Principles of Teaching Part 25

Where was he born?

How old was he when he received his first vision?

When did he receive the plates?

The _challenging question_ and the _leading question_ are closely enough allied that we may well discuss them together. They are both intended to provoke creative thinking. The leading question aims to capitalize on what is already in the pupil's mind in getting him to go one step further to a conclusion we already have in mind. Instead of telling a cla.s.s of young children that Joseph Smith prayed to the Lord for help in choosing the church to which he might best belong, we might proceed by saying that the Prophet had asked his father and mother--he had asked his best friends--he had talked with all the ministers he could find--he had read in all of the available books--now who can tell what else he could do? The chief merit of the leading question lies in the fact that it paves the way for the answer. It is particularly helpful in encouraging young and backward pupils. But is easily subject to abuse.

So much so that its use is very largely restricted in law courts. It results too frequently in the teacher's thinking for the pupil, and therefore ought to be used with care.

The challenging question is the question that fosters originality of thought, independence of judgment. It simply raises a problem and leaves pupils free to arrive at their own conclusions. It makes for an intelligent faith so much desired in a democratic Church such as ours.

It is the one question above all others that guarantees a vital cla.s.s distinction.

Of course, there is a place for all four of these types of questions.

As was said relative to the methods of the recitation, the best method is a variety of methods. So with questions. It is perfectly clear, however, that for general purposes that question which prompts greatest reflection and independent thinking is the best one to indulge most frequently. The following questions out of a lesson on Joseph Smith's First Vision are set down as typical of thought-provoking questions:

1. In view of the fact that when men choose a man for president of a bank they look for a man of maturity and experience, how do you explain that Joseph Smith, a mere boy, with little training or experience, was entrusted with the great responsibility of founding what we claim is the greatest inst.i.tution of these latter days?

2. How can you convince the world that a just G.o.d would declare that none of their churches is right?

3. What vital truths are announced to the world through his first vision?

Let us conclude this chapter with one more quotation from Miss Stevens.

When asked to name the three outstanding characteristics of a good question, she set them down as follows:

1. A good question should stimulate reflection.

2. It should be adapted to the experience of the pupil.

3. It should draw forth a well-rounded answer.

QUESTIONS ON QUESTIONING

Do I call on my pupils to recite in a fixed order, according to alphabet or seating, so that they are warned not to attend till their turn comes?

Do I name the pupil who is to answer before I put the question?

Do I ask direct questions or alternative questions which can be answered without knowledge or thought?

Do I ask chiefly fact questions?

Do I ask leading or suggestive questions?

Do I repeat my questions? Attention.

Do I answer my own questions?

Do I ask confusing, changed questions?

Do I ask foolish questions that no one can answer?

Do my questions make pupils think?

Do my questions follow up the answer and lead to new organization of knowledge?

Do I repeat the pupil's answer?

Do my questions reach all the members of the cla.s.s?

Do I make the recitation an inquisition, or do I pursue a slow pupil and listen while pupils express themselves freely and naturally?

QUESTIONS AND SUGGESTIONS--CHAPTER XXI

1. Why is it essential that we prepare questions as we do other material?

2. What are the dangers that attend the asking of a great number of fact questions?

3. Discuss the relative value of the "W's"--what, who, when, where, and why.

4. Discuss each of the questions on questioning in this chapter.

5. Bring in three thought-provoking questions on one of the current lessons in the month's work of one of the auxiliary organizations.

HELPFUL REFERENCES

Fitch, _The Art of Questioning_; Stevens, _The Question as a Measure of Efficiency in Instruction_; Weigle, _Talks to Sunday School Teachers_; Horne, _Story Telling, Questioning, and Studying_; Brumbaugh, _The Making of a Teacher_; Driggs, _The Art of Teaching_.

CHAPTER XXII

THE PROBLEM OF DISCIPLINE

OUTLINE--CHAPTER XXII

A popular misconception of discipline.--Discipline inherent in teaching.--Importance of discipline in our religious teaching.--Changed att.i.tude within the past three centuries toward discipline.--What discipline is.

Methods of securing discipline: The method of rewards; The method of "pleasing the teacher"; The method of punishment; The method of social appeal; The method of interest.

The importance of a proper att.i.tude on the part of one who disciplines.--What const.i.tutes such an att.i.tude?

Back in 1916 the writer of these chapters was invited to address a group of teachers on the subject of discipline. This particular lecture came toward the end of a series of lectures given on the various pedagogical truths underlying teaching. One particular teacher, who had listened to all of the lectures, expressed appreciation of the fact that discipline was to be discussed--it apparently was his one concern, as indicated in his remark:

"We have listened to some excellent theories in these lectures. But I have to teach a cla.s.s of real live boys and girls. How can I keep the little rascals quiet long enough to work the theories out?"