The Educator (Volume 45) - IAMPETH

and freedom, the uniformity of size,
and the careful grouping according
to needs as shown in the comparative
accomplishment of the three groups.
May I call your attention to two
methods of holding the paper at the
side for shifting? The paper may
be held with the thumb underneath
and the four knuckles directly upward
as these children did, or with
the hand flat in an easy, relaxed
position, holding the paper with the
thumb and first two fingers.
Many times teachers, particularly
in the fourth grade, who are stressing
the formation of right habits become
discouraged at the crudeness of
the product which results. This is
only a temporary phase which continual
practice will overcome. What
can be done by systematic practice
has been amply proven to us this
afternoon. Important, too, is the
fact that this lesson lasted exactly
fifteen minutes. Teachers often feel
that the writing period is too short,
but we have been shown what can
be done by careful planning.
Conclusions
1. A fifteen minute period daily
offers ample opportunity for the
accomplishment of grade objectives
in handwriting if lessons
are carefully planned and systematically
carried out.
2. A class will progress if individual
differences are provided
for through a flexible grouping
plan.
3. All drill activities should have
meaning for the child.
4. The formation of correct habits
of performance in handwriting
should precede the practice in
letter formation.
5. The habits and skills of the
writing period should be effectively
carried over into other
writing activities.