4. Inattentive or mischievous pupils should be the mark for frequent questions. If it comes to be known that any inattention is sure to bring questions to the pupil at fault, the battle for attention is half won. There is a strong tendency on the part of the teacher to ask for the answer to a question from those whose eyes show that they are attentive and ready with an answer. While this readiness and attention should be rewarded by giving an opportunity to answer, it must not lead the teacher to neglect those who may need the question more than the more ready ones. The questions should be impartially distributed among the bright and the dull pupils.
5. It is highly important that questions shall be asked so that they demand thought in answering, and usually so that the answer must be given in a full statement. Seldom should a question be asked in such form that a simple Yes or No will answer it. This does not require sufficient thought on the part of the pupil, it permits guess-work, and fails to cultivate ability in expression. Answers that may be given in a word or two, or by Yes or No, may be accepted in rapid drill or review work, and also in the inductive questioning used in developing a new subject, but should be used very sparingly in other places in the recitation.
6. The "pumping" question should not be used. In this type of question, the teacher formulates the answer and leaves only the key word for the pupil to supply. The teacher sometimes goes so far as to suggest the necessary word by pronouncing the first syllable or two of it. A dialogue like the following was heard in one school:—
Q. "Columbus was an ——?"
A. "Explorer."
Q. "No, he was an It——?"
A. "Oh, an Italian."
Such an attempt at teaching would be amusing, were it not so serious for the child.
8. The treatment of answers
The teacher's treatment of the answers given is of hardly less importance than the formulation of the questions themselves. It is to be remembered that the recitation is an interchange of thought and expression between teacher and class. To this end, the response must be mutual. Not alone when the question is being asked is the teacher to be animated and interested, but likewise while the answer is being given. It is neither good pedagogy nor good manners for a teacher to sit unresponsive and inattentive when a pupil is reciting. Not that the teacher needs always to comment on an answer, or say that it is correct; it is rather a matter of manner, of attention and interest to the answer. We find it embarrassing either in a recitation or out of it to talk to a person who seems not to be listening.