Principles of Teaching Part 15

So many textbooks have been written about teaching--so many points of view have been advanced--such a variety of terminology has been employed, even in the expression of a single educational notion--that beginning teachers are frequently at a loss to know just how to set about the task of teaching. Leaving for further consideration the more purely theoretical aspects of our problem, let us face the questions of most immediate concern:

HOW TO PREPARE A LESSON.

HOW TO PRESENT A LESSON.

Is there not a common-sense procedure which we can agree to as promising best results in these two fundamental steps? At the outset let us agree that preparation and presentation are inseparable aspects of but one process. Preparation consists of the work done _behind the scenes_--presentation involves the _getting over_ of the results of that work to the _audience_--the cla.s.s. Frequently teachers are confused because they mistake directions governing _preparation_ as applying to _presentation_. For instance, one teacher proceeded to drill a cla.s.s of small children on the memorizing of the aim--an abstract general truth--unmindful of the fact that the _aim_ was set down for the teacher's guidance--a focus for his preparation done behind the scenes.

Though in the _preparation_ of a lesson we keep the aim clearly in mind, and though, when we stand before our cla.s.s, we let it function in the background of our consciousness as an objective in our procedure, we ought not to hurl it at our cla.s.s. As a generalized truth it can make but little appeal to young minds, and it ought to be self-evident, at the end of a successful recitation, to mature minds.

And so with the matter of organization. We skeletonize our thoughts behind the scenes, but the skeleton is rather an unsightly specimen to exhibit before a cla.s.s. The outline should be inherent in the lesson as presented, but it ought not to protrude so that the means will be mistaken for an end. Subsequent chapters will ill.u.s.trate both the selection of an aim and its elaboration through suitable organization.

The successful preparation of a lesson involves at least five major steps. They are named here that the problem of preparation may be grasped as a whole. Later chapters will develop at length each step in its turn.

1. _The Aim._ A generalized statement, a kernel of truth about which all of the facts of the lesson are made to center. A lesson may be built up on a pa.s.sage of scripture, on the experience of a person or a people, or on a vital question, etc. But in any case, though we are interested in the facts involved, we are interested not in the facts as an end in themselves, but rather because of the truth involved in the facts. In other words, we seek to sift out of the material offered in a lesson an essential truth which helps us in a solution of the problems of life.

Attention to the aim is a guarantee against mere running over of matter of fact.

2. _Organization._ A teacher should outline his lesson so that pupils may easily follow him through the subject matter presented to the ultimate truth that lies beyond.

3. _Ill.u.s.tration._ Ill.u.s.trations are what make truth vivid. Successful teachers owe much of their success to their ability through story or incident to drive home to the experience of pupils those fundamental truths which in their general terms make but little appeal. One of the most helpful practices for teachers who would become effective is the habit of clipping and filing available ill.u.s.trative material. There is a wealth of rich, concrete matter appearing regularly in our magazines and other publications. What is good today likely will be equally good a year or two years hence when we shall face the problem of teaching again today's lesson. An alphabetic letter file may be had for a few cents in which can be filed away all sorts of helpful material. It pays to collect and save!

4. _Application._ Having selected his aim, the teacher knows the result he should like to have follow his lesson, in the lives of his pupils. He knows, too, their tendencies and their needs. In giving attention to application he is merely making a survey of the possible channel into which he can direct his pupils' activities. In considering application he asks, "Of what use will this material be in the experience of my pupils?" The test-application is the real test--both of the subject matter presented and of the effectiveness of the presentation.

5. _Questions._ Finally, lesson preparation is not complete unless the teacher has formulated a few thought-provoking questions which go to the very heart of the lesson. The question is the great challenge to the seeker after truth. It is easy to ask questions, but to propound queries that stir pupils to an intellectual awakening is a real art. Surely no preparation can be fully complete unless it involves:

The selection of an aim.

The orderly organization of material.

The collecting of rich ill.u.s.trations.

The pondering of facts to their application.

The formulating of at least a few thoroughly stimulating questions.

Can we not agree to these steps as fundamental in the proper preparation of our lessons in all of our Church organizations?

With the subject matter well in mind--the work behind the scenes completed, the teacher is then prepared for the problem of presentation--is ready to appear on the stage of cla.s.s activity. The first outstanding problem in lesson presentation is that of the _Point of Contact_. This is a phrase variously interpreted and often misunderstood. Perhaps it is not the happiest expression we could wish, but it is so generally used and is so significant when understood that we ought to standardize it and interpret it as it affects our Church work.

