A brief course in the teaching process

by George D. Strayer

Success or failure in an examination should not be all-important to children, nor should it lead to undue praise or condemnation of teachers. The wise teacher will try to find in the results of the examination evidence of the deficiencies of her teaching. In the light of the work done by the children she can tell where she can depend upon their knowledge, what part of the work needs to be reviewed, which children need special help. An examination should be a taking of stock which will enable teacher and pupil to do more and better work, because each is acquainted with the needs of the situation better than before.

Teachers’ meetings are worth just about what each individual teacher is willing to put into them. The teacher who comes to a meeting with her problems, willing to acknowledge that she needs help, and anxious to get it will not find these gatherings dull or uninteresting. If the meeting is organized for study, as is done in connection with reading circle work, the meeting can be transformed from a perfunctory recitation of the ideas of the book into a live professional discussion, by the activity of two or three earnest teachers. If the meetings are not good, individuals are at fault; if these teachers become active, if they try to make the most out of these discussions, their attitude will change.

One of the best types of teachers’ meetings is centered round the actual teaching of children by a member of the group, to be followed by discussion of the work done. There is no more certain way to grow professionally than to be willing to demonstrate your theory by practice, or to discuss the work which is done by other members of the group. In several of our cities these lessons, taught sometimes by the supervisors and at other times by the teachers themselves, have become a regular feature of the year’s work. The teacher who is most anxious to grow will be the first to avail herself of the opportunity to teach such a lesson. Supervisors sometimes hesitate to suggest this kind of a program for teachers’ meetings, because teachers are so unwilling to do their part in making the work a success. It is a poor professional spirit which is not strong enough to lead a teacher to accept the criticism of her fellow teachers, when she knows that therein lies the possibility of growth. Any group of teachers who will voluntarily participate in such work will find that the teachers’ meeting, instead of being a bore, will come to be looked upon as the brightest spot in the whole week, because of the help and inspiration which is derived from the hour’s work.

Institutes were once looked upon as places where teachers came to be entertained, or, possibly, to be inspired. There was a time when the best institutes were conducted on the “pouring in” plan. A lecturer, or several lecturers, dispensed the truth, and teachers sat in their places, supposedly drinking deep draughts from these fountains of wisdom. It is strange that all of the theory of teaching which was dispensed did not suggest that the manner of conducting the institute was wrong. In our best institutes to-day teachers participate in discussion, study and recite from books, undertake the revision or organization of courses of study in coöperation with their supervisors; in short, the institute has become a school for professional study. In such an institute, as in teachers’ meetings, those who come with real problems, anxious to get help, find the week or two all too short. A group of teachers anxious to grow professionally can, in most cases, secure the coöperation of supervisors in transforming an institute which is organized on the old basis.

If a teacher’s supervisors are not helping her, it may be well to inquire whose fault it is. The teacher who meets the supervisor halfway, the one who invites criticism, who avails herself of the help and suggestion which may come from exhibits, visiting, teachers’ meetings, and institutes will, in all probability, grow strong enough to help others. She may in her turn be called upon to accept the responsibilities, the trials, and the joys of a supervisor.[29]

For Collateral Reading

The Seventh Yearbook of the National Society for the Scientific Study of Education.

Exercises.

1. What is the purpose of supervision?