Leaving for further consideration the more
purely theoretical aspects of our problem, let us face the questions of
most immediate concern:
HOW TO PREPARE A LESSON.
HOW TO PRESENT A LESSON.
Is there not a common-sense procedure which we can agree to as promising
best results in these two fundamental steps? At the outset let us agree
that preparation and presentation are inseparable aspects of but one
process. Preparation consists of the work done _behind the
scenes_--presentation involves the _getting over_ of the results of that
work to the _audience_--the class. Frequently teachers are confused
because they mistake directions governing _preparation_ as applying to
_presentation_. For instance, one teacher proceeded to drill a class of
small children on the memorizing of the aim--an abstract general
truth--unmindful of the fact that the _aim_ was set down for the
teacher's guidance--a focus for his preparation done behind the scenes.
Though in the _preparation_ of a lesson we keep the aim clearly in
mind, and though, when we stand before our class, we let it function in
the background of our consciousness as an objective in our procedure, we
ought not to hurl it at our class. As a generalized truth it can make
but little appeal to young minds, and it ought to be self-evident, at
the end of a successful recitation, to mature minds.
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