When a cla.s.s a.s.sembles for recitation purposes its members present themselves with all kinds of mental att.i.tudes and mind content. The various groups of a Mutual cla.s.s may have been engaged in all sorts of activities just before entering their cla.s.sroom. One group may have been discussing politics; another may have been engaged in a game of ball; a third may have been practicing as a quartette; and still a fourth may have been busy at office work. Facing such a collection of groups stands a teacher who for an hour or more has dismissed all temporal matters, and has been pondering the spiritual significance of prayer. Evidently there is a great mental chasm between them. Their coming together and thinking on common ground involves the _Point of Contact_. There must be contact if an influence for good is to be exerted. Either the teacher must succeed in bringing the boys to where he is "in thought," or he must go to "where they are."

Teachers in Bible lessons all too frequently hurry off into the Holy Land, going back some two thousand years, and leaving their pupils in Utah and in the here and the present. No wonder that pupils say of such a teacher, "We don't 'get' him." To proceed without preparing the minds of pupils for the message and discussion of the lesson is like planting seed without having first plowed and prepared the ground.

In the Bible lesson, it would be easy to bridge over from the interests of today to those of Bible days. Suppose our lesson is on Joseph who was sold into Egypt. Instead of proceeding at once with a statement as to the parentage of Joseph, etc., we might well center the interests of these various-minded boys on a current observation of today--a wonderfully fine harvest field of grain. They have all seen that. Make a striking observation relative to the grain, or put a question that will lead them to do that for you. Having raised an issue, you continue by inquiring whether or not the same conditions have prevailed elsewhere and at other times. Did they prevail in the days of Israel? The step then to the story of Joseph's dream, etc., is an easy one.

This ill.u.s.tration, though simple and more or less crude, indicates that to establish a point of contact, we must reach out to where the pupil now is, and lead easily and naturally to where you would have him go.

Surely we cannot presume that he has already traveled the same intellectual road that we have gone over.

Suppose we face a group of adolescent boys to teach them a lesson on the importance of their attending church. If we proceed with a preachment on their duties and obligations, we are quite certain to lose their interest. Boys do not like to be preached at.

We know, however, that they are interested in automobiles. By starting out with some vital observation or question out of the automobile world, we may count on their attention. Following the discussion thus raised, we might then inquire the purpose of the garages that we find along all public highways. We could dwell upon the significance of repairs in maintaining the efficiency of cars. Now we are prepared for the query, Is it not essential that we have spiritual garages for the souls of men, garages where supplies and repairs may be had?

The "gas" of faith.

The "oil" of consolation.

The "adjustment" of repentance.

The "charging" of our spiritual batteries, etc.

Once led into the subject, boys can be made to see that spiritual problems are even more vital than material ones.

The point of contact established, we next face the matter of _Lesson Statement_. The subject matter must either be in mind already because of home preparation, or the teacher must supply it. In the smaller cla.s.ses the teacher generally will have to tell in good part what he wishes to convey; in the larger cla.s.ses, there are the possibilities of home preparation, topical reports, the lecture, and the socialized recitation built up by questions and discussions. It is not intended here to discuss the various methods of lesson presentation--the thought being simply that in some way the lesson statement must be presented.

Then there is the problem of connecting up the present lesson with those that have already been presented. The review is a vital factor in fixing in the mind the relative value of material covered.

Then, too, there is the matter of questioning to test knowledge and stimulate discussion, together with the weaving in of ill.u.s.trative material that has already been thought out or which may suggest itself as the lesson progresses. If, as all this material has been presented, the application has been made sufficiently clear to the pupils, the presentation is complete; otherwise avenues of action should be pointed out, care being taken to stimulate rather than to moralize.

In conclusion, then, we have the matter of preparation as follows:

PREPARATION

_As it involves subject matter_: _As it involves presentation_:

1. The Aim Point of Contact 2. Organization Lesson Statement 3. Ill.u.s.tration Review 4. Application Ill.u.s.tration 5. Questions Application

QUESTIONS AND SUGGESTIONS--CHAPTER XIV

1. Discuss the helpfulness of having a definite procedure in the matter of lesson preparation.

2. Point out the differences between lesson preparation and lesson presentation.

3. Name and discuss the essential steps in preparing a lesson.

4. To what extent would you favor adopting these steps as the fundamental processes?

5. Discuss the meaning and significance of "The Point of Contact."

6. Why is some kind of lesson statement a prerequisite to a good recitation?

7. Show how this statement may be made.

8. What do you consider your most valuable device in the preparation of a lesson?

9. Discuss the importance of filing away the material looked up in the preparation of the regular work of teaching.

10. Indicate some of the best methods of filing.

HELPFUL REFERENCES

Betts, _How to Teach Religion_; Weigle, _Talks to Sunday School Teachers_; Thorndike, _Principles of Teaching_; Strayer and Norsworthy, _How to Teach_; Earhart, _Types of Teaching_; Betts, _Cla.s.sroom Method in Management_; Bagley, _Cla.s.sroom Management_.