AUDITORY VALUES, in spelling, 188-189. See Spelling. AUTOMATIC. See Drawing, Execution, Music, Spelling. AUTUMN, as the stormiest season of the school year for government, 23-24; difficulty of readjustment, 24-25; gradual introduction to school work, 25-26.
BULLY, the outcome of spoiling a child, 37; how bullying is regarded at a later period, 43. See Discipline, Favor- ite Pupil, Spoiled Child.
CAUSAL RELATIONS, failure to bind facts in, 149-151. See Thinking, Ability.
CHANGING PHENOMENA, must be dealt with in real life, 327-329.
CHILD, the spoiled, 35-45; the unhappy child, 36; the bully, 37; the "cunning" child, 42; the insolent child, 42; the favorite pupil, 46-49; children of distinguished parents, 48-49. See Discipline.
CIVIL GOVERNMENT, dynamic method in the teaching of, 114-122; formal, remote teaching of vital affairs, 114- 116; teaching the subject of taxation, 118; teaching re- lations of social groups, 119-121. COMMUNICATION, as a source of distraction, 11-12; feasible remedies, 12-13; as a source of conflict in the school-room, 93-103; the impulse to communicate, 94– 96; communication rewarded outside the school-room, 97- 98; how self-restraint is developed, 98; devices for sup- pressing communication, 100–102; leadership in the teach- er the chief requisite, 102-103. See Fair Play, School- room Government.
CONFLICT, communication as a source of in the school- room, 93-103. See Attention, Communication, Discipline, School-room Government.
CONTENT, relation of to means of expression, 191-192; exalting technique above, 193-196. See Drawing, Music, Reading.
CONTEST OF WITS, in school-room discipline, 72-73. See Fair Play.
CONTEXTUAL RELATIONS, in the gaining of meanings, 246-248.
CO-OPERATION, of pupils in cases of discipline, 70-72;
pupils can help to make rules for school government, 71; the instinct for fair dealing, 72. See Fair Play. CORPORAL PUNISHMENT, 55-58; as practised in France
and in Germany, with results, 55–56; soft methods in training, 56-58; no cure-all in discipline, 58-63. CORRECTION, should be individual and private for the most part, 89-90; should be inconspicuous, 90–92. Corporal Punishment, Discipline, Success. DEFINITIONS. See Contextual Relations, Dictionary Mean-
ing. DISCIPLINE, problems of, 35-66; the spoiled child, 35-45; a concrete case, 35-37; the spoiled child not happy, 36; the spoiled child as a bully, 37; illustrations from the training of a dog or a horse, 37; higher and lower tend- encies in human life, 38; how an animal may be spoiled, 39; short-sightedness in the training of children, 41-43; the "cunning" child, 42; developing insolence, 42; how bullying is regarded at a later period, 43; how animals are "broken", 43; children must be let alone, 44-45; starting right, 45; the favorite pupil, 46-49; being favored for superficial reasons, 47-48; children of distinguished parents, 48-49; sentimentality in dealing with the child, 49; new times bring new problems, 50-55; problems con- nected with increasing luxury and complexity of social life, 50-51; effect of social tension on the home, 51; elim- ination of masculinity in the training of children, 52-53; masculine vs. feminine methods in training the young, 53; hypertrophy of our sensibilities, 53-55; corporal pun- ishment, 55-58; as practised in France and in Germany, with results, 55-56; soft methods in training, 56-58; no
cure-all in discipline, 58-63; suggestions from scientific medicine, 58; the charlatan in ethical training, 60; the prison and the whipping-post do not reform young crim- inals, 61; prophylactic vs. therapeutic measures in the training of the young, 62-63; from the pupil's standpoint, 63-65; a typical case, 63-64; chief source of tragedy in school discipline, 64-65; positive methods in discipline, 65-66.
DISCIPLINARY PERIODS, 3. See School-room Govern- ment.
DISTRACTION, as due to communication, 11-12; as due to
nervous tension, 13-15; as due to other causes, 17-20; the most critical time of the year for distraction, 22-25. See Attention, Communication, School-room Government. DOMESTIC SCIENCE, instruction in, 310-313; lack of home atmosphere in, 322-323; concrete instance of inef- fective teaching, 324-327. See Girls.
DRAWING, relation of technique to content in, 224-228; teaching of in an earlier day, 224-225; reproduction vs. representation, 225-228.
