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Show HANDBOOK FOR TEACHERS OF INTERPRETATION 52 teacher into useless discussion in order to take up time, so that he, heartily agree with Mr. Bassett who so well says, uA class in oral expression should be one in whih' the students do most of the talking. The skillfUtl teacher will a;oid extended, time-consuming explanations -and remarks. By occasional questions, and brief, pointed suggestions and criti cisms, the members of the class may be kept alive, alert, and made aware of the purposes for which they read or speak, without serious encroachment on the time of the recitation period. Four-fifths of the class time should be available for actual oral work of the stu or other pupils may not be called upon! dents themselves." I 3 If the instructor knows the psychology of speech, no "fake, cheat, or crib." The evidences of the pupil's study and practice are as plain as the nose on his face, and he can A student must keep mentally and emo never fool the instructor. tionally "fit" all the time to get good marks in interpretation. In grading students, it is well to consider first, preparation upon entering the class; second, talent or lack of it; third, growth. A student who shows little ability, but who is earnest, works hard, and shows improvement, might be graded higher than one who has great talent but no industry and, therefore, shows little or no growth. Avoid Restraint. Every opportunity should be taken to free' the pupil from the restraint which has been forced upon him, in the Marking. student can home and in the schoolroom. The first aim of the teacher of read ing should be to get the pupil to feel easy" to let .go of himself, and to forget himself and others. The greatest enemy for the pupil to overcome is self consciousness. It is a big fight and will take much care and patience and above all tact, but the battle . must, in some measure, be won before there can be much progress. The teacher should endeavor to gain the confidence and co-opera equation is so predominant in the. minds of the majority of students when they come into speech classes, that they can give their minds to nothing but egoism, or,. self-consciousness, which is the same thing. "The one prime requisite is self-forgetfulness, absorption in the tion of the pupil. 3 The personal Bassett, Oral Reading-Houghton, Mifflin and Co. _ |
