3. Pay attention to the sort of thing that the student does when he looks away from the book. Does he turn his attention to other objects, or is he trying to think about the book itself? In general, what are the distractions that seem to take his attention from the work? When he comes back to his book, where does he take up the work?
4. Is his rate of work evidently slow or rapid? This can be judged by watching him long enough to see how much time he spends in reading a given page.
5. Note, if you can, the different ways in which students study different subjects. For example, is their work in history different from their work in mathematics? If so, which one seems to you to secure the highest degree of attention? Is the writing of notes apparently of value in keeping them at work?
VI. QUESTIONS AND ANSWERS
A comparison of different teachers and of different subjects of instruction will bring out most clearly the distinctions here aimed at.
1. What part of the recitation is consumed in asking questions?
2. Are the questions such as to require answers of more than a single sentence?
3. Are the questions based directly on the text?
4. What is the mode of assigning the question to members of the class for answer?
5. Give examples of good questions with reasons for your selection.