Clinch Valley news. [volume] (Jeffersonville, Va.) 18??-2019, 1914-12-11
CHOW TO SECURE THE BEST RE-
SUITS IN A READING reel
TATION."
TATION.n

Read before the Teachers Meeting
here, Dec. 5th:
In the organization of any school,
the most important factor is the ar
rangement of the schedule or daily
program. The efficiency of the school
depends, to very large degree, on
the daily program-madea and follow
ed. 1t is, therefore, worthy of care
full thought and painstaking study.
The periods most favorable for the
best work on the part of the teacher
and pupil is from the opening of
school until the morning recess. In
this period of the school day, the most
important subjects should be taught.
To determine which subjects are of
the greatest Importance we may sim
ply ask the question::
Which subjects do grown people
use the most? The reply is, reading
and language, including spelling and
writing. Thesec exclusions place the
most important subjects in the best
periods of the day, or reading the first
period in the morning, and language
the period in the afternoon. In the
famous enumeration of the three RS,
reading came first. A reading lesson
should be carefully planned, with ref
erence to the grade to which the les
son is to be taught. Nothing develops
and nothing is realized without plans.
1t is strictly essential for the teacher
to be familiar with the subject mat
ter, and to be proficient in the use of
the English language, especially in
Its simple and correct expression.
If a teacher is careful of her own
enunciation, pronunciation and articu-
lation, children will unconsciously
form good habits of speech from her.
Variety, interest and attention are
very potent factors in effective read
ing. To know how to introduce nov
city just before class required it, is
an art which well repays the teacher
who studies it. Variety grows more
absorbing and pleasuregiving. 1t de-
stroys the wearisome drudgery Of mo-
notony. Interest is the means by
which the mind is drawn to any sub
ject, and led to exercise upon it. In
terest is therefore a necessary source
for knowledge. Closely tied up with
interest in subject, is the amount
of attention given to it.
There is, however, the additional
thought, that attention may be secur-
ed by conscious effort.
We should not saw to a child nav
attention, for attention is not vol
untary thing. Even an adult cannot
willfully force his attentions upon
subject which has no interest, for
very long time, and it is still more i'm
possible for n little child. We should
think. less of attention, and work more
for concentration. The length of the
reading period should depend upon
the size of the class. The best results
are not always obtained by each
member of the class reading the en-
tire lesson. More often do we get
satisfactory results by assigning just
certain portions to be read in class, |
and if necessary have it re-read until
it is well read. A pupil, who has
not made sufficient preparation should
not be allowed to attempt to read.
A discussion before the lesson has i
been read, is sometimes beneficial, es-
pecially if the lesson is in any way il
Illustrated. Frequent discussions and
reproductions of the lesson, particu-
larly if it is story, should follow
the lesson. Children in any grade |
should not be permitted to read mean
ingless things. A review of the past
lesson, when briefly and interestingly
given, is always beneficial, but avoid
routine in that respect.
Punctuation and Spelling should be
given their. full significance in read
ing, but do not make punctuation
lesson of nor spellinize reading les
son.
In primary reading pupils must