. Scholarship and conduct to be rated

independently

b. Motives for conduct to be examined

and met

IV. Appealing in Improper Ways .... 94 V. Use of Tact 95

a. Illustration of avoiding the necessity

for punishment

b. Removing temptation

c. Finding the guilty

VI. On Being Annoyed 96

a. Inviting trouble

b. Illustration of letting an evil exhaust

itself VII. Corporal Punishment 97

a. Its Hmitations

b. Its relation to strong discipline

c. Seeking the cause for its necessity

d. Treatment of upper-grade pupils

VIII. Punishing the Teacher 99

IX. Detention as a Means of Punishment . 99

a. When to detain

b. Character of the work to be done

c. Ofifenses which may be thus punished

X. Isolation as a Means of Punishment 101

a. Method of last resort XI. Sending Pupils Home 102

a. The evil

b. The parent's attitude xvi CONTENTS

PAGB

XII. Resorting to Higher Authority .... 103

a. Teacher should solve his own problems

alone

b. The use of higher authority

XIII. Teacher's Relation to the Parent . . .103

a. Holding the pupil to account

b. Manner of conferring with the parent

XIV. Complaining to the Parent . . .105

a. Reporting outside matter

XV. Ridicule, Sarcasm, and Irony . % « . 106

Chapter VIII THE ASSIGNMENT 108-123

I. Importance of the Assignment . 108

a. The efficiency of teacher shown in the

assignment

b. The greater part of school evils springs

from assignments

II. Preparation of the Teacher for the Assignment 108

a. Adjustment of lesson to ability and

age of class

b. Teacher must be familiar with lesson

c. Teacher should imagine himself in the

place of the pupil

III. Preparation of the Pupils for the Assignment 110

a. Should know how to proceed

X. Book explanations are inadequate

b. Illustration from an assignment in

Merchant of Venice

c. EHmination of lost time the great

need of the school

CONTENTS xvii

PAOX

IV. How Much Aid to Give the Pupils. . . 112

a. Some aid is imperative with certain

pupils

X. Difficult to make the required adjustment

b. Much loss of time results from neglect

V. Getting the Assignment from the Text . . 113

a. Pupils must be taught to master the

text

X. Young pupils need the aid y. All new subjects require special aid

b. Supplement the text with oral instruc-

tion

VI. Adapting the Text to the Pupils . . .116

a. Some common faults and limitations of

texts

b. Following the book may be an evil

c. Spirit of attack should guide the teacher

VII. Making the Assignment Definite .118

a. Every pupil should know what is re-

' quired

b. Outside matter should be obtainable

c. How to provide for inadequate reference

d. Inquiring from others a loose injunction

VIII. Length of the Assignment .119

a. Easy to underestimate the time required

for assignment

X. Guarding against this mistake

b. Illustration of overassignment

c. Augmenting the difficulty through

threats

d. Evil of assigning by pages xviii CONTENTS

Chapter IX PACK

I. The Question of Method .... 124

a. Overstressing the importance of a particular method II. Some Definite Method Needed . . .125 a. Teacher should follow conventional methods at the start

III. Some Tests of a Good Method . . .125

a. Good methods may not be apparent for a long time

X. Illustrated from writing, reading, music y. Frequent change in method is an evil

IV. Similarity of Treatment of Subjects . . 127

a. Analysis of subject-matter into simple units X. Illustration from arithmetic V. The Question of Interest . . .128

a. Difference between interest and entertainment X. Illustrated from algebra VI. Relative Value of Subjects . . . .129

a. Dependent upon the way in which

they are taught

b. Attitude of mind is more important

than the facts of a subject

X. Illustration from reasoning cube root C. Rules of procedure are of little value

X. Illustration d. The scientific attitude is the rule in and out of school

CONTENTS xix

PAGK

VII. Quantity Is Not Power 131

a. Making a record in quantity does not assure quality

X. Reading a given number of

books y. Solving a given number of problems VIII. Experience the Basis of Teaching . .132

a. Books often fail at this point

b. The attempt of children to supply

experience by pictures

c. Apperception followed in every at-

tempt to convey knowledge IX. Presenting a New Topic . ; . 134

a. Include as little as possible in explana-

tion

b. Keep close to the child's vocabulary

X. Forms and Illustrations 134

a. Illustrations should be in correct form

b. Should be incapable of misinterpre-

tation x. their and there XL Irrelevant Illustrations 135

a. Illustration from fractions

b. Placing intervening conceptions be-

tween pupil and subject X. Illustration from music XII. Testing the Content of the Mind . .136

a. The mental content of the mind deter-

mines interpretation

X. Illustrations from reading

b. Pupils interpret statements Uterally

X. 'Xay me down"

y. The movement of the earth

XX CONTENTS

PAGE

XIII. Reality in Instruction 139

a. Things should be dealt with as they are

X. Fanciful methods are misleading

b. Instructing a class in borrowing

c. Teaching false names of figures

d. Teaching phonics by animate and

inanimate things

e. The map in geography to hang right

XIV. The Conventional Form 142

a. Making figures and letters in the

conventional way

b. Teaching terms to be discarded

c. Conforming to convention is a

necessity , XV. Learning to Do by Doing .... 143

a. Inaccuracy of knowledge shown by

application

b. Principles should be applied at once

X. Illustrations from arithmetic, language, etc.

c. Application clarifies knowledge

XVI. Developing from the Class .... 145

a. A clear explanation is needed in place

of a long fatiguing one

X. Illustration from word development

b. The answer from one pupil is not

class development

XVII. Concert Work 147

a. The quality of concert work easily misjudged

X. Repeating is common

y. Repeaters illustrated in music

CONTENTS xxi b. Some board work is of the concert type XVIII. Proper Direction vs. Driving .... 149

a. Lack of preparation of a class should

be suggestive

b. A change of method may result in a

great change

X. Illustration from speUing XIX. Liking the Subject 151

a. Liking the subject is partly teacher

and partly pupil

b. Teacher should find the secret of

successful teachers

XX. Variation in Aptitudes 152

a. Sometimes certain qualities run in families

XXI. Studying the Individual 153

a. Some pupils can keep up only with special help

X. How to give the special help XXII. Qualities Better Than Knowledge . .153

a. Technical facts not a test of a school

b. Formal moral phrases not a test of

morals XXm. Beautiful but Useless 154

a. The test of a thing is its value

b. Introducing things the teacher likes

X. French and Spanish XXIV. Form Does Not Determine Content 155

a. Imitating another teacher illustrated from writing

XXV. Holding What is Taught 156

a. Frequent return to fundamental lines of the subject xxii CONTENTS