Lesson plan

“ Results a test of instruction.—The second test of good instruction is our skill in handling the material of the lesson, and shaping the trend of thought and discussion. Are the children interested in the right things? Are the central truths of the lesson being brought out and applied? Is the discussion centered on topics set for our consideration, or does it degenerate into aimless talk on matters of personal or local interest which have no relation to the lesson? In short, does the recitation period yield the fruitful knowledge we had set as a goal for this lesson? ”

“ The pupils engaged in the preparation of the next lesson are busy, each one by himself, studying the book and mastering its facts and ideas, and comparing them one with another, and making the effort to become oblivious of their fellow-pupils, the recitation going on, and the teacher. This is another kind of attention, which is not associated, but an individual effort to master for one’s self without aid a prescribed task and to resist all distracting influences. ”

“ Having discussed the organization of a lesson together with the formulation of the aim, let us now turn to the problem of illustrating and supplementing a lesson. In organizing a subject for teaching we drive the nails of major thoughts—through illustration we clinch those nails so that they will be less likely to pull out of the memory. ”

“ If the child do not live in the times of his history lesson, be not at home in the climes of his geography book describes, why, these lessons will fail of their purpose. But let lessons do their best, and the picture gallery of the imagination is poorly hung if the child have not found his way into the realms of fancy.
Thinking comes by Practice.--How the children's various lessons should be handled so as to induce habits of thinking, we shall consider later; but this for the present: thinking, like writing or skating, comes by practice. ”

“ No lesson, so far as our experience in teaching goes, interests and stimulates pupils more than this; and our experience of debating societies, in the higher forms of schools, forces upon us the conviction that such lessons are not more interesting than necessary. ”

“ Oh! remember every period of human life has its own lesson, and you cannot learn that lesson in the next period. The boy has one set of lessons to learn, and the young man another, and the grown-up man another. ”

“ I have seen a teacher instruct a class of forty in such a way, as, in the first place, to secure the subordinate end of ascertaining and registering with a sufficient degree of exactness how much each scholar knows of the lesson by his own preparation, and secondly, to secure, during the whole hour, the active exercise and coöperation of each individual mind, under the powerful stimulus of the social instinct, and of a keenly awakened attention. ”

“ The school lesson would feed the mind, while the thorough, patient and conscientious acquisition of it would gymnaze the intellect and strengthen the moral force. Why have one class of studies for discipline only, and another class for nourishment only, when there are studies which at once fill the mind with the materials of thinking, and develop the power of thought,—which, at the same time, impart useful knowledge, and afford an intellectual gymnastic? ”

“ How many repetitions of a lesson will bring a man into the condition in which he responds automatically to certain calls upon him, as does a swimmer dropped into the water, a reporter in forming his shorthand words, or a cyclist guiding and balancing his machine? In each case two processes are necessary. There is first the series of progressive lessons in which the movements are learned and mastered until the pupil can begin practice. ”

“ His incessant labours, first to learn and then to practise, again to learn and again to practise, and again, and again, and again to learn and practise, so long as his physical energies could support the activity of his intellect, ought to convey to us all a lesson of profound humility, and a stimulus to exertion of the most active kind. ”

“ In the same way, any lesson problem, in so far as it is felt to be of value, forms a starting-point for calling up other ideas, and therefore starts in the learner's mind a flow of ideas which is likely to furnish the solution. ”

“ This problem will be treated in considerable detail when we come to consider the study lesson.
Pupils at work forming habits of thought, feeling, and action; acquiring knowledge of nature and of society; forming ideals which make for social well-being; and learning in all of this work to act independently, to function in the society of which they are a part: this is education, and these are the goals which we should strive to achieve every day and every hour that we teach. ”

“ Every exercise, lesson or lecture should have in view a well-defined object, the meaning and importance of which must be explained to, and understood by, the men at the beginning of the exercise, lesson or lecture. In other words, at the beginning, explain the main, [Pg 249] governing idea of the subject, and then take pains to explain in a simple, conversational way each phase as you come to it. Give the reasons for everything. You can not expect men to take an interest in things the meaning of which they do not understand and the reason for which they do not see. ”

“ But even supposing that one has learnt one's own lesson in the school of ambition, the question comes in as to how far it should be used as a motive for the young, by those who are entrusted with educational responsibilities. ”

“ At any cost of time and pains, let there be a sense of completeness in each lesson, a feeling of repose, if only temporary, at the end of each instalment. And whether he closes his lesson or not, the teacher should at the close of every such movement in a class of older children pause to discuss, to review, or to summarize. ”

“ In giving ethical instruction, it is necessary to use the right material. Tales selected for this purpose should be suited to the child’s particular period of mental development, they should contain a lesson the boy or the girl ought to learn, and they should be strong and virile and true to life. ”

“ A lesson which has been well planned will naturally end in the assignment of work to be done in preparation for the next recitation. In the discussion of any problem there must arise questions which cannot then be answered. ”

“ It is not the lesson of an hour or of a day; it is rather a long course more of practical than of theoretical instruction; a lesson, which is not repeated at stated times and seasons, but which is shown, pointed out, and demonstrated to the child, not only by those under whose immediate guardianship he is, but by the whole community, who consider themselves alike interested in the direction to be given to the rising generation. ”

