The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1916-09-30
FEARS ONLY CATS ON GOOD TEACHING
Any Authoritative Pamphlet Issued
thing but Pet Tabby by A. j. Stout, L. III. s.
Lost Shoes When Every Possible Point Quality
YowIed IN Cellar. of School Work.
HOODOOEO MANY YEARS AGO HE MAKES 54 INQUIRIES
Fought FeIines Wanted to
Eat Dead Nan Answers.
STAYED Corpse Normal Training Glass
and Crazed Pets. Topeka Schools
Pamphlet Issued
by A. J. Stout, L. HI. s.
Every Possible Point i'm Quality
of School Work.
HE MAKES 81 INQUIRIES
Teacher To Be Efficient Should
Demand Good Answers.
Normal Training Glass to Visit
Topeka Schools.

What constitutes good teaching p"
The question has been answered in a
pamphlet issued by A. ]. Stout and
approved by all of the teachers in the
high school There are nine import
ant considerations and 81 particulars
under the nine general heads Every
possible point relating to quality of
instruction has been covered, with
the possible exception of the good
looks of the school marin.
The pamphlets have been distribut-
ed among all the teachers of the high
school and also among the pupils en-
rolled in the normal training course
at the high school One of the duties
of the normal training class is to visit
the Topeka schools. They will be ex-
pected to mentally grade the ability
of each teacher according to the
specifications of the pamphlet.
TEACHERS:
TO WHAT EXTENT
Is there evidence that the teacher
has a clear idea of what she ex-
poets of the pupils?
2 Does the teacher demand definite
statements and refuse to accept
vague and indefinite answers?
Does the teacher appear to have
an appreciation of relative values,
Important unimportant)
Is the teachers work well organ
lied?
8 Does the teacher use originality and
initiative, i. e. is she resourceful?
6 Does the teacher render service to
the pupils when they need assist
ance and let them alone when
assistance would be harmful?
Z Does the teacher give evidence of
broad knowledge of subject mat
ter?
PUPILS:
TO WHAT EXTENT
1 Are the pupils conscious of the
meaning of the aim or problem
2 Do they have an appreciation of the
relative values important. unin-
portant)?
3 Do they organize their work effec-
lively?
Do they ask pertinent questions and
express ideas of their own?
Are they resourceful?
6 Are they cooperative?
SUBJECT MATTER:
TO WHAT EXTENT
Does it appeal to the students as
worth while?
2 Is it within their comprehension
3 Does IT have any relation to some
real need of the pupil (aesthetic,
ethical, uti1itarian)?
Was material outside of the text
used?
LESSON ASSIGNMENTS:
TO WHAT EXTENT
1 Was the assignment of such a char
acter as to make intelligent at
tack probable?
2 Was it clear and definite?
3 Was it a textbook assignment?
Was it by topics?
5 Was 1t by problems?
LOSS OF TIME:
TO WHAT EXTENT
1 Was time lost in calling the class -?
Was time lost in dismissing the
class?
Was time lost in distributing ma
terial?
Was time lost in speaking indis-
tinctly?
Was time lost in repeating ques-
tons unnecessarily?
6 Was time lost in repeating answers
unnecessarily?
Was time lost in other Unnecessary
talking?
QUESTIONS:
TO WHAT EXTENT
l Were the teachers questions for
the sole purpose of testing the
pupils knowledge of facts can ap-
peal to the memory?
2 Could the questions be answered by
yes or mo-?
8 Were they alternative questions. i.
e.. did they suggest the wrong as
well as the right answer?
4 Were they questions suggesting the
answers?
We're they questions of insufficient
scope to be successful from
the standpoint of stimulating
thought?
6 Were the questions such that they
failed to challenge the attention
of all the members of the class
7 Were the questions irrelevant?
THE DRILL LESSON:
TO WHAT EXTENT
Do the pupils realize the need and
significance of the drill?
Do they have a clear idea of the
result to be accomplished?
; Was the repetition with atten-
TOM
Was there sufficient variation in
procedure to hold the attention of
the pupils?
Were the responses accurate?
8 Was the greater part of the time /
spent in drilling on that part of /
the work presenting special diff |
Guilty?
Were the responses of thought and |
action reduced to automatic |
cases?
LESSONS FOR APPRECIATION:
TO WHAT EXTENT
1 Does the teacher act as interpreter? |
Are the pupils given freedom of
choice in the expression of feel
lngS rather than asked for parrot
like fashion?
) Are the pupils given opportunity for
creative work.
Does the teacher relegate matters
of technique to secondary posi-
ton? appreciation a matter of
of emotions-danger in over in
tellectualizing it,
LESSONS FOR THINKING:
TO WHAT EXTENT
1 Has the teacher discovered to- the
pupils their prob.ems?
Do they see the situation and state
the problem?