1. To what extent are you able to hold the attention of your pupils in the recitation? Is their attention ready, or do you have to work hard to get it? Are there any particular ones who are less attentive than the rest? If so, can you discover the reason? The remedy?
2. To what extent do you find it necessary to appeal to involuntary attention? If you have to make such an appeal do you seek at once to make interest take hold to retain the attention?
3. What measures are you using to train your pupils in the giving of voluntary attention when this type is required? When is voluntary attention required?
4. How completely are your pupils usually interested in the lessons? As the interest varies from time to time, are you studying the matter to discover the secret of interest on their part. In so far as interest fails, which of the factors discussed in the section on interest in this chapter are related to the failure? Are there still other causes not mentioned in this chapter?
5. What distractions are most common in your class? Can you discover the cause? The remedy? Do you have any unruly pupils? If so, have you done your best to win to attention and interest? Have you the force and decision necessary to bring the class well under control?
6. What do you consider your chief danger points in teaching? Would it be worth while for you to have some sympathetic teacher friend visit your class while you teach, and then later talk over with you the points in which you could improve?
FOR FURTHER READING
Bagley, Class Room Management.
Betts, The Recitation.
Maxwell, The Observation of Teaching.
Strayer and Norsworthy, How to Teach.
Weigle, The Pupil and the Teacher.