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 generalized truth it can make
but little appeal to young minds, and it ought to be self-evident, at
the end of a successful recitation, to mature minds.
And so with the matter of organization. We skeletonize our thoughts
behind the scenes, but the skeleton is rather an unsightly specimen to
exhibit before a class. The outline should be inherent in the lesson as
presented, but it ought not to protrude so that the means will be
mistaken for an end. Subsequent chapters will illustrate both the
selection of an aim and its elaboration through suitable organization.
The successful preparation of a lesson involves at least five major
steps. They are named here that the problem of preparation may be
grasped as a whole. Later chapters will develop at length each step in
its turn.
1. _The Aim._ A generalized statement, a kernel of truth about which all
of the facts of the lesson are made to center. A lesson may be built up
on a passage of scripture, on the experience of a person or a people, or
on a vital question, etc. But in any case, though we are interested in
the facts involved, we are interested not in the facts as an end in
themselves, but rather because of the truth involved in the facts. In
other words, we seek to sift out of the material offered in a lesson an
essential truth which helps us in a solution of the problems of life.
Attention to the aim is a guarantee against mere running over of matter
of fact.
2. _Organization._ A teacher should outline his lesson so that pupils
may easily follow him through the subject matter presented to the
ultimate truth that lies beyond.
3. _Illustration._ Illustrations are what make truth vivid. Successful
teachers owe much of their success to their ability through story or
incident to drive home to the experience of pupils those fundamental
truths which in their general terms make but little appeal. One of the
most helpful practices for teachers who would become effective is the
habit of clipping and filing available illustrative material. There is a
wealth of rich, concrete matter appearing regularly in our magazines and
other publications. What is good today likely will be equally good a
year or two years hence when we shall face the problem of teaching again
today's lesson. An alphabetic letter file may be had for a few cents in
which can be filed away all sorts of helpful material. It pays to
collect and save!
4. _Application._ Having selected his aim, the teacher knows the result
he should like to have follow his lesson, in the lives of his pupils. He
knows, too, their tendencies and their needs. In giving attention to
application he is merely making a survey of the possible channel into
which he can direct his pupils' activities. In considering application
he asks, "Of what use will this material be in the experience of my
pupils?" The test-application is the real test--both of the subject
matter presented and of the effectiveness of the presentation.
5. _Questions._ Finally, lesson preparation is not complete unless the
teacher has formulated a few thought-provoking questions which go to the
very heart of the lesson. The question is the great challenge to the
seeker after truth. It is easy to ask questions, but to propound queries
that stir pupils to an intellectual awakening is a real art. Surely no
preparation can be fully complete unless it involves:
The selection of an aim.
The orderly organization of material.
The collecting of rich illustrations.
The pondering of facts to their application.
The formulating of at least a few thoroughly stimulating questions.
Can we not agree to these steps as fundamental in the proper preparation
of our lessons in all of our Church organizations?
With the subject matter well in mind--the work behind the scenes
completed, the teacher is then prepared for the problem of
presentation--is ready to appear on the stage of class activity. The
first outstanding problem in lesson presentation is that of the _Point
of Contact_. This is a phrase variously interpreted and often
misunderstood. Perhaps it is not the happiest expression we could wish,
but it is so generally used and is so significant when understood that
we ought to standardize it and interpret it as it affects our Church
work.
When a class assembles for recitation purposes its members present
themselves with all kinds of mental attitudes and mind content. The
various groups of a Mutual class may have been engaged in all sorts of
activities just before entering their classroom. One group may have been
discussing politics; another may have been engaged in a game of ball; a
third may have been practicing as a quartette; and still a fourth may
have been busy at office work. Facing such a collection of groups stands
a teacher who for an hour or more has dismissed all temporal matters,
and has been pondering the spiritual significance of prayer. Evidently
there is a great mental chasm between them. Their coming together and
thinking on common ground involves the _Point of Contact_. There must
be contact if an influence for good is to be exerted. Either the teacher
must succeed in bringing the boys to where he is "in thought," or he
must go to "where they are."