“ Finally there is the lesson which, though it involves both the intellect and the emotions, appeals primarily to the will and calls for action. There can be no question but that this is the type of lesson of greatest significance in religious education. ”

“ and let God our Father teach His own lesson, His own way. Let us try to learn it well, and learn it quickly; but do not let us fancy that He will ring the school bell, and send us to play before our lesson is learnt. ”

“ In selecting, preparing, and arranging the stories, care has been taken that the thought is such as to be readily understood, and that on the whole it tends to awaken the higher emotions. The moral lesson involved should be absorbed rather than learned, and the teacher should beware of destroying the value of any lesson by dealing out moral pap. ”

“ Even though they may repeat every word of the lesson set with minute accuracy, they are not allowed to quit it, or to attend a lecture on another subject, until they have passed through examination in different forms, and often by different masters, and the result has clearly shown that they thoroughly understand what the words of the lesson are intended to convey. ”

“ When we would build some structure we first get plan and purpose in mind; then we select the material that shall go into it. It is so with education. Once we have set before us the aim we would reach, our next question is, What shall be the means of its attainment? When we have fixed upon the fruitful knowledge, the right attitudes, and the lines of conduct and action which must result from our teaching, we must then ask, What means shall we select to achieve these ends? ”

“ The final test of our teaching, therefore, is just like this: Because of our instruction, does the child live differently here and now, as a child, in all his multiform relations in the home, the school, the church, the community, and in his own personal life? Are the lessons we teach translated continuously into better conduct, finer acts, and stronger character, as shown in the daily run of the learner's experience? ”

“ After deciding upon the aims of education, the goals towards which all teaching must strive, the fundamental question to be answered is, "What have we to work with?" "What is the makeup with which children start in life?" ”

“ It is in the arrangement that especially consists the educational power of the lesson. The spirit of scrupulousness, of accuracy, of neatness, is developed by the external technique, which is carefully arranged in its subordinate parts according to its content. ”

“ The problem, then, is to bring the pupil to a fuller understanding of the character of his impulses to action, and the relative value of each. In many ways the neglected elements of his nature may be brought into consciousness and emphasized. Everything that creates conceptions of ideal conduct, all concrete illustrations in the social life of the school, all conscious exercise of power in right ways, contribute toward his self-realization. ”

“ It is not only a large portion of rudimental instruction that is lost; but those many opportunities, which every conscientious teacher eagerly, and anxiously, avails herself of, to enforce good principles. ”

“ Such a tutor will make a pupil digest this new lesson, that the height and value of true virtue consists in the facility, utility, and pleasure of its exercise; so far from difficulty, that boys, as well as men, and the innocent as well as the subtle, may make it their own; it is by order, and not by force, that it is to be acquired. ”

“ Such exercises easily degenerate into dull and fruitless routine, indifferent and profitless to teacher and pupil alike. To arouse desire and awaken conscious motive is the teacher’s most important work, and in teaching reading it should receive first consideration. She, therefore, after securing such freedom and coöperation as promise a fertile soil for her seed-planting, calls the children about her to explain the purpose of the lessons which will fill their days. ”

“ In all pedagogy the great thing is to strike the iron while hot, and to seize the wave of the pupil’s interest in each succcessive subject before its ebb has come, so that knowledge may be got and a habit of skill acquired—a headway of interest, in short, secured, on which afterward the individual may float. ”

“ Only the sense and power of effort, which made Lessing prefer the search to the possession of truth, which trains the will in the intellectual field, which is becoming more and more the field of its activity, counts for character and makes instruction really educating. This makes mental work a series of acts, or living thoughts, and not merely words. ”

“ "What matters school? We can go to school tomorrow. Whether we have a lesson more or a lesson less, we shall always remain the same donkeys." ”

“ In the establishment of habits, the development of appreciation, or the growth in understanding which we seek to secure through thinking, there will be many occasions for checking up our work. Successful teaching requires that the habit that we think we have established be called for and additional practice given from time to time in order to be certain that it is fixed. ”

“ Children learn, to get Ideas.--The child must learn, in the second place, in order that ideas may be freely sown in the fruitful soil of his mind. 'Idea, the image or picture formed by the mind of anything external, whether sensible or spiritual.'--so, the dictionary; therefore, if the business of teaching be to furnish the child with ideas, any teaching which does not leave him possessed of a new mental image has, by so far, missed its mark. ”

“ One thesis, which is, perhaps, new, that Education is the Science of Relations, appears to me to solve the question of a curriculum, as showing that the object of education is to put a child in living touch with as much as may be of the life of Nature and of thought. Add to this one or two keys to self-knowledge, and the educated youth goes forth with some idea of self-management, with some pursuits, and many vital interests. My excuse for venturing to offer a solution, however tentative and passing, to the problem of education is twofold. ”

“ Having stationed the duty of acquiring knowledge in the center, connect with it the various lesser duties of school life, such as punctual attendance, order, diligent and conscientious preparation of home lessons, etc. These are means to an end, and should be represented as such. He who desires the end will desire the means. Get your pupils to love knowledge, and the practice of these minor virtues will follow of itself. ”