Tuesday, August 23, 2016

Reading Together - How to Teach - How Thinking May Be Stimulated


"Correct results may be obtained, even in problematic situations, with no thinking, and on the other hand much thinking may be done and yet the results reached be entirely unsatisfactory. Thinking is a process involving a certain definite procedure." (page 76, Kindle Edition)

"Thinking may go on (as in the other processes just mentioned) without reasoning, but all reasoning must involve thinking." (page 77, Kindle Edition)

"The use of whatever capacity for independent thought which children possess should result in the development of a group of open-minded, inquiring, investigating boys and girls, eager and willing in confronting their common community problems to do their own thinking, or to be guided by those who present conclusions which are recognized as valid." (page 88, Kindle Edition)

-----
You just finished reading Reading Together - How to Teach - How Thinking May Be Stimulated.
Sign up here for my free monthly newsletter!
Connect with me on Twitter and Pinterest.

Tuesday, August 16, 2016

Reading Together - How to Teach - The Teacher's Use of the Imagination


"Idealistic productive imagery does not fly in the face of reality as does the fanciful, nor does it adhere so strictly to facts as does the realistic. It deals with the possible--with what may be, but with what is not yet." (page 69, Kindle Edition)

"The importance of productive imagery cannot be overemphasized. This power to create the new out of the old is one of the greatest possessions of mankind." (page 69, Kindle Edition)

"The thinking, or it may even have been reasoning, involved few clear-cut images of any kind. The fragmentary, schematic nature of the carriers and the large part played by feelings of direction and attitude are the rather astonishing results of the introspective analysis resulting from this discussion. This sort of thinking is valuable for the same reasons that thinking in terms of words is valuable--it only goes a step further, but it needs direction and training." (page 72, Kindle Edition)

-----
You just finished reading Reading Together - How to Teach - The Teacher's Use of the Imagination.
Sign up here for my free monthly newsletter!
Connect with me on Twitter and Pinterest.

Tuesday, August 9, 2016

Reading Together - How to Teach - How to Memorize


"Although memory as a whole cannot be improved because of the limiting power of native retentiveness, memory for any fact or in any definite field may be improved by emphasizing these two factors: number of associations and organization among associations." (page 54, Kindle Edition)

"The one who learns quickly, provided he really learns it, retains it just as long and on the average longer than the one who learns much more slowly." (page 57, Kindle Edition)

"Just as repetition or exercise tends to fix a fact in memory, so disuse of a connection results in the fact fading from memory." (page 58, Kindle Edition)

-----
You just finished reading Reading Together - How to Teach - How to Memorize.
Sign up here for my free monthly newsletter!
Connect with me on Twitter and Pinterest.

Tuesday, August 2, 2016

Reading Together - How to Teach - The Formation of Habits


"Despite these dangers, habit is of inestimable value in the development of both the individual and the human race. It is through it that all learning is possible." (page 41, Kindle Edition)

"The attitude of the learner toward the work is extremely important, not only in the matter of interest, but in the further attitude of self-confidence." (page 45, Kindle Edition)

"In habit formation, as is the case in other types of activity, we get the most satisfactory results only when we secure a maximum of interest in the work to be done." (page 47, Kindle Edition)

-----
You just finished reading Reading Together - How to Teach - The Formation of Habits.
Sign up here for my free monthly newsletter!
Connect with me on Twitter and Pinterest.

Tuesday, July 26, 2016

Reading Together - How to Teach - Attention and Interest in Teaching


"The problem of interest and of attention, from the point of view of teaching, is not simply to secure attention, but rather to have the attention fixed upon those activities which are most desirable from the standpoint of realizing the aim or purpose of education." (page 33, Kindle Edition)

"Exercises in which children are asked to do as much as they can in a period of five or ten minutes may be used to teach children what concentration of attention is and of the economy involved in work done under these conditions." (page 35, Kindle Edition)

"Successful teaching in any part of our school system demands an adjustment in the amount of work to be done, to the abilities, and even to the interest of individual children." (page 36, Kindle Edition)

-----
You just finished reading Reading Together - How to Teach - Attention and Interest in Teaching.
Sign up here for my free monthly newsletter!
Connect with me on Twitter and Pinterest.

Related Posts Plugin for WordPress, Blogger...