Ontario Teachers' Manuals: Household Management by Ontario Part 3

INDIVIDUAL EQUIPMENT FOR SIX PUPILS

1 white bowl, 1 qt. $0.07 1 measuring cup .05 1 granite plate .10 1 saucepan .05 1 tin cover .05 1 steel fork .10 1 steel knife .10 1 tablespoon .03 2 teaspoons .05 ----- Total .60

1 oil stove .75 1 asbestos mat .05

CHAPTER II

SUGGESTIONS FOR CLa.s.s MANAGEMENT

TEACHERS' PREPARATION

In no subject is careful planning of the details of the lesson more important than in Household Management. The definite length of the period allowed in the school programme for this work makes economy of time absolutely necessary. The cooking processes cannot be hurried, and unless there is in the teacher's mind a well-arranged plan for the use of the time, a part of the lesson is apt to be hastily and carelessly done. Then, too, in the limited s.p.a.ce of one room, a number of people cannot work without confusion unless there is system.

The pupils enjoy a well-regulated lesson and their co-operation is gained, while, through the poor results of a lesson indifferently planned, they lose self-confidence and the sense of responsibility.

NUMBER IN THE CLa.s.s

As a Household Management cla.s.s is one that calls for individual supervision, the number should not exceed twenty-four, and a smaller cla.s.s ensures more thorough supervision on the part of the teacher.

Neatness, thoroughness, and accuracy are important factors in the work of each lesson, and the number of pupils should not be so large that a lack of these will pa.s.s unnoticed.

UNIFORMS, ETC.

The uniform consists of a large, plain, white ap.r.o.n with a bib large enough to protect the dress, a pair of sleevelets, a holder, a small towel for personal use, and a white muslin cap to confine the hair.

(See Frontispiece.) Each pupil will also require a note-book and pencil for cla.s.s, and a note-book to be used at home for re-copying the cla.s.s work in ink. These books should be neatly written and kept for reference, and should be regularly examined and marked by the teacher for correction by the pupils.

The pupils should be encouraged to be clean and neat in appearance. They should be expected to have tidy hair, clean hands and nails, and neat uniforms. It is a good plan for each pupil to have two sets of uniforms, so that when one is in the wash the other will be ready to use. It may be wise to make a rule that the pupils without uniforms will not be allowed to work, but such a rule must be judiciously enforced, as in some cases it might result in much loss of time. There should be lockers or other proper provision provided at the school for keeping each uniform separately. Pasteboard boxes may be used for this purpose, when no such provision is made.

DISCIPLINE

The pupils should be trained to enter and leave the room in the same order as in their other cla.s.ses. Each pupil should have a definite working place and should not be allowed to "visit" others during the cla.s.s.

While at work, it is wise to allow the pupils as much freedom in talking and movement as possible, so as to portray the home life. They should be taught, however, that when their conduct interferes with the order of the room or the comforts and rights of others, they must suppress their inclinations. During the time of teaching there must be perfect quiet and attention. Marks are sometimes given to secure punctuality and good work, but the best way to have both is to try to make each member of the cla.s.s interested and happy in her work.

DIVISION OF THE PERIODS

The time given to a practical lesson is usually one and a half hours.

This must include both the theoretical and the practical work. In dividing the period, it is difficult to say how much time should be given to each of these, but, broadly speaking, the theoretical part may occupy one third of the time. The time for dish was.h.i.+ng and cleaning will be included in the time allowance for practical work. These duties should require less time as the cla.s.s advances in the work.

Notes should be copied at the most convenient time, usually while the food is cooking. Sitting to write notes will afford an opportunity for resting after any practical work. If printed cards are used, much of the note-taking is obviated. A sample card is given below.

HOUSEHOLD MANAGEMENT

JUNIOR FOURTH CARD

VEGETABLE WATER SAUCE

1 c. veg. water 2 tbsp. flour pepper 2 tbsp. b.u.t.ter 1/4 tsp. salt

1. Put the vegetable water over a gentle heat.

2. Mix the flour with a little cold water until smooth and thick as cream.

3. When the vegetable water is steaming hot, gradually stir the flour paste into it and keep stirring until it thickens and boils.

4. Add the b.u.t.ter, salt, and pepper.

5. Pour the sauce over the hot vegetable.

a.s.sIGNMENT OF WORK

For practical work there are two plans in general use--individual and group work. In individual work, each pupil performs all the processes, handling small quant.i.ties of material. In group work, the pupils work in groups on one dish, each sharing the duties.

By the first method, the pupil has no chance to deal with quant.i.ties large enough for family purposes, and the small amount does not give adequate practice in manipulation, though it does give individual responsibility in every detail. By the second method, normal quant.i.ties are used, but a pupil never has entire responsibility throughout the processes.

The cost of supplies is often accountable for group work, but lack of utensils or oven room may make it a necessity. In some lessons, individual work with normal quant.i.ties may be obtained by allowing the pupils to bring the main ingredients from home; for example, fruit for a canning lesson. The finished product is then the property of the pupil who has made it.

The cleaning which always follows the use of the equipment is preferably done in groups. For instance, if there are groups of fours, number one can, during a lesson, wash all dishes used by the four, number two can wipe the dishes, number three can clean the table used by the group, and number four can clean the sink. During the next lesson number two is dish washer, and number three dish wiper, and so on, until, in four lessons, each pupil has had practice in four kinds of household work and has also been given an idea of the inter-dependence of family life and interests. The same numbers should be kept during the term, as this affords an easy way of definitely designating the pupils for certain duties.

SUPPLIES

The supplies for a lesson may be put on a centre table, or smaller amounts may be placed on the working tables in front of the groups. If the cla.s.s is large, the latter plan is better, especially where measurements are necessary, as it saves time and confusion. Standard food supplies, such as salt, pepper, sugar, and flour may be kept in a drawer of the work-table of each pupil. (See page 15.)

Every member of the cla.s.s should be familiar with the contents of the cla.s.s pantry, cupboards, and drawers, so that she can get or put away utensils and materials without the help of the teacher.

If breakages occur through carelessness, the utensils should be replaced at the expense of the offender. This is not only a deserved punishment, but it always ensures a full equipment.

PRACTICE WORK AT HOME

As a lesson in Household Management comes but once a week, much is gained by having the work reviewed by practice at home. To encourage this, in some schools a "practice sheet" is posted, on which the work done by each pupil, between lessons, is recorded. There is a danger of the younger pupils attempting work that is too difficult, which will end in poor results and discouragement. To avoid this, with pupils in the Third Form, it may be wise to limit their practice in cookery to a review of the work done in cla.s.s.

The home practice work may be taken at the beginning of a lesson or during the time the food is cooking. It may be quickly ascertained by the pupils rising in order and stating simply the name of the duty they have done or the dish they have made unless they have had poor results, when the nature of these should be told. If there have been failures, the pupils should, if possible, give reasons for these and suggest means of avoiding them in future.

GENERAL SUGGESTIONS