Supervised studyMacmillan Company, 1916 - 433 pages |
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Page viii
... teacher who is trying to teach her pupils how to study is not interested in memory feats . Recitation periods we must have , of course , for reviews are essential and summaries are indispensable . But with a thoroughly organized ...
... teacher who is trying to teach her pupils how to study is not interested in memory feats . Recitation periods we must have , of course , for reviews are essential and summaries are indispensable . But with a thoroughly organized ...
Page xii
... teacher . ( 1 ) Technic of the unassigned teacher . b . The study coach ; unassigned teacher ; PAGES 62-93 94-126 CHAPTER ( 1 ) Technic of study coach . ( xii Table of Contents.
... teacher . ( 1 ) Technic of the unassigned teacher . b . The study coach ; unassigned teacher ; PAGES 62-93 94-126 CHAPTER ( 1 ) Technic of study coach . ( xii Table of Contents.
Page xv
... teacher of mathematics . IV . Supervising the study of mathematics . 1. The assignment . 2. Class management in mathematics . 3. The method of teaching must be symptomatic . 4. Reviews and examinations should test ability to think and ...
... teacher of mathematics . IV . Supervising the study of mathematics . 1. The assignment . 2. Class management in mathematics . 3. The method of teaching must be symptomatic . 4. Reviews and examinations should test ability to think and ...
Page 12
... teachers require . The complexity of the school program , with its rich additions and many subjects still unorganized , presents a problem to the conscientious parent and teacher who are just as solicitous of the pupils ' health ...
... teachers require . The complexity of the school program , with its rich additions and many subjects still unorganized , presents a problem to the conscientious parent and teacher who are just as solicitous of the pupils ' health ...
Page 13
... teacher's task should be largely to prevent the pupil from forming bad habits of study and to help him to form ... teacher is not expected to ask as many questions as now seem necessary in all too many schools . 3. The Modern Emphasis on ...
... teacher's task should be largely to prevent the pupil from forming bad habits of study and to help him to form ... teacher is not expected to ask as many questions as now seem necessary in all too many schools . 3. The Modern Emphasis on ...
Common terms and phrases
ability algebra amount assignment attention auditory average boys cent chapter coöperation course declension difficulties directed discussion divided period E. E. Smith Educational Psychology effective effort egg foods employed English example experience fact foregoing geometry girls given grade habits heat high school pupils home study illustrations important individual differences instruction interest investigation Isocrates IV IV IV kind language Latin lesson light literature Macedon material mathematics means memory ment mental methods of study methods of teaching Modern American School mullions necessary notebook notes once a week organization outline paragraph Perfect group possible principal problem PUPILS Image reason recitation reference reports scheme School Review sentence social study coach study period suggestions supervised study TABLE textbook thinking tion topic unassigned teacher words writing
Popular passages
Page 210 - I HAVE been here before, But when or how I cannot tell : I know the grass beyond the door, The sweet keen smell, The sighing sound, the lights around the shore. You have been mine before, — How long ago I may not know : But just when at that swallow's soar Your neck turned so, Some veil did fall, — I knew it all of yore.
Page 192 - Whenever I set down to write you, I read your letter, or letters carefully over, and as soon as I come to a part that requires to be noticed, I make a short note on the cover of a letter or piece of waste paper; — then read on the next, noting that in like manner; — and so on until I have got through the whole letter and reports. Then in writing my...
Page 122 - In many kinds of work it is best to go over the lesson quickly, then to go over it again carefully ; eg before beginning to solve a problem in mathematics, read it through and be sure you understand what is to be proved before beginning its solution ; in translating a foreign language, read the passage through and see how much you can understand before consulting the vocabulary.
Page 192 - ... the next, noting that in like manner ; — and so on until I have got through the whole letter and reports. — Then in writing my letter to you, as soon as I have finished what I have to say on one of these notes, I draw my pen through it and proceed to another, and another, until the whole is done...
Page 118 - Concentrate your mind so that outside interests will not frequently disturb your study. 6. Do not try to commit exact words until you understand their content. 7. Connect the important facts of the new lesson with facts previously learned. 8. Make comparisons and contrasts when possible. 9.
Page 122 - In the proper use of a textbook the following devices will be found helpful: index, appendix, footnotes, maps, illustrations, vocabulary, etc. Learn to use your textbook, as it will help you to use other books. Therefore understand the purpose of the devices named above and use them freely. 5. Do not lose time getting ready for study. Sit down and begin to work at once. Concentrate on your work; that is, put your mind on it and let nothing disturb you.
Page 398 - Supervised study is that plan of school procedure whereby each pupil is so adequately instructed and directed in the methods of studying and thinking that his daily preparation will progress under conditions most favorable to a hygienic, economical, and self-reliant career of intellectual endeavor.
Page 122 - Make out a definite daily program, arranging for a definite time for each study. You will thus form the habit of concentrating your thoughts on the subject at that time. 2. Provide yourself with the material the lesson requires; have on hand maps, ruler, compass, special paper needed, etc. 3. Understand the lesson assignment. Learn to take notes on the suggestions given by the teacher when the lesson is assigned. Take down accurately any references given by the teacher. Should a reference be of special...
Page 36 - A shepherd being asked how many sheep he had in his flock, said, if I had as many more, half as many more, and 7 sheep and a half, I should have just 500; how many had he?
Page 357 - For clearness read Macaulay. For logic read Burke and Bacon. For action read Homer and Scott. For conciseness read Bacon and Pope. For sublimity of conception read Milton. For vivacity read Stevenson and Kipling. For imagination read Shakespeare and Job. For elegance read Virgil, Milton and Arnold.