The Grading of Schools: Including a Full Explanation of a Rational Plan of GradingH. P. Smith publishing Company, 1898 - 220 Seiten |
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able accurate adopted advance advantages arithmetic attention benefit better Board of Education bright pupils brighter busy Calisthenics cent Chapter child cities classification of pupils conservatism course of study Danger Points defective grading desired end divided Division-Arithmetic Division-Reading Division-Recite Division-Same Division-Study drill effort Elizabeth fact favor gained give given graded school grading and promoting grammar grades hundred important instruction interest ject justment less lessons lock-step mental method of grading metic month number of pupils parents Period pils plan of grading possible practice principals and teachers progress promotion examination proved public schools purpose REACHING THE INDIVIDUAL reading reason recitation reclassification record rural school satisfactory saving scholars school system secure shorter interval slow slower pupils subjects Suggestions Superintendent Shearer system of grading teachers and pupils teaching tests thought tion torily ungraded school usual method usual plan words
Beliebte Passagen
Seite 80 - In short, the object of education ought to be, to develop in the individual all the perfection of which he is capable. KANT. The art of education ought to aim at a standard of "elevation superior to what may happen to be the spirit of the time — for the child is to be educated not for the present merely.
Seite 68 - The principle is clearly this: not a procrustean bed of grades, on which the school is to be stretched so as to reduce the number of grades of advancement to ten or any other special number, but a thorough classification of all the pupils into classes on a certain quota as a basis, whether this be thirty or twentyfive, or whatever other number is considered the best. The endeavor will be to have the classes separated by as small an interval as possible; but four, six, or even ten weeks...
Seite 117 - None dare deny that the children of every grade differ widely in age, in acquirements, in aptitude, in physical endurance, in power of attention, in home advantages, in the rate of mental development, in the time of entering school, in regularity of attendance and in many other ways affecting their progress.
Seite 216 - ... perforce obliged to adapt the lesson to the average of the class. This does not give enough work for the advanced pupil, although it gives too much for those below the average. There is not enough demand upon the first to continue the increase of his powers ; he becomes indolent and stops growing. For these reasons classification as above described ought not to be expected in the rural school ; it must remain ungraded, and as a result the teacher must resort to individual instruction wherever...
Seite 215 - ... degrees of progress from beginners up to those of eight or nine years of schooling, are grouped, let us suppose, into four classes or grades — thus leaving intervals of two or more years of school work between a given group and the next one above it. Your subcommittee has already pointed out the evils of classifying pupils in such a way as to bring together pupils differing in degree of advancement by intervals of two years. In fact, it has been found in city schools that one year's interval...
Seite 70 - There are still some points on which doubts may rest. For example, it may be urged that this system would cause a collection of the dull and stupid pupils into classes by themselves, a deplorable result. But this is one of the evils which this systen is adapted to correct.
Seite 169 - More than 90 per cent, of the principals and teachers who have worked under this plan have given, in writing, their reasons for preferring it to any other. As published, these opinions show that the benefits to the teachers are as many and as marked as those reaped by the pupils.
Seite 69 - The work of a grade laid down for a year's study will be accomplished in three or three and a half quarters by the brightest; by the dullest and slowest in five quarters. There will be no temptation to push on a slow pupil or drag him beyond his powers; no temptation to promote a pupil to a new grade's work before thoroughly completing what is below him.
Seite 64 - ... that work suitable to all could be assigned, the tendency to idleness almost vanished, and the need of punishment was greatly diminished in all classes and entirely disappeared from many. Under the usual plan, all know that the brighter children are not kept busy ; therefore they get into mischief, for the idle brain is still the devil's workshop. Under the usual plan, pupils are not thorough in the work passed over, though they spend far more time than should be required to do more work well.
Seite 24 - educational mills," and attempt to " grind them out alike," crushing out that individuality which He meant should be a guide to their education and usefulness, and not a hindrance thereto. Is there any reason why we should labor to produce uniformity of tastes, of character, of ability, of aspirations ? Is not individuality of more importance than evenness of grading ? Is it not the divinity of the child ? Should it not be watched for and discovered that it may be carefully studied and lovingly guarded...