C. It often results in dull, commonplace recitations. All too
frequently, especially if topic assignments are the usual method of
procedure, those pupils given the various topics to work up content
themselves with very meagre preparation. They come to class, therefore,
and merely run over so many facts wholly without inspiration and often
by constant reference to notes or the text.
Of course, these difficulties can be overcome largely by the judicious
use of the topic method. It ought not generally to be followed as the
regular order of business, but rather as a supplementary means of
enriching the lesson. It ought not to be used so as to excuse all class
members from regular preparation of the lesson as a whole. If the
teacher will assign the lesson proper to all of the class and then
select certain aspects--certain suggested problems--for more intensive
research, the reports on special topics can be made to contribute
wonderfully to the richness of the class hour. The topic method, then,
is primarily a supplemental method, and if wisely used has these
advantages:
A. It makes for an enriched lesson. It makes possible expert opinion,
and the results of special, careful investigation which the class as a
whole would be unable to make.
B. It lends variety to class procedure and guarantees that the teacher
will not do all the talking.
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