1. What proportion of the class has thought about the lesson as well as learned what is in the book?
2. When a student fails try to determine whether his failure is due to lack of study or to bad methods of study. For example, if a student has learned his lesson by heart, and forgets, he is very different from the student who has not tried either to understand or to learn by heart.
3. How far is the recitation an examination, and how far does it teach students to think? What is the effect of the teacher’s method on the future study of the pupil?
4. How far do students show initiative in carrying forward the work?
5. How many questions do they ask?
6. Girls generally get better marks than boys for their class work. Why is this? Do boys contribute anything that girls do not?
7. Is there any difference in intellectual maturity exhibited by different members of the class?
V (A). ATTENTION DURING RECITATION
This section will be of special interest to those who wish to observe in the lower grades. Productive observations can be made, however, in every grade. The chief business of the school is to train in concentration. Observe individual pupils closely.
1. How long does a child keep his attention fixed on one thing?