CHAPTER XVI
LESSON PLANS

The best teachers never reach the point where preparation for the day’s work is unnecessary. The teacher who stimulates her pupils to their best effort must herself be interested in the work in hand. If nothing new in material or method is found to vary the work, interest soon lags. The lesson often repeated is as dry and lacking in power to interest or inspire as the proverbial sermon taken from the barrel. Even when a teacher has taught a most successful lesson, it is dangerous to try to repeat that exercise in precisely the same way. The two situations will not be alike. The fact that she tries to repeat will take the edge off the lesson for the teacher, and make it correspondingly dull for the pupils. Young and inexperienced teachers are often most successful because of the zest with which they attack the problems which are new to them. The older teacher may be able to keep a class in order and teach them something with a minimum of preparation; but her best work will be done only when she has planned as carefully as the novice for whom the need of preparation is so apparent.

The subject matter which should be drawn upon for any lesson constantly changes. No two groups of children have had exactly the same varieties of experience; hence the need for varying the approach, as well as the demand for differences in observations, experiments, reading, or other methods employed to bring the data necessary for the solution of their problem before children. Subject matter is growing, is being made all of the time. Last year’s discussion of the geography of Europe, of South America, of Africa, or of Asia will not suffice for this year, because interesting and important events have occurred in these countries during the year intervening. For the wide-awake teacher, even that most exact of the sciences, mathematics, represented by arithmetic in our curriculum, will change; since the number aspect of children’s experience will vary. If spelling means the study of words which are needed for use in written expression, the work in spelling will vary just as surely as the occasions for written expression vary among children. No teacher could, if she would, repeat a series of lessons which deal with natural phenomena. In any field, the need for preparation becomes apparent for one who would command the material which should be made available for children.

In the preparation of a lesson plan the first and in some respects the most important step is to become acquainted with the subject to be taught. There is no method of teaching which can take the place of a thoroughgoing knowledge of the material which bears upon the topic to be treated. The teacher who finds in the life of the children outside of school, in school activities, in books, pictures, magazines, in study and travel, material for her daily class work, will make any course of study vital and interesting to children. In such an atmosphere pupils will grow not only in knowledge, but also in the desire to inquire and investigate and in power to satisfy their intellectual craving.

After the teacher has in hand an abundance of interesting material, the next step in the plan is to organize the data to be presented. Some organization is usually found in textbooks and courses of study, and it is possible simply to try to fit any additional material which may have been collected to the scheme provided. The difficulty with this ready-made organization is found in the fact that it has little or no relation to the needs or problems of the particular group of children to be taught. Any organization which is to be significant to children must take account of their point of view, and attempt to present subject matter in response to the need which they feel for the material to be presented. This is precisely what is meant by the difference between the logical and psychological methods of presenting subject matter. Not that the psychological method is illogical, rather it takes account of the child’s needs and is for him logical beyond the most complete adult logical scheme. It may seem logical to the adult to teach the crayfish by calling attention to the large parts and then to the smaller parts in order, or to deal with the structure of the skeleton, nervous and circulatory systems, connective tissues, and the like. To an eight-year-old child, the problems which will probably be most logical, most satisfying to his desire for investigation, will deal with the way in which the crayfish gets his living, how he protects himself from his enemies, how he brings disaster by making holes in levees, and how important he is as an article of food. In satisfying these childish problems, much of the information which might have been imparted, had the adult scientific order been followed, will be mastered by the pupils. Much more will be remembered, because the information is associated with the solution of interesting problems. It may seem logical in teaching India to a sixth-grade class to treat of prevailing winds, surface features, climate, vegetation, animals, mineral products, and people; but the children whose teacher approached this subject by asking them to try to discover why they have had such terrible famines in India probably remember more of the geography of India to-day than those who followed the adult logical order. In organization, then, the starting point is to get the child’s point of view, to discover his problems, and to organize the material to be presented with reference to these childish aims.

