Evening capital news. (Boise, Idaho) 1901-1927, 1919-11-28
Model Lesson" System and
Individual Criticism Worked
Out by Heads of Pocatello
Institutions.
GIVES REAL PRACTICE
Prospective Teachers Get In
sight Into s oh O lr m
Methods and Problems-En-
courages Mental Analysis.

A plan of teacher training which the
state department of education thinks
has many admira BILE features has been
submitted by Superintendent Siders OF
Pocatello and President Frazier of the
Technical institute.
For many years the technical insti-
tute has given courses in education,
but until this year has not had proper
provision for observation and prac-
tice work on the part of the student
BY cooperative arrangement be-
tween the city schools of Pocatello
and the Technical institute, one of the
ward schools near the institute is used
FOR such observation and practice
work. under the supervision of the
superintendent of the city schools, the
principal and teachers of the ward
school and in accordance with cur
riculum agreed upon by the institute
and the city schools. All the other
professional courses are given at the
institute. Only graduates of high
schools are admitted to the course.
After one year of professional train
ing with the required amount OF OBJ
servation and practice, the student Is
certificated for one year which, after
seven months of teaching may be re-
neWed for two years.
GET REAL WORK.
The student teachers after the first
two weeks of observation in n given
room have not less than 90 minutes
actual teaching and supervision of
study per week.
The following plan, outlined tenta-
lively by Superintendent Siders, pre-
sents some unique and interesting fea-
lures:
Let the student, who Is to give a
teaching lesson, be notified one week
In advance of what he is to teach. Re-
oure the preparatlon of lesson plan,
and that the student be as fully pre-
pared as possible.
Appoint a chief critic from the
class, who also will learn all he can
in advance about the lesson to be Civ
en-. The chief critic shall write a
criticism of the class work of the stu
dent teacher.
The other students will take notes
upon the recitation The following is
suggested as an outline of criticism for
the pupil teachers who are observing
the teaching lesson.
OUTLINE FOR CRITICISM.
Purpose-What? Whether accom-
plished. Why? Cause of failure or
success.
Matter-Amount. Accuracy. Adap-
tation TO (a) purpose. and to OBJ
F. CLASS. oGueF OF presentation
Plan-Completeness; order of parts;
manner of presentation.
Neutrality-suspicious.; number, order,
kind.
anguage-Relative amounts used
by teacher and pupils.
Correctness: accuracy: clearness;
completeness; adaptation.
lllustratons-What amount; adap
tation; use.
Manner-Voice (a) of teacher and
OBJ of pupils.
Mechanical details-Direction Of the
work; distribution of materials.
Misunderstanding in mental power:
accuracy; neatness; promptitude;
expression moral training; knowledge
gained.
General points.
ENCOURAGE ANALYSIS.
Such a form of criticism encourages
q mental analysis on the part of the
teacher, 1t win lead them in turn to
begin to analyze all of their teaching.
II this method of analysis is carried to
excess, it becomes mechanical and
stultifying.
The teachers may adjourn from the
model lesson to an assembly room for
the immediate discussion of the model
lesson or they may meet at a later
date. There is sufficient material in