Teaching method

“ Then, through questions and problems,—the more the better, if time permits of their thorough discussion and solution,—the student may be exercised in the interpretation of the principles, and by illustrations drawn from history and contemporary conditions may be shown the various applications of the principle to practical problems. To get and hold the student's interest, to fascinate him with the subject, is equal in importance to the method, for without interest good results are impossible. ”

“ Although the results of studies in educational psychology and in experimental pedagogy have been included in the interpretation of the problems discussed, it has not been thought advantageous to discuss at any length any one of these investigations.
Many of the books which have been written for teachers have discussed theories of teaching method without indicating clearly the application of these principles in typical classroom exercises. In other volumes a single type of teaching has been emphasized to the exclusion of other equally valid methods of instruction. ”

“ Educational psychology has revealed the qualitative significance of many of the single elements in the very complex procedure that we have called a ‘method of teaching,’ and this new type of research aims to determine the quantitative significance of each of these several elements of method as factors in the production of abilities. ”

“ In spite of helpful reductions in the curriculum from other sources, we must look to proper method of study as the principal means by which work for both the teacher and the pupil will be made lighter, more effective, and more enjoyable. ”

“ To teach the child the art of study means, then, that we take every possible occasion to impress upon his mind the value of study as a means of solving real and vital problems, and that, with this as an incentive, we gradually and persistently and systematically lead him to grasp the method of study as a method,—that is, slowly and gradually to abstract the method from the particular cases to which he applies it and to emotionalize it,—to make it an ideal. Only in this way, so far as we may know, can the art be so generalized as to find ready application in his later life. ”

“ It may be enlightening to compare the emphasis upon careful examination of data, the formation of tentative rather than fixed judgments, the guarding against hasty generalizations, and the emphasis upon reflection with the steps of presentation, of comparison and abstraction, and of generalization in the inductive lesson, and with the corresponding steps of the deductive lesson. The conviction will probably be deepened that when the teacher instructs the student in the art of study she is making available for him the method which she employs in instruction. ”

“ In this connection what are the methods of teaching adults? Does a preacher exhibit method in his preaching? What is the method of a writer in a newspaper as distinguished from the method of a writer of novels? Methods can be considered from the point of view of the teacher’s personality and equipment. Are there any natural differences between the methods of men and women in teaching? Classify teachers with respect to the aggressiveness of their methods of attack. Some are very quiet and require the pupils to do most of the talking; others are not. ”

“ Since what the child already knows is part of some one subject that the teacher is trying to teach him, the method that will take advantage of this experience as a foundation stone on which to build the child’s conscious knowledge of the subject appears as the normal and progressive way of teaching. ”

“ Particularly, assuming that children have some power to study, what definite instruction can teachers give to them in regard to any one or all of these factors?
Can it be that, on account of their youth, no direct instruction about method of study would be advisable, that teachers should set a good example of study by their treatment of lessons in class, and rely only upon the imitative tendency of children for some effect on their habits of work? Or should extensive instruction be imparted to them, as well as to adults, on this subject? ”

“ The work of the teacher is not done by merely dictating the method, even though that may help greatly to establish right habits of study; our best assurance that the method will be employed when the teacher is not present to direct the work is found in our knowledge that the children not only habitually, but also when a question arises or there is a suggestion of another way, consciously employ the right method. ”

“ Lesson 7 What an Educational Method Is
55. Applying Principles.—When the teacher puts an educational principle to work in the act of teaching he uses a method. A method is a principle applied, put into operation. Principles make up one's educational theory; methods make up one's educational practise. It is as important to have a good method as it is to have a good law. The way a law is applied is a method. ”

“ The first change to be made, in order that young people may learn how to study, is to place the center of gravity of the school where it belongs—in the learner. The great question of method, then, becomes, How shall one learn? Not, first of all, with the aid of the teacher, but alone. What are the main tasks that should be performed in private study, and how should they be accomplished? These questions give the right point of view by centering attention in the pupil, and for that reason they are the first questions that teachers and books on method should consider. ”

“ Elementary education has often been accused of transacting its business in small coin,—of dealing with and emphasizing trivialities,—and yet every time that the scientific method touches the field of education, it reveals the fundamental significance of little things. ”

“ There is no method of teaching which can take the place of a thoroughgoing knowledge of the material which bears upon the topic to be treated. The teacher who finds in the life of the children outside of school, in school activities, in books, pictures, magazines, in study and travel, material for her daily class work, will make any course of study vital and interesting to children. In such an atmosphere pupils will grow not only in knowledge, but also in the desire to inquire and investigate and in power to satisfy their intellectual craving. ”

“ The significant conclusion for teaching is that one or more of these aims must be consciously chosen and that content and method must be determined by them absolutely. Teaching for the sake of teaching consumes time and makes drafts on energy, but it leaves the student no richer in power and with no truer understanding. ”

“ The present age is seeing an unprecedented advance in educational theory and practice; its whole outlook on the ideals and methods of teaching is being widened. The aim of this new series is to present the considered views of teachers of wide experience, and eminent ability, upon the changes in method involved in this development, and upon the problems which still remain to be solved, in the several branches of teaching with which they are most intimately connected. ”

