Everyday Problems in TeachingBobbs-Merrill Company, 1912 - 388ÆäÀÌÁö |
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5 ÆäÀÌÁö
... never saw dis- order in a room where there was magnificent teach- ing going on . Conversely , you never saw good or- der for any length of time where there was weak teaching . Put this down as the primal law of good order . In nine ...
... never saw dis- order in a room where there was magnificent teach- ing going on . Conversely , you never saw good or- der for any length of time where there was weak teaching . Put this down as the primal law of good order . In nine ...
30 ÆäÀÌÁö
... never put a tooth - brush to his teeth , and has had toothache more or less during the past year , or he is suffering excruciating pains , and has never been inside of a dentist's office . Furthermore , the chances , as will be shown ...
... never put a tooth - brush to his teeth , and has had toothache more or less during the past year , or he is suffering excruciating pains , and has never been inside of a dentist's office . Furthermore , the chances , as will be shown ...
34 ÆäÀÌÁö
... never been an instance , so far as the writer is aware , of examinations having been made by properly trained persons , when parents have not been delighted with the results ; and this fact should warrant those who know the necessity of ...
... never been an instance , so far as the writer is aware , of examinations having been made by properly trained persons , when parents have not been delighted with the results ; and this fact should warrant those who know the necessity of ...
45 ÆäÀÌÁö
... never felt restraint , but those who from the beginning have been indulged in only those actions which they will be at liberty to practise under all circumstances . The really miserable child is the one who will acknowledge no authority ...
... never felt restraint , but those who from the beginning have been indulged in only those actions which they will be at liberty to practise under all circumstances . The really miserable child is the one who will acknowledge no authority ...
58 ÆäÀÌÁö
... never lets pass an opportunity to employ his drugs or his knife . Whenever he sees disordered function he attacks it directly , not considering that it may be only the outcome of very complicated and subtle disturbances lying far out of ...
... never lets pass an opportunity to employ his drugs or his knife . Whenever he sees disordered function he attacks it directly , not considering that it may be only the outcome of very complicated and subtle disturbances lying far out of ...
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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.