COAST. I ARTILLERY JOURNAL, - Air Defense Artillery
COAST. I ARTILLERY JOURNAL, - Air Defense Artillery
COAST. I ARTILLERY JOURNAL, - Air Defense Artillery
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
414 THE <strong>COAST</strong> <strong>ARTILLERY</strong> <strong>JOURNAL</strong><br />
courage his students to interrupt him, as in this way he can assure himself<br />
that contact has not been lost. The lecture method entails great<br />
thoroughness of preparation on the part of the instructor and is apt to<br />
lead to laxity on the part of the students. It should not be employed<br />
when either of the other methods can be applied, and whenever possible<br />
should be reinforced by demonstrations.<br />
Another method, which is practically a form of the olle just discussed<br />
may be called the topical method. In it topics are assigned to<br />
students for discussion; in other words, the students prepare and deliver<br />
the lecture. Certainly the student delivering the lecture learns a great<br />
deal about his subject by this method, but the rest of the class does not<br />
pay the same attention to a classmate that they would to their regular<br />
instructor and so get less out of it.<br />
A frequent mistake on the part of the instructor during this step<br />
is in not sticking to the subject matter as previously determined. Somewhere<br />
in the course of the presentation possibly a question by a student<br />
brings up some related matter-a very interesting one perhaps-and<br />
the instructor wanders away from his subject. This is to be guarded<br />
against.<br />
Effective linking-up and presentation require careful planning.<br />
Plan the management of the class beforehand. Consider two factors<br />
in regard to the lesson: subject matter and manner of presentation.<br />
Determine the major and minor topics of the subject matter and assign<br />
to each a certain period of the recitation or conference period. Meditate<br />
on how you can arouse the interest of that particular class in that<br />
particular subject. Prepare your plans for linking-up, either by<br />
means of a brief review of what was covered in the preceding lesson<br />
or of some other suitable material from which to start. Reserve a few<br />
minutes at the end of the period in which to announce the next lesson,<br />
pointing out its major topics. Write out an outline of your lesson.<br />
Such a written plan will guide you in class. Kept for refereiIce it will<br />
save you trouble when you take another class over the course, but revise<br />
the plan in the light of experience whenever it is used. Improvement<br />
comes through intense, earnest effort and the elimination of mistakes.<br />
Follow faithfully your time arrangement of the lesson; so many<br />
minutes for this topic, so many for that. Instead of cramping you, this<br />
time schedule will liberate you. It will avoid that frenzied rush, toward<br />
the close of the period, to catch up for dawdling over nonessentials.<br />
Keep your plan with its time schedules, topics, and questions-and<br />
a watch-always in view.<br />
After the presentation of the lesson bas been mapped out, consider<br />
the number of points to which demonstrations are applicable.<br />
The lower the degree of intelligence, the more limited the imagination,
Change language