Part 13 (1/2)

Cutting and pasting pictures in notebooks; coloring, or other such work, to be done either in the cla.s.sroom or at home.

III. _Mode of Procedure--the Presentation, or Instruction._

1. Greetings to the cla.s.s--opening prayer and song.

2. Introduction of the lesson and telling of the story.

3. Discussion, questions and ill.u.s.trations to reveal: a. The many beautiful gifts which G.o.d had given Adam and Eve, and which he gives us.

b. How Adam and Eve were allowed to have everything except just _one_ thing among many. Application of this thought to child's life at home, etc.

c. How Adam and Eve yielded to temptation and disobeyed. Practical application to child's life.

d. How Adam and Eve felt ashamed and guilty after they had disobeyed G.o.d, and how they tried to hide from him. This can be made very real to children.

e. How punishment follows disobedience.

f. Why we must ask for forgiveness when we have been disobedient.

4. Summary, or brief restatement of chief impressions to carry away, and of applications to be made in the week ahead by the children themselves.

5. Closing prayer and song.

Adapting the lesson plan to its uses.--It is, of course, evident that lesson plans can be made of all degrees of complexity and completeness.

With a little practice the teacher can easily decide the kind of plan that best suits himself and his particular grade of work. On the one hand, the plan should not be so detailed as to become burdensome to follow in the lesson hour. On the other hand, it should not be so brief and sketchy as not to bring out the significant elements of the lesson.

Different grades of pupils and different subjects will require different lesson plans. It is probable, however, that the three major heads of ”Aims,” ”Material,” and ”Mode of Procedure” will prove serviceable in all plan making. While the teacher should have his _plan book_ at hand in the recitation, he must not become its slave, nor allow its use to kill spontaneity and responsiveness in his teaching. Both the subject matter and the day's plan should be so well mastered that no more than an occasional glance at the details in the plan book will be required.

Nothing must be allowed to come between the teacher's best personality and his cla.s.s.

1. Have you heard lectures, sermons, or lessons which were constructed after the haphazard plan? Were they easy to follow and to remember? Did they develop a line of thought in a successful way? Do you think that the haphazard type of organization indicates either lack of preparation or lack of ability?

2. Do you definitely try to organize your daily lesson material on a psychological plan? How can you tell whether you have succeeded?

Are you close enough to the minds and hearts of your pupils so that you are able to judge quite accurately the best mode of approach in planning a lesson?

3. Do you study the lesson helps provided with your lesson material? Do you find them helpful? If you find that they are not well adapted to your particular cla.s.s, have you the ability to make the suggestions over to fit your cla.s.s?

4. Do you make a reasonably complete and wholly definite lesson plan for each lesson? Do you keep a plan book, so that you may be able to look back at any time and see just what devices you have used? If you have not done this, will you not start the practice now?

5. What type of lesson material do you use, uniform, graded, or textbook? Are you acquainted with other series or material for the same grades? Would it not be worth your while to secure supplemental material of such kinds?

6. Do you read a journal of Sunday school method dealing with problems of your grade of teaching? If day-school teachers find it worth while to read professional journals, do not church-school teachers need their help as much? If you do not know what journals to secure, your pastor can advise you.

FOR FURTHER READING

Strayer, A Brief Course in the Teaching Process, chapter XVI.

Betts, Cla.s.s Room Method and Management, chapter VIII.

Earhart, Types of Teaching.