Methods in education by McEvoy Thomas Jefferson 1869-

Author:McEvoy, Thomas Jefferson, 1869- [from old catalog]
Language: eng
Format: epub
Tags: Education, Teaching
Publisher: Brooklyn, N.Y., The author
Published: 1911-03-25T05:00:00+00:00

recognize by ear. Words taught by the phonic method should be introduced into the sentence reading very gradually so that the expression may not suffer. The use of diacritical marks as a help to reading is optional."

3. Use initial stock of ideas in pupils' minds.

Choose an interesting subject, preferably an animal or other living thing. Use conversation leading to expression in simple sentences.

4. Script. Teacher writes a sentence on board,

drills on it and on each word. Other sentences repeating certain words of first sentence.

5. Phonics. Easy elementary sounds, phonograms

and blending.

6. Drill. Keep lists of phonograms and words for

frequent drill.

7. Print. Early transition from script to the print

in the book. Neither teachers nor pupils print.

8. Visualization and imitation. Teacher writes

slowly on board, pronouncing each letter and each word. Pupils observe to get visual and motor images. Then as teacher counts or directs, each pupil may reproduce the writing in the air; this followed by writing on paper or board. Use pencil or crayon.

422. Good reading defined. —Interpretation of the author is good reading. The analysis of this definition will show that it covers all of the mental and the physical qualifications of good reading. The physical qualities are articulation, enunciation, pronunciation, pitch, modulation, time, accent, and inflection. The general position of the body and the holding of the book contribute much to these qualities. The mental qualities are the results of an application of the physical qualities so that the selection may be properly expressed. This interpretation expressed involves emphasis, placing of rhetorical pauses, fluency, and feeling.

423. Physical difficulties.

1. Distinct articulation and enunciation. Appeal

to imitative faculty of child, the teacher being the model; have individual and class drills on difficult sounds and combinations like th in with, t in first, r in frog", k in sink.

2. Modulation of voice. Work for pure speaking

tones, the teacher being the model again.

3. Weak attention. Have short, interesting lessons,

and stop before interest wanes. Physical conditions often determine the duration of sustained interest. Timidity, bashfulness and laziness should also be considered as causes.

424. Mental difficulties.

1. Association. Reading calls for a threefold

effort: the idea in the mind, the spoken words, and the symbols representing these words. This association requires time, as required by DeGarmo's Law of Successive Clearness.

2. Intelligence. Strive to get intelligent reading,

not a mere pronunciation of words. See the term critical reading in 430.

425. Reading to pupils.—According to the course of study the teacher's aim should be (1) to develop an interest in reading ; (2) to cultivate the imagination; (3) to present a model of expression ; (4) to create ideals of right living. As the pupils advance in the grades the teacher's reading to them is not for the purpose of direct imitation by the pupils but to increase interest and maintain a standard of good reading.

426. Meaning of words.—The meaning of words should be learned through the context rather than from formal definitions. For various ways of teaching the meaning, see 147, 173 and 500.

427. Aim of phonic training.— See phonic method in 416.

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