Mower County transcript. [volume] (Lansing, Minn.) 1868-1915, 1888-06-20
HDUOA TIL NAI,
9. D. BHLDEN, EDITOR.
The Tea cher IN the Recitation.

The Teacher In the Recitation.
The success of the recitation depends much
upon the manner in which the teacher con
ducts his work. A hasty, irritable, or
thoughtless teacher may do much to put
his pupils in an unteachable frame of
mind. Indeed, it is no uncommon thing
for sCOlding or over talkative teacher
to make his class so nervous and fretful
that steady thought with them is an I'm.
possibility. The same may be said of an
extremely nervous teacher in classroom
His nervousness and restlessness are inn
parted to his pupils, and in either OF the
cases referred to here. the disorder of the
class and classes under the care of such
teachers are usually d,sorderly) is directly
chargeable to the teacher himself.
On the other hand, dull, phlegmatic,
easy going teacher is out of place in the
class; room. If his pupils do not become
utterly needless and inattentiye, they will
at least take advantage of his laziness;
and, again, the result will be disorder and
confusion, .,.-...
Executive ability shows itself nowhere
to better advantage than in the class.
The teacher who gives faithful attention
to his class work, and at the same time
successfully governs the remainder of his
pupils, may be proud of his success. It
needs a rare combination of qualities to
be at the same time good teacher and
a successful disciplinarian.
No two teachers will conduct recitation
in precisely the same manner. No set of
rules, therefore, can be given which will
apply to the action of all teachers, but
there are general principals which govern
the work of class recitation that those
who expect to engage in the work would
do we'll to heed:
l. The teacher while hearing recita-
ton should assume such a position as
Will enable him to keep all his pupils in
sight.
2. In large classes it is best, when
possible, for the teacher to assume a
standing position, but whether sitting or
8. The teachers manners in the pres
ence of his class should be dignified and
gentlemanly.
4. The teacher be pleasant and affable
in manner of teaching, and thus control
his class by his own example.
5. The teacher should so conduct his
work as to keep all in the class interested
and busy.
6. The teacher should show by his
manner that he himself is fully interested
in what he attempts to teach, and thus
awaken interest on the part of his pupils.
Z The teachers language should be
we'll chosen and correct, that his pupils
may not lose respect for him because of
his many errors of speech.
s. The teacher should be enthusiastic
and energetic, thus leading his pupils to
feel the Importance of the work IN which
they are engaged.
9. The teacher should use pleasant
tones of voice, and thus avoid creating
nervousness in either himself or his
pupils.
10. The teacher should be even-tem-
pered. not permitting trifles to ruff1e him
or provoke him to scOld. and thus make
his pupils disorderly.
II. The teacher should be prompt in
calling and Diminishing classes, and prompt
in his questions and general class work.
-. Everything in the characterization
should be methodical and systematic, but
not TO such an extent as to destroy
interest.
IS. The teachers manner should be
such as to encourage the timid and re-
press the lmpertinent.
ID. The teacher should be quick to
change his method of recitation the mo-
| ment the interest begins to flag.
Is. The teacher should take as little
of the recitation time as possible IN rep
rimanding pupils A simple shake of the
head If more effective than half hours
scolding.
16. The teacher should move about
occasionally among his pupils even dur
| log recitation. This will tend to keep
all orderly and busy.
II. The teacher should not be too
prompt to help pupil out of difficulty
| by offering assistance. The recitation is
to be made by the pupil, not the teacher.
| 49, The teacher should be watchful
that his pupils use correct speech in ask
i>g questions and in giving answers.
| 49, The teachers manner should be
such as to encourage inquiry, though he
| may not be able to answer ali the ques.
| tons asked.
20. The teacher should avoid the ex
IRENE of seeming cold, dull, phlegmatit
and unlnterested, as we'll as the opposite
of being excitable, nervous and fretful al
the weakness or hardness of pupils.
81. The teacher should not laugh a.
the mistakes of his pupils, or ridicult
them.-Raubs School management.
A Luxury and Necessity
For rich and poor who wish to enjoy
goodhealth, and who do not wish to resor
to bitter, nauseous liver medicines AM
cathartics, is the concentrated California
liquid fruit remedy, Syrup of Figs. jun
Cigarette Smoking
Judge: Professor-Mr. Eaubrian, yo'
l 4 = IL