Good organization demands that material presented to satisfy the demand made by the child’s problem be grouped around few coördinate heads.[26] Many topics of equal value in an outline generally indicate a lack of organization, a lack of appreciation of the relation of the various facts to be presented. For example, one might think of a great many facts about plant growth; the seeds must be put in the earth, the weather must be warm enough, they must have water, they need to be hoed, the ground should be fertile, they need air, they grow best when they have sunlight, they may have too much moisture, in rocky ground the soil may not be deep enough, they must not be too close together, weeds and insects must be destroyed, the roots should not be disturbed, the choice of the seed is important, and so on. For a group of lower-grade children there are two problems; namely, (1) what kind of plants do we want, and (2) what can we do to make them grow well. Under the first head would come the plants which are suitable for our conditions of soil and climate, and the question of seed selection. Under the second head the topics will be moisture, sunlight, air, and cultivation, including the destroying of insects or other pests. Each of these topics will be suggested in answer to the problems which have been raised (what plants we want, and how we can make them grow well) by a group of children who have had any experience with growing plants. If any important topic is omitted, the teacher will call for it by a question which suggests the lack of a complete solution to the problem which is being considered. This brings us to the next step in plan making.

A good lesson plan will include pivotal questions which will serve to call for the data as indicated by the main topics given in the organization of the subject matter. The problem of questioning has been discussed at some length in a previous chapter.[27] In planning a lesson, a question or two which will discover to the children the problem to be solved should come first in the plan. With the problem before the children, the function of the question is to stimulate thought in the direction of the solution of the problem. The writer is familiar with the objection that questions cannot be prepared ahead of time.

It is true that the form of question may need to be varied because of progress or the lack of it, not anticipated by the teacher, but the question carefully prepared ahead of time will help rather than hinder in the formulation of a question to meet the situation. It is true, too, that not all of the questions can be prepared ahead of time. All the more reason for careful preparation of a few questions which will enable the teacher to prevent wandering by children during the development of the topic. Thought-provoking questions which guide and stimulate children in the solution of their problems are dependent upon the aim which has been established and upon the organization of material which it is desired to follow in the solution of the problem. One might as well deny the need of organizing material, as to question the value of preparing a few pivotal questions as a part of the plan.

Lessons often fail because the ground covered during the period cannot be retraced by the children at the end of the exercise. In a well-organized plan the teacher will provide for summaries as each main point is covered. In general these summaries should aim to recall the subject matter covered from the beginning of the lesson. It may be suggested that any good teacher summarizes her work as she passes from point to point in her teaching, and that no artificial reminder is necessary. The difficulty is that a good summary is not accomplished merely by asking for a recapitulation of the material covered. The skillful teacher puts her question which involves a summary in such form that the pupils get a new view of the ground already covered. In the experience of the writer, questions which involve a summary of the work covered, with the added element of a new view as a stimulus to further thought on the subject, are more rare than good questions introducing new topics.

A good plan will include a list of illustrations, illustrative material, books including references to chapter or page, maps or charts which are to be consulted during the recitation. Teacher and children are often disappointed because of the lack of materials which could have been at hand had the teacher only thought about the lesson before teaching it. In like manner, the opportunities for motor expression, other than reciting or discussing, should be noted in the plan. Dramatization, constructive work, graphic representation at the seat or on the blackboard, may make the difference between success and failure in a recitation.

A lesson which has been well planned will naturally end in the assignment of work to be done in preparation for the next recitation. In the discussion of any problem there must arise questions which cannot then be answered. A good lesson is characterized not simply by the ability of children to report progress, but quite as much by their statement of the questions still unanswered. The direction sometimes given to call up again the question which is left unanswered during the recitation indicates a teacher whose assignments provide a real stimulus for study in preparation for the next day’s work. If it is necessary to have a live problem before children during the recitation conducted by the teacher, obviously it is much more necessary to make assignments which involve real issues for children to meet.

In outline form the discussion of plan making given above would appear as given below. This lesson on plan making may be taken as an illustration of the type of plan a teacher should prepare for a development lesson. In this plan, as in others, it seems wise to keep the subject matter separate from the method of procedure.

A plan for teaching lesson plans: Their importance and the elements which enter into their composition.

Teacher’s aim: To show the importance of plan making and to indicate the elements which enter into the construction of a good plan.

Preparation (which aims to get the problem before the class). How do you prepare for your day’s work? Do you think you would do better work if you planned your several recitations somewhat systematically?

Pupil’s aim: Why do I need to make plans, and what are the elements of a good plan?

A PLAN FOR TEACHING THE TOPIC OF IRRIGATION[28]

Teacher’s aim: To arouse or increase the interest of children in the development of the western part of the United States, and to acquaint them with the problems of irrigation.