Teachers in Bible lessons all too frequently hurry off into the Holy
Land, going back some two thousand years, and leaving their pupils in
Utah and in the here and the present. No wonder that pupils say of such
a teacher, "We don't 'get' him." To proceed without preparing the minds
of pupils for the message and discussion of the lesson is like planting
seed without having first plowed and prepared the ground.
In the Bible lesson, it would be easy to bridge over from the interests
of today to those of Bible days. Suppose our lesson is on Joseph who was
sold into Egypt. Instead of proceeding at once with a statement as to
the parentage of Joseph, etc., we might well center the interests of
these various-minded boys on a current observation of today--a
wonderfully fine harvest field of grain. They have all seen that. Make a
striking observation relative to the grain, or put a question that will
lead them to do that for you. Having raised an issue, you continue by
inquiring whether or not the same conditions have prevailed elsewhere
and at other times. Did they prevail in the days of Israel? The step
then to the story of Joseph's dream, etc., is an easy one.
This illustration, though simple and more or less crude, indicates that
to establish a point of contact, we must reach out to where the pupil
now is, and lead easily and naturally to where you would have him go.
Surely we cannot presume that he has already traveled the same
intellectual road that we have gone over.
Suppose we face a group of adolescent boys to teach them a lesson on the
importance of their attending church. If we proceed with a preachment
on their duties and obligations, we are quite certain to lose their
interest. Boys do not like to be preached at.
We know, however, that they are interested in automobiles. By starting
out with some vital observation or question out of the automobile world,
we may count on their attention. Following the discussion thus raised,
we might then inquire the purpose of the garages that we find along all
public highways. We could dwell upon the significance of repairs in
maintaining the efficiency of cars. Now we are prepared for the query,
Is it not essential that we have spiritual garages for the souls of men,
garages where supplies and repairs may be had?
The "gas" of faith.
The "oil" of consolation.
The "adjustment" of repentance.
The "charging" of our spiritual batteries, etc.
Once led into the subject, boys can be made to see that spiritual
problems are even more vital than material ones.
The point of contact established, we next face the matter of _Lesson
Statement_. The subject matter must either be in mind already because of
home preparation, or the teacher must supply it. In the smaller classes
the teacher generally will have to tell in good part what he wishes to
convey; in the larger classes, there are the possibilities of home
preparation, topical reports, the lecture, and the socialized recitation
built up by questions and discussions. It is not intended here to
discuss the various methods of lesson presentation--the thought being
simply that in some way the lesson statement must be presented.
Then there is the problem of connecting up the present lesson with those
that have already been presented. The review is a vital factor in
fixing in the mind the relative value of material covered.
Then, too, there is the matter of questioning to test knowledge and
stimulate discussion, together with the weaving in of illustrative
material that has already been thought out or which may suggest itself
as the lesson progresses. If, as all this material has been presented,
the application has been made sufficiently clear to the pupils, the
presentation is complete; otherwise avenues of action should be pointed
out, care being taken to stimulate rather than to moralize.
In conclusion, then, we have the matter of preparation as follows:
PREPARATION
_As it involves subject matter_: _As it involves presentation_:
1. The Aim Point of Contact
2. Organization Lesson Statement
3. Illustration Review
4. Application Illustration
5. Questions Application
* * * * *
QUESTIONS AND SUGGESTIONS--CHAPTER XIV
1. Discuss the helpfulness of having a definite procedure in the matter
of lesson preparation.
2. Point out the differences between lesson preparation and lesson
presentation.
3. Name and discuss the essential steps in preparing a lesson.
4. To what extent would you favor adopting these steps as the
fundamental processes?
5. Discuss the meaning and significance of "The Point of Contact."
6. Why is some kind of lesson statement a prerequisite to a good
recitation?
7. Show how this statement may be made.
8. What do you consider your most valuable device in the preparation of
a lesson?
9. Discuss the importance of filing away the material looked up in the
preparation of the regular work of teaching.
10. Indicate some of the best methods of filing.
HELPFUL REFERENCES
Betts, _How to Teach Religion_; Weigle, _Talks to Sunday School
Teachers_; Thorndike, _Principles of Teaching_; Strayer and Norsworthy,
_How to Teach_; Earhart, _Types of Teaching_; Betts, _Classroom Method
in Management_; Bagley, _Classroom Management_.