The Educator (Volume 45) - IAMPETH

16 The Educator
paper). It groes very straight across
the page . . . The first thing we learn
in this class is good citizenship. We
have been stressing it all term and so
we shall choose the sentence we are
to write on this subject. If we are
obedient, kind, and honest, we are
good citizens. Who can think of a
good sentence for us to write?
.\nna: I will be polite.
John: I will be kind in all my
thoughts.
Caroline: Citizens are truthful.
Helen: I will not gossip. (Audience
laughs approvingly.)
Shirley: Good citizens are useful.
Ralph: Americans should have
strong bodies.
(The class votes, and the sentence,
"I will not gossip," is decided upon.)
Miss Walters: Let us turn our
papers over. See if they are on the
imaginaj-y line on the diagonal of our
desks. Practice the sentence with
dry pens. Look first at the word
"gossip." I think you have never
-seen it before. Dip your pens in the
ink and write. Very good, Helen;
nice freedom. Let us stop. This is
nice light writing. (Holds up a
paper.) I think a spelling paper is
much easier to handle, so please use
the long papers. The shift is much
easier. Still think of the imaginary
line and keep your spelling paper
parallel with it. If the paper goes
this way (tilts the paper) notice
what happens. The writing goes
down hill. If the paper goes this
way (tilts the paper), the writing
goes up hill. This drill is (illustrating
with the paper) 1, 2, 3, 4, up.
You should leave a margin on the left
side and write straight across the
papei-. Remember to keep the paper
parallel with the line. Melva, will
you count ?
Melva: 1, 2, 8, 4, up; 1, 2, 3, 4, up;
1, 2, 3, 4, up; 1, 2, 3, 4, up.
Miss Walters: This is very good.
Now let us turn the papers over and
'" ready for the spelling lesson.
Frances, will you please say the
words ?
Frances: Write your name.
Miss Walters: Remember, light
writing.
Frances: First word "who"; second
word "great"; third word "silly";
fouith word "friend"; fifth word
"those".
Miss WaKers: I think that will be
enough. Children, look at your
papers. How many have improved
in their alignment? (Children raise
hands.) Miss Reene or Miss Spain,
have you anything to say ?
Miss Spain: I should like to thank
your class for this excellent lesson
demonstrating shifting of two types
i>f papers, and to compliment you on
the results that have been achieved
in this fourth grade under your
capable guidance. Will the children
leave the papers on the desk, please,
so that the teachers may see them
at the close of the meeting to note
the effectiveness of the lesson ?
Miss Walters: Good citizens are
orderly, children. Place the papers
on the desk. Take .your pens, blotters,
and pen wipers. Do not leave
anything else. Stand; pass. (Children
pass from the room.)
Miss Spain, Assistant Supervisor:
I should like to thank Miss Reene and
Miss Walters for the privilege of seeing
this very helpful lesson. I know
we have all learned a great deal. I
should like to emphasize a few points
that were made by Miss Walters.
These children have been in the low
fourth grade but a few months and
have demonstrated what can be accomplished.
This is a typical classroom
situation in which all of the
children have taken part. There were
three groups, each with its own objective
although the lesson was presented
to the class as a whole. In
Correlating handwriting
with other subjects makes
the handwriting lessons
more interesting.
the fourth grade we are not striving
for perfection of form. We ai'e
working toward it through the establishment
of correct habits. Did you
observe the learning attitude of the
class during this lesson ? There was
a consciousness on their part of the
goals toward which they were working.
They were aware of their needs,
hence they could more intelligently
direct their practice. There was evidence
that they had been trained to
check their own accomplishment. The
teacher's natural and encouraging
manner was an important factor in
the progress of her class.
It might be well to summarize the
general plan of the lesson so that we
may have it more clearly in our mind.
There was first the practice to develop
the technique, then the application
of the technique to the writing
of a meaningful sentence, and finally
the application of the writing practice
to a specific sub.iect. Children
practice and do well in the writing
period, but there is often no "carryover"
in the other written lessons.
To be able to wi-ite well in all writing
situations is the aim of handwriting
instruction. Miss Walters
has demonstrated a very practical
method in connecting the writing
practice with a definite need in another
subject. The class realized this
need and their work was, as a result,
well motivated.
The lesson steps were well defined.
The approach or readiness step was
established through the class needs
for developing slant, spacing and
alignment. Awareness of its pur-
pose is essential to properly directed
practice. The instruction consisted
first of the demonstration by the
teacher on the blackboard. Here,
may I emphasize the importance of
the teacher's own performance when
showing children what and how they
are to write. Miss Walter's own
blackboard writing was of high
standard, her blackboard technique in
illustrating steadiness of moving,
balancing the body, and shifting
while writing well worthy of imitation
by her class. The importance
of correct placing of the paper
on the desk, the technique of shifting
the paper "along the path,"
steadiness of movement while shifting,
and the method of holding the
paper at the side were all emphasized.
Lifting the pen slightly and
adjusting the paper to the arm instead
of moving the arm to the paper
was a point clearly emphasized.
After illustrating the drill in
rhythm, the next step was the dry
pen drill to familiarize the children
with the technique before proceeding
to practice with ink. Two possibilities
for rhythmic counting were presented:
one which developed pupil
leadership by permitting individual
children to count, and the other with
the entire class counting. It is essential
that the rhythm of the count
established by the teacher or pupil
leader be maintained in the writing.
It is well to remember that counting
must not be continued over too long
a period as children tire quickly and
fatigue destroys the rhythm.
After the class had acquired the
necessary technique in shifting of the
paper the next step was the application
of this technique to writing a
meaningful sentence chosen from
their class activities. Did you observe
how the habit of shifting carried
over into the wi-iting of the sentence
and the spelling words? It is
not enough for children to recognize
the need for practice and to direct
their practice toward meeting that
need, but it is also most essential
that they evaluate their achievement
and renew their practice to correct
any errors detected. This important
point was brought out at the close of
the lesson.
There was a certain amount of formality
in this lesson which we can
justify since it was essentially a drill
lesson having for its purpose the acquisition
of a definite skill. However,
such a drill should be discontinued
when the desired skill has become
habitual. The real purpose of
writing is to convey thought, and our
aim is to make the process automatic
so that the child may direct his attention
toward the meaning.
Proper grouping of a class for instructional
purpose has been shown
to you today. This lesson was given
to a class which has achieved position.
The class as a whole maintained
good position throughout the
lesson. As you look at the children's
papeis at the close of the meeting
observe the lightness of line, the ease i