11 IX. SUGGESTIONS FOR TEACHERS

IX. SUGGESTIONS FOR TEACHERS

Chapter IX SUGGESTIONS FOR TEACHERS

These lessons are in workbook form similar to those used by pupils in the public schools. Give out the lesson the day before so the pupil can have it ready when he comes to the class. Most pupils enjoy working out these lessons, and you can get much more study from them than with other types of lessons. The questions should not form the entire study and class discussion. Many of them suggest a whole story. There art principles of action and Christian living that need to be emphasized. These questions are planned for “GUIDE QUESTIONS” for the pupil in his study. The lessons should be checked either in class or by the teacher. Return lessons to pupils. The small letter “v” after a question or statement with blanks to be filled in indicates the verse where the information is to be found. The pupil can tell what chapter by the heading of the lesson. We know there will be no difficulty here because of experience. Be sure to buy or mimeograph maps to be used. Just make the bare outline and have everything filled in as the places are mentioned in the lessons. Do not allow too much time to discuss any point. Each lesson will take the time allotted. Cover the as-signed lesson each day. One lesson is planned for a whole day of study as indicated in the chapter on “Schedule and Curriculum.”

Posters can be made by the juniors using some por-tion of scripture found in the lesson with appropriate pictures drawn or cut out of a magazine. The primary lessons are recommended for the sec-ond, third, and fourth grades. The junior’ lessons may be used in grades five, six, seven, and eight. The senior lessons are from the eighth grade up. This is not a rigid division, and if you find some difficulty in dividing the grades in your school or if you find that some lessons seem a little difficult for some grades, you may reclassify your school according to individual needs. It is further suggested that suitable materials for the first grade and the preschool children be had from one of our publishing houses.

These outlines are meant only as suggestions for preparation by both the teacher and the pupils. Teachers should so prepare the lessons that they will need only the scripture references before them. In preparing the lesson, keep in mind the stated object of the lesson. Remember you are teaching to direct lives and not merely to get facts planted in the minds of your pupils. The use of well-directed questions is important in the learning process. Give every child a chance to answer questions. Seek to get every member of the class to take an active part in the recitations.

Forced attention is difficult to maintain. Get attention by a welbprepared and directed recitation.

Teaching the child that he should do certain things is good. But to guide the child in doing them is better. Make assignments relating to life experiences freely. Under careful direction, allow your pupils to relate life experiences freely and discuss them.

Remember, you cannot teach what you do not know. Prepare, prepare, and then prepare again. The thoroughly prepared teacher is less likely to have difficulties with her pupils.

Take time at the beginning of each new lesson to give a brief, comprehensive review of the preceding lesson. Use sufficient time the last period of the day to make individual assignments for next day, and to introduce the pupils to the lesson to be prepared for next day. This introduction should heighten their interest in next day’s lesson. 

Emphasize devotion each class period by having some child lead in prayer or by leading the prayer yourself and having them repeat after you. If a child is to lead in prayer, it is better to ask him the day before you call on him. To prevent disorder from beginning, be in your classroom when the first child comes in. Have the children come in older, and take their places quietly. It is much easier to prevent disorder than it is to stop it.

All children like stories if well told. Prepare Bible stories well and use them freely.

Remember that facts concerning men and places are more valuable if they are used to motivate the students. Do not overlook the purpose of the lesson in your attention to the facts.