But psychologists are agreed that in spite of
these differences there are certain elements of interests that are
generally and fundamentally appealing to human nature. To know what it
is that makes for interest is one of the prerequisites of good teaching.
But before naming these "factors of interestingness," may we not also
name and discuss briefly some other essentials in the matter of creating
and maintaining interest?
In the first place it is good to remember that a teacher who would have
his pupils interested must himself be interested. If he would see their
faces light up with the glow of enthusiasm, he must be the charged
battery to generate the current. Interest begets interest. It is as
contagious as whooping cough--if a class is exposed it is sure to catch
it. The teacher who constantly complains of a dull class, very likely
is simply facing a reaction to his own dullness or disagreeableness.
"Blue Monday" isn't properly so named merely because of the drowsy
pupil. The teacher inevitably sets the pace and determines the tone of
his class. Many a teacher when tired, or out of patience, has concluded
a recitation feeling that his pupils were about the most stupid group he
has ever faced; the same teacher keyed up to enthusiasm has felt at the
close of another recitation that these same pupils could not be
surpassed.
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