The Teacher by E. C. JAEGER

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · May 6, 1909

The Teacher

By E. C. JAEGER

THE following questions are such as we might use to judge the worth of a teacher in our schools:—

1. What is the teacher’s bearing before his class?

2. What can be said of his self-consciousness and self-abandonment?

3. How fresh, stimulating, and alive is he?

4. How far did the personal element of the teacher enter into his teaching?

5. What can you say of his tact?

6. How was his language with respect to grammatical correctness, articulation, clearness, and conciseness?

7. What can be said of the modulation of his voice?

8. How do his reading, writing, and spelling rank as models?

9. What can you say of his personal neatness and manner?

10. Does his dress become a Christian?

11. Does he possess a true missionary spirit?

12. Does he seem to realize that the Lord has committed to him as a solemn trust the souls of the children?

1. What can you say of his preparation in text board-work, devices, and illustrations?

2. What can you say of the preparation of the class?

3. What can you say of the bond of sympathy between teacher and class?

1. Was the amount of material in proportion to the time allotted to the recitation?

2. How clearly did the teacher see the different points of the lesson in relation to one another as to proper sequence and relative importance?

3. Was his material such that it gave him an opportunity to draw forth divine lessons?

4. How did the plan of his lesson fit into his general plan?

1. How clear was his presentation? and how logical was his development (when development was used)?

2. What was the character of his application drill and summarizing?

3. How clearly did the pupils see the facts in their relative importance?

4. To what extent did he require of his pupils answers careful in thought, expression, and pointedness?

5. What can you say of his directness?

6. What can you say of the distribution of his questions?

7. Did he talk too little, too much, or just enough?

8. What use did he make of the opportunities to work for character? and what can you say of his doing it?

1. Did he obtain the attention of the different pupils, and cause them to share in the work in the proper degree?

2. To what extent did he give them rests, opportunity to stand, movements in room, concert recitation, etc.?

3. Did the teacher keep the whole class busy all the time?

4. To what extent were his eyes open to misdemeanors? and to what extent did many things happen while he did not notice or consider?

5. To what extent were apparent efforts necessary to obtain results in discipline?

6. What of his manifestation of gentleness, patience, and other Christian graces, in disciplining?

It is hoped that these queries will be helpful in stimulating thought, and that they will show more clearly what our standard ought to be.

E. C. JAEGER.