“ The material may be the same, the science of physics, biology or history as the case may be, but the method of treatment may be widely different in the two cases.
Education is really one of the newest of the arts and sciences. The idea of particular, exceptional people pursuing learning has been familiar to the world for scores of centuries, but the idea of preparing the minds of whole classes or whole communities for co-operations and common actions by a training in common ideas is comparatively a new one. ”

“ The study of the principles of education should come first, as it is closely related to preceding work in the natural and mental sciences, especially biology, physiology, sociology, and psychology; it also gives a point of view from which to continue the study of education, some standard of judgment. The study of educational methods, such as general method in teaching, special method for different subjects, the technique of instruction, class management, organization and administration of schools, should come last in the course, because it will be soonest used. ”

“ I do contend, however, that the frequent introduction of real problems will give us an opportunity to show the pupil that the method that he has utilized in his more formal school work is adequate and essential to do the thing that appeals to him as worth while. ”

“ Our success will depend upon a clear realization of the possibilities of the child mind and of the subjects we teach as part of their growth and development.
Teaching by Types: Teaching by means of types is sometimes discussed as a separate method, while in reality it is simply one form of the inductive process. As was indicated in our discussion of observation above, there are times when the consideration of a single situation or object in detail may be worth more than a thousand careless observations. ”

“ It is at least refreshing to find one matter, in the much- disputed field of education, on which teachers and parents are well agreed.
How about the methods of study among teachers themselves? Unless they have learned to study properly, young people cannot, of course, be expected to acquire proper habits from them. Method of study among teachers. ”

“ The great variety of aim and of matter not merely allow, but make imperative, the use of all possible methods; and there is no method found fruitful in education which does not lend itself to use in biology. The lecture method, the textbook, the recitation, the quiz and the inverted quiz, the method of assigned readings and reports, the method of conference and seminar, the laboratory method, and the field method are all applicable and needed in every course, even the most elementary. ”

“ As a matter of fact neither history nor natural science occupies any such prominence in the school course as we have judged fitting. Much thoughtful study, experience in teaching, and pioneer labor in partially new fields will be necessary in order to bring into existence such a course of study based upon the best materials. ”

“ Not that we do not wish children to collect facts; but while acquiring them we want children to carry the responsibility of discovering ways of turning them to account, and mere collecting tends to dull this sense of responsibility.
2. The example to be set by the teacher
By her own method of instruction the teacher can set an example of what she desires from her pupils in the way of concrete aims. For instance: (a) during recitation she can occasionally suggest opportunities for the application of knowledge and ability. ”

“ The differences in aims set forth in this paragraph result in much of the futile discussion in recent years regarding methods of teaching. Enthusiastic innovators have debated at cross purposes about teaching methods as if they were to be measured by some absolute standard of pedagogic values, not recognizing that the chief differences of views as to teaching methods were rooted in the differing aims. ”

“ I wish to discuss with you some phases of the problem that is perhaps foremost in the minds of the teaching public to-day: the problem, namely, of making education bear more directly and more effectively upon the work of practical, everyday life. ”

“ 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?" ”

“ The way to render instruction most useful cannot always be adopted; knowledge should be gradually imparted, and flow more from example than teaching: example directly addresses the senses, the first inlets to the heart; and the improvement of those instruments of the understanding is the object education should have constantly vin view, and over which we have most power. ”

“ After all, how are we to impress pupils with this ideal of persistence and with these ideals of getting and applying information, and with this ideal of investigation? I maintain that these important useful ideals may be effectively impressed almost from the very outset of school life. The teaching of every subject affords innumerable opportunities to force home their lessons. In fact, it must be a very gradual process—a process in which the concrete instances are numerous and rich and impressive. ”

“ The laws of psychology, or the capabilities and methods of mind-activity, are themselves the fundamental laws of teaching, which is the act of exciting normal and profitable mind-action. Beyond these fundamental laws, the principles of education are to be derived inductively. ”

“ From whatever point of view we approach the problem of teaching our subjects, the answer is the same: meet present situations, solve present real, vital problems, make subject matter meet the needs of the children you are teaching. This analysis of the curriculum makes apparent the important part to be played by the teacher in making available the experiences which the school subjects are organized to present. ”

“ Shall we wait for ten or fifteen generations of teachers to blunder out the most effective means of teaching it, or shall we avail ourselves of these simple principles which will enable us to concentrate this experience within one or two generations? ”

“ Lead learners to find out, to tell, and to do for themselves. 7. Train learners to assimilate into unity their acquisitions. 8. Train pupils to habitually do their best, in the best ways. 9. Lead the pupil through right ideas to right conduct." He then proceeds to define the fundamental teaching processes, and to state which are to be most largely employed in the several periods of education. ”

“ Teaching Principles.—When the laws of soul growth are fairly well understood, it is time to investigate the principles of pedagogy, the laws that govern the teacher in the act of using knowledge to occasion activity in the soul of a learner. For the laws of teaching rest upon the laws of the soul. We cannot know how to proceed in the teaching process until we know how the soul acts under given conditions. ”