The Teachers Guide PLR Ebook

Salespage Snapshot:

>>> Click Here To View Full Sales Page…

Table of Contents

I. THE WORK OF THE TEACHER
II. ORIGINAL NATURE, THE CAPITAL WITH WHICH TEACHERS WORK
III. ATTENTION AND INTEREST IN TEACHING
IV. THE FORMATION OF HABITS
V. HOW TO MEMORIZE
VI. THE TEACHER’S USE OF THE IMAGINATION
VII. HOW THINKING MAY BE STIMULATED
VIII. APPRECIATION, AN IMPORTANT ELEMENT IN EDUCATION
IX. THE MEANING OF PLAY IN EDUCATION
X. THE SIGNIFICANCE OF INDIVIDUAL DIFFERENCES FOR THE TEACHER
XI. THE DEVELOPMENT OF MORAL SOCIAL CONDUCT
XII. TRANSFER OF TRAINING
XIII. TYPES OF CLASSROOM EXERCISES
XIV. HOW TO STUDY
XV. MEASURING THE ACHIEVEMENTS OF CHILDREN

Sample Content Preview

I. THE WORK OF THE TEACHER

Education is a group enterprise. We establish schools in which we seek to develop whatever capacities or abilities the individual may possess in order that he may become intelligently active for the common good. Schools do not exist primarily for the individual, but, rather, for the group of which he is a member. Individual growth and development are significant in terms of their meaning for the welfare of the whole group. We believe that the greatest opportunity for the individual, as well as his greatest satisfaction, are secured only when he works with others for the common welfare. In the discussions which follow we are concerned not simply with the individual’s development, but also with the necessity for inhibitions. There are traits or activities which develop normally, but which are from the social point of view undesirable. It is quite as much the work of the teacher to know how to provide for the inhibition of the type of activity which is socially undesirable, or how to substitute for such reactions other forms of expression which are worthy, as it is to stimulate those types of activity which promise a contribution to the common good. It is assumed that the aim of education can be expressed most satisfactorily in terms of social efficiency.

An acceptance of the aim of education stated in terms of social efficiency leads us to discard other statements of aim which have been more or less current. Chief among these aims, or statements of aim, are the following: (1) culture; (2) the harmonious development of the capacities or abilities of the individual; (3) preparing an individual to make a living; (4) knowledge. We will examine these aims briefly before discussing at length the implications of the social aim.

Those who declare that it is the aim of education to develop men and women of culture vary in the content which they give to the term culture. It is conceivable that the person of culture is one who, by virtue of his education, has come to understand and appreciate the many aspects of the social environment in which he lives; that he is a man of intelligence, essentially reasonable; and that he is willing and able to devote himself to the common good. It is to be feared, however, that the term culture, as commonly used, is interpreted much more narrowly. For many people culture is synonymous with knowledge or information, and is not interpreted to involve preparation for active participation in the work of the world. Still others think of the person of culture as one who has a type or kind of training which separates him from the ordinary man. A more or less popular notion of the man of culture pictures him as one living apart from those who think through present-day problems and who devote themselves to their solution. It seems best, on account of this variation in interpretation, as well as on account of the unfortunate meaning sometimes attached to the term, to discard this statement of the aim of education.

The difficulty with a statement of aim in terms of the harmonious development of the abilities or capacities possessed by the individual is found in the lack of any criterion by which we may determine the desirability of any particular kind of development or action. We may well ask for what purpose are the capacities or abilities of the individual to be developed. It is possible to develop an ability or capacity for lying, for stealing, or for fighting without a just cause. What society has a right to expect and to demand of our schools is that they develop or nourish certain tendencies to behave, and that they strive earnestly to eliminate or to have inhibited other tendencies just as marked. Another difficulty with the statement of aim in terms of the harmonious development of the capacities is found in the difficulty of interpreting what is meant by harmonious development. Do we mean equal development of each and every capacity, or do we seek to develop each capacity to the maximum of the individual’s possibility of training? Are we to try to secure equal development in all directions? Of one thing we can be certain. We cannot secure equality in achievement among individuals who vary in capacity. One boy may make a good mechanic, another a successful business man, and still another a musician. It is only as we read into the statement of harmonious development meanings which do not appear upon the surface, that we can accept this statement as a satisfactory wording of the aim of education.

Other Details

- 1 Ebook (DOC), 54 Pages
- 1 Salespage (HTML)
- 3 Ecovers (JPG)
- 1 Keywords List (TXT)
- Year Released/Circulated: 2009
- File Size: 30,149 KB

License Details:

[YES] Can put your name as the author.
[YES] Can edit the contents.
[YES] Can be broken down into articles.
[YES] Can be used as web or e-zine content.
[YES] Can sell and keep all the profits.
[YES] Can be added into a paid package.
[NO] Can be offered as a bonus.
[YES] Can be added into a paid membership.
[YES] Can be used as a PDF report or E-Book and collect leads for opt-in.
[YES] Can sell with Basic or Master Resell Rights.
[YES] Can resell Private Label Rights.
[NO] Can give away Private Label Rights for free.
[NO] Can add the Private Label Rights into a free site or membership.
[YES] Can be published offline.
[YES] Can be used with personal use rights.