How is an operation in a factory timed? For what purpose? What
are some of the results that have accrued from the timing of work
by efficiency experts?
How can teaching be timed approximately? Is it probable that
more of this will be done in the future by supervisors and
investigators? Would you resent the timing of your work? Would you
appreciate it? Why?
What may be done, in the matter of bodily positions, to improve
mental time-reactions of the student? Of the teacher?
The literature of a typewriter manufacturer carries the precept
“Sit erect.” What are the reasons?
What two factors must be considered in estimating mental work
with a view to time considerations?
If the attainment of school results by the teacher were treated
as the attainment of factory results by the operator, what would
happen if a large per cent of the time spent on a process were
unnecessary?
Apply the factory manager’s argument in detail to the
teacher’s efficiency. If you can, show wherein it fails to
apply.
What result besides waste of time may come of a cumbersome
method of teaching?
How can one acquire a clear-cut method?
A professor of physics was asked by a former student who was
beginning to teach for suggestions on the teaching of physics. His
only reply was “Know your subject thoroughly.” Was this
a satisfactory response? Give reasons for your opinion.
If the teacher can have lessons finished with greater rapidity,
what can be done with the time thus remaining?
Show that the teacher must attend to the
conservation of time in order to protect the child.
In what way besides the direct waste of the minutes is the
expenditure of undue time unfortunate?
In what particular way do many teachers lose much of the
recitation-lesson or study-lesson period?
What are the results of an undue expenditure of time in this
way?
What is the relation between the waste of time in school and
the exodus of children from the upper grades?
What do you think of a teacher who persists in
“meaningless formalities”?
How does the repeating of answers by the teacher affect the
pupils?
A teacher says she repeats answers often because pupils speak
low and indistinctly. What are the proper remedies for this?
What should be the teacher’s rule in regard to
digressions?
Why should every teacher strive to be a
“ten-minute” teacher, and why should every supervisor
strive to recommend no others?
What corollary can be drawn on the advisability of the
employment of no teachers except those recommended by competent
supervisors?