This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1922 Excerpt: ...girl speaks up from a wealth of experience and asserts, "But they don't, they fight like everything." The teacher raps the child smartly across the knuckles with a ruler for making this accurate and correct contribution to the lesson and then wonders why the class does not appreciate the beauties of nature. In the past ...
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This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1922 Excerpt: ...girl speaks up from a wealth of experience and asserts, "But they don't, they fight like everything." The teacher raps the child smartly across the knuckles with a ruler for making this accurate and correct contribution to the lesson and then wonders why the class does not appreciate the beauties of nature. In the past, too much emphasis on the intellectual side of these lessons has killed the spirit they were attempting to arouse. Too much analysis, too much attention to nonessential detail, too much emphasis on rigid and dogmatic form are fatal to the emotional glow of interest and enjoyment. Such formalism is to be most scrupulously avoided. A problem the supervisor must be prepared for is the teacher who discusses appreciation in a very soulful but vague and incoherent way. This type of teacher has a great deal to say about appreciation, about inspiration, appeals to the soul of the child, and similar rubbish. Some of them get results with the children that are obvious and in those rare cases should be left alone to achieve these results in the peculiar manner they have. The majority of such teachers, however, do not know what they are talking about and cannot make any specific, concrete, definite statements to show that they do. They are much hurt by requests to tell more exactly what they are appreciating, how the lesson begets appreciation, and how they know that the pupils are really being stimulated. While appreciation cannot be measured, as can arithmetic and spelling, nevertheless the supervisor need not hesitate to ask these teachers to discuss the psychology of emotion in an intelligent way and to make clear and direct applications to their work. If they cannot do so, they should be directed to use their time in other fields to better...
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