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INDIANA UNIVERSITY STUDIES 



recognize that during the assignment period they have an oppor- 

 tunity to do some real and genuine teaching, and that many of 

 them are not missing the opportunity. The same plan is followed 

 in dealing with these replies that was followed with suggestions 

 on oral teaching. The helps are listed as given by those answer- 

 ing this part of the ciuestionnaire. The frequency is also given in 

 each case, to indicate to the reader the extent each help or plan is 

 used. 



A great variety of helps and plans came from the 270 replies 

 to this phase of the questionnaire. AVliile there seem to be a great 

 many ways of helping the pupils during the assignment period, 

 yet when the list of helps is scrutinized carefully, two or three 

 methods seem to predominate. Of the 270 cases represented, ninety 

 give the pupils outlines, placed on the blackboard or in notebooks; 

 sixty-eight go over the lesson Avith the class, explaining difficult 

 points ; and fourteen study the lesson with the class. These three 

 methods include 172 cases. IMany of the remaining ninety-eight 

 are probably as good as, or better, than those mentioned and should 

 receive equal prominence. The complete list of helps follow^s : 

 Call attention to the most important points in the advanced lesson 

 (36) ; lessons outlined for pupils (59) ; questions or outline placed 

 on blackboard (23) ; explain difficult points (12) ; go over lesson 

 carefully with class (17) ; leading questions given (8) ; pupils 

 make their own outline (10) ; assign by topics (7) ; lesson studied 

 by teacher and class together (10) ; connection with previous les- 

 son kept clear by continuous outline (7) ; read and study lesson 

 with pupils one day, recite the next (3) ; references, pictures, and 

 maps suggested (5) ; general answers like kittle or none', 'topic 

 method', 'left to teacher', 'often neglected' (11) ; children led to 

 discriminate as far as possible for themselves (3) ; outlines are de- 

 veloped (3) ; language difficulties explained (2) ; glimpses of what 

 is to follow given (3) ; read lesson over with beginning classes, 

 question after reading it (4) ; special assignments for special prep- 

 aration (4) ; general thought of advanced lesson worked out from 

 preceding one (2) ; definite instructions as to w^hat to learn and 

 how to acquire it (1) ; lesson taught mth books open (1) ; the as- 

 signment is the 'preparation' according to the five formal steps 

 (1) ; explain importance and relation of work assigned (2) ; list 

 cf topics with general references and citation to references given 

 (5) ; go over lesson in advance Avith pupils (3) ; relative impor- 

 tance of topics suggested (1) ; definite problem set for mastery 



