Everyday Problems in TeachingBobbs-Merrill Company, 1912 - 388ÆäÀÌÁö |
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2 ÆäÀÌÁö
... line run- an earlier day . ning across the floor in the front of the room . This had been used by a whole generation of predecessors to secure good order in their recita- tions . Whenever a class was called , the pupils came forward ...
... line run- an earlier day . ning across the floor in the front of the room . This had been used by a whole generation of predecessors to secure good order in their recita- tions . Whenever a class was called , the pupils came forward ...
2 ÆäÀÌÁö
... line run- an earlier day.ning across the floor in the front of the room . This had been used by a whole generation of predecessors to secure good order in their recita- tions . Whenever a class was called , the pupils came forward ...
... line run- an earlier day.ning across the floor in the front of the room . This had been used by a whole generation of predecessors to secure good order in their recita- tions . Whenever a class was called , the pupils came forward ...
3 ÆäÀÌÁö
... re- placed the old one , and the painted line has disap- peared . One does not hear much now in that com- munity about the teacher's keeping order . The pupils have grown better . They are happier in school than SCHOOL - ROOM GOVERNMENT 3.
... re- placed the old one , and the painted line has disap- peared . One does not hear much now in that com- munity about the teacher's keeping order . The pupils have grown better . They are happier in school than SCHOOL - ROOM GOVERNMENT 3.
11 ÆäÀÌÁö
... lines of their typical experiences in the world . This is important at every stage in life , but it is particularly so in the early years . The teacher , then , who expects to secure attention from all her pupils must devise some plan ...
... lines of their typical experiences in the world . This is important at every stage in life , but it is particularly so in the early years . The teacher , then , who expects to secure attention from all her pupils must devise some plan ...
13 ÆäÀÌÁö
... lines indicated above . A potent cause of dullness as well as disorder in the school - room Relaxation periods are of value , not only in re- ducing the evil of irrelevant communication , but they are chiefly of service in re- leasing ...
... lines indicated above . A potent cause of dullness as well as disorder in the school - room Relaxation periods are of value , not only in re- ducing the evil of irrelevant communication , but they are chiefly of service in re- leasing ...
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acquire adult appreciation arithmetic asked attention attitude become cational child class-room concrete course crete definitions Describe develop dictionary discipline Discuss domestic science easy songs effective elemen elementary school employ errors execution experience expression feel formal gained geography girl give given grade grade geography habit high school ical illustrate individual instance instruction interest language lesson letters linguistic look matter means memorizing Menomonie method metic mind National Educational Association nature novice observed persons phrases practical principle problems question quired readily recitation regarding relations respect result rules school-room sentence simply singing situations slang solve song sort speech spelling stanza symbols task taught teacher TEACHING PUPILS technique text-book thing thought tically tion typical vidual vital vocal words write York Public Library
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380 ÆäÀÌÁö - I'm the chief of Ulva's isle, And this Lord Ullin's daughter. — " And fast before her father's men Three days we've fled together, For should he find us in the glen, My blood would stain the heather. "His horsemen hard behind us ride; Should they our steps discover, Then who will cheer my bonny bride When they have slain her lover?
379 ÆäÀÌÁö - I'll meet the raging of the skies, But not an angry father." The boat has left a stormy land, A stormy sea before her, — When, oh!
275 ÆäÀÌÁö - The breaking waves dashed high On a stern and rock-bound coast, And the woods against a stormy sky Their giant branches tossed; And the heavy night hung dark The hills and waters o'er, When a band of exiles moored their bark On the wild New England shore.
381 ÆäÀÌÁö - He does not love me for my birth, Nor for my lands so broad and fair; He loves me for my own true worth, And that is well,' said Lady Clare. In there came old Alice the nurse, Said, 'Who was this that went from thee?' 'It was my cousin,' said Lady Clare, 'To-morrow he weds with me.
380 ÆäÀÌÁö - But still as wilder blew the wind, And as the night grew drearer, Adown the glen rode armed men, Their trampling sounded nearer. "O haste thee, haste!" the lady cries, "Though tempests round us gather; I'll meet the raging of the skies, But not an angry father.
381 ÆäÀÌÁö - If I come drest like a village maid, I am but as my fortunes are: I am a beggar born," she said, "And not the Lady Clare.
379 ÆäÀÌÁö - I'll forgive your Highland chief, My daughter! — Oh, my daughter!
381 ÆäÀÌÁö - O mother, mother, mother,' she said, 'So strange it seems to me. 'Yet here's a kiss for my mother dear, My mother dear, if this be so, And lay your hand upon my head, And bless me, mother, ere I go.
140 ÆäÀÌÁö - Reduce compound fractions to simple ones, and mixt numbers to improper fractions ; then multiply the numerators together for a new numerator, and the denominators for. a new denominator.
49 ÆäÀÌÁö - The basic question presented is whether the defendants, the Superintendent of Schools and the members of the Board of Education, in the operation of the public school system here, unconstitutionally deprive the District's Negro and poor public school children of their right to equal educational opportunity with the District's white and more affluent public school children.