She has so much material to pre sent that no time is left for class participation. Perhaps Mrs. Wall would find new challenges by moving to another age group. Wherever she teaches, she must realize that the “ dropouts” often need her love and concern more than the regular attenders. She should go out of her way to make class interesting to them, and to help them with the problems they face daily. Finally, Mrs. Wall should conclude the lesson as soon as classtime is over and dismiss the students on time. She can en courage those with additional questions to remain after class to discuss the lesson with her. Dwane Green really likes his class of lively ninth graders. They are so energetic that someone has nicknamed his classrom “ Bed- lamville.” They were at it again when Dwane arrived last Sunday, “ Sorry I ’m late, kids,” he said as he dashed into class. A glance around the room showed that they had kept busy with paper air planes. “Where’s Jim this morn ing?” Dwane asked as he quickly checked the roll. “ Oh,” laughed one of the boys, “he was here, but he kept goofing off during wor ship service and the superinten dent kicked him out.” Another boy said, “ Hey, Mr. Green, tell us some more about that ball team you used to play on.” “ Oh, no! Not that again!” one o f the girls groaned. “We hear that every week!” Dwane tried to get start ed on the lesson, but just then the superintendent stepped in. “ Oh, good,” he said to Dwane. “ I didn’t see you for worship service and didn’t know if you were here or not. Are you finished with the roll yet?” Comments: Dwane seems to have good rapport with his students, but at the expense o f order and discipline. His absence dur i ng worship service allows his group to disrupt the entire department, and has even led to public humili ation for one student. His stu- 7. The Case of the Missing Teacher
Comments: Mike’s weekly request to visit the restroom may spring from a real need or from a desire for attention. In either case, Mr. Jones can help settle the issue by greeting Mike when he arrives before Sunday school and suggest ing that he visit the bathroom at that time. Bob, the piano plunker in the last row, appears to be bored be cause o f his higher than average intelligence. Mr. Jones needs to challenge Bob’s capacity by giv ing him some extra assignments, or even asking him to take some special responsibility in the class. He could also rearrange the room so the students face each other in a circle instead of lining them up in rows. And by all means Mr. Jones should use a variety of teaching techniques that involve his students actively in the class session. 6. The Case of the Ideal Class Mrs. Wall, a dedicated woman in her late 50’s, has been teaching the eighth grade girls’ class for nine years. The girls in her class are very attentive, for they know they will be soundly scolded for the slightest disturbance. Each year about half the class drops out, but Mrs. Wall doesn’t mind. “ I ’m interested in teaching those who really want to learn,” she says. “Besides, the others just cause trouble anyway.” Through the years Mrs. Wall has acquired a wealth o f background material — commentaries, notes from pre vious years, even adult curricu lum resources — all of which she uses in her lesson preparation. Mrs. Wall’s class is usually the last to dismiss, and generally the superintendent must remind her twice that the closing bell has rung. Comments: On the surface this may appear to be an “ ideal” class. Mrs. Wall is always well pre pared, and the girls seldom cause trouble. But several problems lurk beneath this calm exterior. In her enthusiasm for “ deep” Bible study Mrs. Wall is teaching beyond her students’ interests or capacity.
“All right, boys and girls, we’re going to spend some time review ing last week’s lesson. I ’m going to go around the class one at a time and ask each o f you two questions.” This was Miss Mer rill’s opening statement as her class of 14 fourth graders began its review. Miss Merrill quickly found that only a few could an swer her questions. Some of the others were making faces and signs to another class on the other side o f the large room in which several classes met. Fifteen min utes later, after a less than satis factory review session, Miss Mer rill finally moved on to the new lesson. Comments: Three problems un derlie Miss Merrill’s difficulties. First, her class is too large for one teacher and should be divided. Second, the room itself encour ages inattention. Folding parti tions might be placed between Miss Merrill’s class and others in the same room to eliminate the visual distraction. Third, Miss Merrill’s method of review is un wise. Instead of asking so many questions, she might give a simple mimeographed quiz to all the stu dents. This will not only get everyone involved, but also short en the time used for review. “Mr. Jones, can I leave to go to the bathroom?” asked junior age Mike. Mr. Jones sighed and said, “ I guess so. But come right back. Last week you took ten minutes.” Mike left and Mr. Jones proceed ed with the lesson. Soon one of the boys in the back row was leaning back in his chair, tapping one o f the piano keys with his finger. “Bob’s at it again,” Mr. Jones thought to himself. “ He never pays attention. Guess I ’ll have to embarrass him to teach him a lesson.” “Bob,” he asked, “ will you tell me what I ’ve been talking about for the past five minutes?” Much to Mr. Jones’ amazement, Bob repeated all the points of the entire lesson with out difficulty. 5. The Case of the Bored Plano Plnnker
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JANUARY, 1970
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