III. PREPARATION ON THE PART OF THE TEACHER
Visit several different teachers and contrast their methods. It may be advantageous after a first visit to go back to observe again teachers who are radically different.
1. Distinguish between a teacher’s general preparation or broad knowledge of a subject and his special preparation for a particular class exercise. What evidence is there that the teacher prepared for this particular exercise?
2. Does the teacher seem to have in mind a fixed order in which the lesson is to proceed?
3. What is the relation of economy of the time and energy of the class to the teacher’s preparation?
4. Has the teacher anything to contribute outside of the textbook material?
5. Does the teacher know how to fit the work to the class period so as to make a complete exercise?
6. Is there evidence that the teacher has made specific preparation for the next exercise?
IV. PREPARATION ON THE PART OF PUPILS
One of the best ways to get material for this section is to go first to the high-school study room or to the general library and take note of the way in which people study. The kind of question which should be raised in these observations of study periods is illustrated in V (B) below. After making these preliminary observations go to some recitations and see if there are evidences in the individual recitations of the way in which the work of preparing the lesson has been done. The purpose of this particular section is to discuss the methods of judging preparation from the recitation.