DRILL, in spelling, 174-175; waste in drill exercises, 176. DULLNESS, as caused by physical defects, 29–34. See Adenoids, School-room Disorder.
DYNAMIC TEACHING, essential to the development of
clear thinking, 106-108. See Arithmetic, Civil Govern- ment, Geography, History, Home Study, Self-helpfulness. ETHICAL TRAINING. See Corporal Punishment, Disci- pline, Favorite Pupil, Spoiled Child.
EXECUTION, teaching pupils, 166-235; teaching of spelling, 167; as a typical technical subject, 167-168; a practical test, 168-169; a true test, 169-170; spelling lists, 171; choosing words for spelling, 172-173; learning to spell words against a future time of need, 172-174; relation of reading to spelling, 174; harmful drill in spelling, 174– 175; waste in drill exercises, 176; an erroneous method
of teaching spelling, 177-178; confusion in dealing with complex unities, 179-180; syllabication in spelling, 180- 181; dangers in the analysis of words, 182-183; words as unities, 183; evil habits of study, 184-185; wasteful meth- ods of preparing lessons, 185-187; attempting too big a task at one time, 187–188; auditory familiarity in spelling, 188-189; a lesson from Italy, 189-191; relation of means of expression to content to be expressed, 191-192; rela- tion of legibility in writing to "neatness," 192–193; a con- crete case of exalting technique above content, 193–196; instruction in technique, 196–198; nervous overstrain from too great emphasis on technique, 198–201; develop- ing ideas of lightness and rapidity in the place of power and effort, 201-203; relation of technique to content in music, 204-224; a concrete case of undue emphasis on technique, 204-205; exaltation of technique in singing, 205-206; learning elementary facts of technique, 207-208; development of an appreciation of rhythm, 208-209; gen- eral motor before special vocal execution, 209–210; action songs, 211; songs which children choose spontaneously, 211-212; songs portraying ethical and ideal feelings not chosen until adolescence, 212-215; formal and me- chanical vocal music, 213-214; relation between learn- ing to read words and learning to read music, 215- 217; begin with largest units possible, 217-219; reading musical symbols at sight, 219-220; im- portance of the simplest musical elements, 220-221; smaller unities must not be neglected, 222; illustra- tion of confusion from attacking too complex unities, 222-224; relation of technique to content in drawing, 224- 228; teaching of in an earlier day, 224-225; reproduction vs. representation, 225-228; automatic facility in a subject like arithmetic, 228-230; relation of reasoning to facility in executing, 231-232; making the application of princi-
ples automatic, 232-233; evil of over-emphasizing analy- sis, 233-235. EXERCISES AND PROBLEMS, 341-388; good order, 341- 344; discipline, 344-348; fair play between teacher and pupils, 348-352; teaching pupils to think, 352-365; teach- ing pupils to execute, 365–372; teaching the arts of com- munication, 372-376; tendencies of novices in teaching, 376-386; education of girls, 386–388.
FAILURE, avoid feelings of in school-room, 86-89. See Correction, Fair Play, Success.
FAIR PLAY, in the school-room, 67-103; a typical case in- volving the principle, 67-72; coöperation of pupils in cases of discipline, 70-72; pupils can help to make rules for school government, 71; the instinct for fair dealing, 72; challenging pupils to a contest of wits in discipline, 72– 73; appealing to the sense of fair play, 73-74; group loyalty, 74-76; attitude of the group toward "tattling," 74; dealing with the group as a whole, 75-76; gaining the respect of pupils, 76-81; how a teacher may lose the respect of pupils, 77-79; gaining the assistance of capable pupils, 80; school-room injustice as a cause of disre- spect, 81-85; expecting the impossible of pupils, 82; pun- ishment for unavoidable mistakes, 83; teaching pupils ac- cording to their needs, 85; establishing feelings of success rather than of failure, 86-89; making correction individual and private for the most part, 89-90; making correction inconspicuous, 90-92; communication as a source of con- flict in the school-room, 93–103; the impulse to communi- cate, 94-96; communication rewarded outside the school- room, 97-98; how self-restraint is developed, 98; the best way to control communication, 99-100; futile devices for suppressing communication, 100-102; leadership in the teacher the chief requisite, 102-103.
FEMININE METHODS, in training the young, 53. See Discipline, Sentimentality.
« 이전계속 » |