How To TEACH

BY

GEORGE DRAYTON STRAYER
AND
NAOMI NORSWORTHY

How to Teach

Drayton and Naomi explore the psychological basis for learning and provide insight into how one can apply these rules to impart knowledge to others. In no technical terms,
it shows the various methods of teaching, the learning processes and how to measure achievement in children. The book is rife with results of surveys and researches
and studies and heavily draws upon these to prove the scientific basis for each methodology expounded in the book.

Contents

I. THE WORK OF THE TEACHER

II. ORIGINAL NATURE, THE CAPITAL WITH WHICH TEACHERS WORK

III. ATTENTION AND INTEREST IN TEACHING

IV. THE FORMATION OF HABITS

V. HOW TO MEMORIZE

VI. THE TEACHER'S USE OF THE IMAGINATION

VII. HOW THINKING MAY BE STIMULATED

VIII. APPRECIATION, AN IMPORTANT ELEMENT IN EDUCATION

IX. THE MEANING OF PLAY IN EDUCATION

X. THE SIGNIFICANCE OF INDIVIDUAL DIFFERENCES FOR THE TEACHER

XI. THE DEVELOPMENT OF MORAL SOCIAL CONDUCT

XII. TRANSFER OF TRAINING

XIII. TYPES OF CLASSROOM EXERCISES

XIV. HOW TO STUDY

XV. MEASURING THE ACHIEVEMENTS OF CHILDREN


Book Excerpts:

The art of teaching is based primarily upon the science of psychology. In this book the authors have sought to make clear the principles of psychology which are involved in teaching, and to show definitely their application in the work of the classroom. The book has been written in language as free from technical terms as is possible.

In a discussion of the methods of teaching it is necessary to consider the ends or aims involved, as well as the process. The authors have, on this account, included a chapter on the work of the teacher, in which is discussed the aims of education.

The success or failure of the work of a teacher is determined by the changes which are brought to pass in the children who are being taught. This book, therefore, includes a chapter on the measurement of the achievements of children.

Throughout the book the discussion of the art of teaching is always modified by an acceptance upon the part of the writers of the social purpose of education.

The treatment of each topic will be found to be based upon investigations and researches in the fields of psychology and education which involve the measurement of the achievements of children and of adults under varying conditions.

Wherever possible, the relation between the principle of teaching laid down and the scientific inquiry upon which it is based is indicated.

Any careful study of the mental life and development of children reveals at the same time the unity and the diversity of the process involved.

For the sake of definiteness and clearness, the authors have differentiated between types of mental activity and the corresponding types of classroom exercises.

They have, at the same time, sought to make clear the interdependence of the various aspects of teaching method and the unity involved in mental development.

GEORGE DRAYTON STRAYER.
NAOMI NORSWORTHY.