Making the Best Use of a Short Recitation Period by J. Scott Moore

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Dec 12, 1907

Making the Best Use of a Short Recitation Period

By J. Scott Moore

The progressive, wide-awake teacher will endeavor to avoid monotony or anything that may produce listlessness. He will invent ways to attract and secure the attention and create an interest in the subject under study, in the dull pupil. A recitation of fifteen minutes is worth infinitely more than one of twenty-five to thirty minutes if the former is conducted so as to infuse that life into the work which will secure the attention and participation of all.

This can often be accomplished by varying the exercises, avoiding a stereotyped method of recitation; for instance, a topic may be assigned to each member of the class to elucidate in the way of a lecture. If the class is large, two can explain the same topic. The class may perhaps vote as to which one gave the best presentation. I do not regard a little healthful rivalry and criticism to be hurtful if properly managed. At another

time the teacher may question the class in the old-fashioned way. Occasionally some member of the class may be appointed to teach the lesson, the teacher becoming a member of the class. This plan often works well in oral spelling and geographical exercises. If the lesson is lengthy, and the class is small, the teacher may recite in turn with the class, especially in grammar where many sentences are to be disposed of.

In arithmetic, the class may be called forward to the recitation seat and spend a few minutes in answering questions in regard to the principles involved, then each may be assigned a principle or two to elucidate by an appropriate problem, occasionally making his own problem. To make the most of limited time, each member of the class, five minutes before it is called, may be assigned work to demonstrate in the recitation.

J. SCOTT MOORE.