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How to Teach. Naomi Norsworthy
Читать онлайн.Название How to Teach
Год выпуска 0
isbn 4057664616265
Автор произведения Naomi Norsworthy
Жанр Документальная литература
Издательство Bookwire
For all children in elementary and in high schools the possibility of utilizing their original nature for the sake of that development which will result in action which is socially desirable is still present. The problem which the teacher faces will be more or less difficult in proportion as the child's endowment by original nature is large or small, and as previous education has been successful or unsuccessful. The skillful teacher is the one who will constantly seek to utilize to the full those instincts or capacities which seem most potent. This utilization, as has already been pointed out, does not mean a blind following of the instinctive tendencies, but often the substitution of a higher form of action for a lower, which may seem to be related to the instinct in question. It is probably wise to encourage collections of stamps, of pictures, of different kinds of wood, and the like, upon the part of children in the elementary school, provided always that the teacher has in mind the possibility of leading these children, through their interest in objects, to desire to collect ideas. Indeed, a teacher might measure her success in utilizing the collecting instinct in proportion as children become relatively less interested in things collected, and more interested in the ideas suggested by them, or in the mastery of fields of knowledge or investigation in which objects have very little significance. The desire for physical activity upon the part of children is originally satisfied by very crude performances. Development is measured not simply in an increase in manual dexterity, but also in terms of the higher satisfaction which may come from producing articles which have artistic merit, or engaging in games of skill which make for the highest physical efficiency.
During the whole period of childhood and adolescence we may never assume that the results of previous education, whether they be favorable or unsatisfactory, are permanent. Whether we succeed or not in achieving the ends which we desire, the fact of modifiability, of docility, and of plasticity remains. The teacher who seeks to understand the individuals with whom he works, both in terms of their original nature and in terms of their previous education, and who at the same time seeks to substitute for a lower phase of an instinctive tendency a higher one, or who tries to have his pupils respond to a situation by inhibiting a particular tendency by forming the habit of meeting the situation in another way, need not despair of results which are socially desirable.
QUESTIONS
1. May a teacher ever expect the children in his class to be equal in achievement? Why?
2. Why is it not possible to educate children satisfactorily by following where instincts lead?
3. Which of the instincts seem most strong in the children in your class?
4. Can you give any example of an instinctive tendency which you think should have been outgrown but which seems to persist among your pupils?
5. Give examples of the inhibition of undesirable actions based upon instinctive tendencies by means of (1) punishment, (2) disuse, (3) substitution.
6. How can you use the tendency to enjoy mental activity?
7. Why does building a boat make a stronger appeal to a boy than engaging in manual training exercises which might involve the same amount of activity?
8. Cite examples of collections made by boys and girls in which the ideas associated with the objects collected may be more important than the objects themselves.
9. In what degree are we justified in speaking of the social instinct? The instinct to imitate?
10. How can you use the fighting instinct in your work with children?
11. What can teachers do to influence the education which children have received or are getting outside of school?
12. What differences in action among the children in your class do you attribute to differences in original nature? What to differences in education?
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