Personal Methods and Devices
Every teacher has methods and devices of presenting material to his or her classes. The experienced teacher behaves skillfully in the presence of a class because all the details of procedure have been tried, and those which proved successful have been retained. The inexperienced teacher is clumsy in his methods, just as is any novice in dealing with an unmastered social situation.
Supposed Conflict between Methods and Subject-Matter
It is sometimes pointed out that in the training of teachers there is danger that competition will arise between the demand for skill in methods and the demand for knowledge of subject-matter. The specialist in science scoffs at a course in methods of teaching, saying that all the prospective teacher needs is to know the subject thoroughly, and method will take care of itself. Furthermore, such a critic of methods often points out that the time required for a course in methods must be taken from time which the student ought to devote to subject-matter.
The school principal who is looking for a science teacher is likely to reply that he has had teachers thoroughly acquainted with the science but utterly unsympathetic with pupils. Such teachers do not know how to get the facts to the students. They are abstract, or speak too fast, or do not assign the lessons in such a way as to help the students see the important points.
There is no necessity of being one-sided in this matter. The successful teacher will ultimately have both knowledge of the subject-matter and methods and devices of presenting the subject-matter. If he is lacking in either, he will be in just that degree inefficient. There can be no doubt that a properly balanced appreciation of both is the sane and wise attitude to assume.
Two Examples of Modern Methods
It will, of course, be quite impossible to do more than illustrate the problems of method in this general introduction. The remainder of this chapter will be devoted to comments on two significant innovations in method which are characteristic of present-day teaching as contrasted with the teaching of two generations ago. The older of these innovations was the adoption of the laboratory method; the later general innovation is the movement in the direction of supervised study in all subjects.
Object Teaching
An appreciation of the laboratory method can be gained by reviewing briefly the history of this method in American schools. As far back as 1809 a follower of Pestalozzi, one Joseph Neef, conducted a school in Philadelphia, where he exhibited Pestalozzi’s object method. Pupils learned by direct contact with things. Such teaching was in sharp contrast with the ordinary methods then in vogue, for at that time instruction consisted exclusively of statements, either oral or written, which the pupils were supposed to learn by heart.