elieve on my name_."

* * * * *

QUESTIONS AND SUGGESTIONS--CHAPTER XIII

1. Discuss the proper use of stories in securing and maintaining
interest.

2. Point out the danger of bringing in foreign "funny" material.

3. Show how difficult subjects may be made of even greater interest than
easy ones.

4. Use the greater part of this class hour for illustrating how to
create interest in subjects ordinarily found hard to teach.

HELPFUL REFERENCES

Those listed in Chapter XI.

CHAPTER XIV

THE MORE IMMEDIATE PROBLEMS IN TEACHING

OUTLINE--CHAPTER XIV

The steps involved in the preparation of a lesson: The aim;
organization; illustration; application; questions.--Problems
involved in the presentation of a lesson: The point of contact;
illustration; the lesson statement.--Various possibilities.--The
review: questioning; application.--The matter summarized.

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 class. Frequently teachers are confused
because they mistake directions governing _preparation_ as applying to
_presentation_. For instance, one teacher proceeded to drill a class 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 class, we let it function in
the background of our consciousness as an objective in our procedure, we
ought not to hurl it at our class. As a