What effect would a long drought in this part of our country have upon the price of fruits and vegetables? What would happen if the drought were to be continuous? There are arid regions in the United States. Can they be made to raise good crops?

Pupil’s aim: Can the arid regions of the United States be made to raise good crops? What effect would that have on the other parts of the country?

The plan given above for the topic “irrigation” is typical of many plans which the teacher should make. It indicates the development of the whole topic, which will need the time of several recitations for its complete development. The topics given at the end of the plan for class study and for individual assignment show that the teacher had thought over the problems which might arise as the subject was taught, and that she was ready to make such assignments as the situation demanded from day to day. If such a list of possible assignments has been prepared before the topic is taught, the chances are that the ground will be much more thoroughly covered than would be the case if the teacher trusted to her ability to select an interesting problem at the end of each day’s work. Lesson plans should, as a rule, cover a complete unit of work or topic. One plan will commonly include inductive development work in the derivation of principles, drill work to fix these generalizations or to give skill in their application, and at times deductive work in the use of the principles derived to explain new situations. A complete plan for teaching percentage in arithmetic would include all of the elements mentioned. A lesson for appreciation or a recitation lesson may often be followed by drill work. When the topic lesson plan has been prepared, the teacher will need to consider from day to day the best method of proceeding with the subject. She may wish to vary somewhat the approach or order of development.

A PLAN FOR A DRILL LESSON

The work indicated here can be done in one period. The plan is given as an illustration of the principles involved in good drill work. It is especially necessary, in planning for lessons of this type, to be ready to vary the exercises in order to maintain the interest and attention of the class. Repetition with attention is what counts for habit formation. The children have been playing a game in which the score secured by throwing a bean bag in squares, numbered from one to ten, has been multiplied by two and later by three. The class has been divided into sides, and the competition has been keen. They want to make larger scores, and, therefore, have a compelling motive for studying the next table.

Teacher’s aim: To teach multiplication by four. If we are to make larger scores, what table must we learn next? How many think they can learn half of the table of fours to-day? If you learn it, we will play our game for ten minutes.

Pupil’s aim: To learn the multiplication table of fours.

Possibly all the plans the experienced teacher needs for the lesson outlined above are a few notes concerning the variations to be introduced from time to time in the drill. She must plan, however, to put zest into the lesson by means of the variety which she introduces, and she must, if she is to get the best work, provide some motive which will make the drill work seem worth while to the children.

A LESSON ESSENTIALLY DEDUCTIVE

A part of a larger topic plan on taxation. The children have begun the study of taxation by inquiring how policemen, street cleaners, firemen, and other city employees are paid; how money is secured to run the schools, to provide water, and the like.

Teacher’s aim: To teach how to determine the amount of taxes to be paid when the assessed value of the property and the rate of taxation are known.

George, did you find out the assessed valuation of your father’s house and lot?

Henry, did you find the rate on real estate?

Pupil’s aim: Let us try to find out how much tax George’s father must pay on his house and lot.

PLAN FOR A SERIES OF TOPICS IN HISTORY—SIXTH GRADE

A plan covering the work for several weeks given in the form of a topical outline with suggestions as to methods of treatment. This general plan would need to be supplemented by definite additional preparation from day to day. This plan was prepared by Miss Lida Lee Tall, supervisor of grammar grades, Baltimore County, Maryland.

Aim: To teach the colonization of Maryland and show its development as a part of England’s colonial empire in the New World.

Topical Outline (for the Teacher)

•     I. Conditions in Europe at the time of the settlement of Maryland.
•   II. Conditions in the New World.
• III. Life of George Calvert.
• a. In England.
• b. In the New World.
•  IV. The settlement of Maryland.
•   V. The development of Maryland.

Textbooks

Any good history of England, as Walker’s, Gardiner’s, or Andrews’.
Warren.   Stories from English History.
Harding.   Stories of the English.
Mowry.   First Steps in the History of England.
Browne.   Maryland: the History of a Palatinate.
Cheyney.   European Background of American History.
Cheyney.   A Short History of England.
Hall.   Lords Baltimore and the Maryland Palatinate.
Gambrill.   Leading Events of Maryland History (class text).
Coman and Kendall.   History of England.