How to secure and retain attention . itive attention should be fixed-Startling a class to make them attend is not awise course. Some teachers try an explosivemethod of securing attention. They first .help-lessly allow the class to drift into a state ofdisorder and confusion, and then suddenly comesa thunderclap ; the desk is struck violently witha ruler, or the floor is stamped upon may be gained in such a way, butonly of a temporary kind. The noise of thepupils yields for a time, but very soon it re-asserts itself. Attention to be valuable must befixed. Teachers should, of c
How to secure and retain attention . itive attention should be fixed-Startling a class to make them attend is not awise course. Some teachers try an explosivemethod of securing attention. They first .help-lessly allow the class to drift into a state ofdisorder and confusion, and then suddenly comesa thunderclap ; the desk is struck violently witha ruler, or the floor is stamped upon may be gained in such a way, butonly of a temporary kind. The noise of thepupils yields for a time, but very soon it re-asserts itself. Attention to be valuable must befixed. Teachers should, of course, never forgetthat giving fixed, active attention is an exhaustiveexercise, and that relaxation in some form—music, free gymnastics, or both combined—should be given to pupils at frequent intervals. The attention which the teacher should tryto secure should therefore be: 1- Active- 2- Instinctive or Controlled; i* possible the former. It should be won rather than forced. 3- Willingly given-4 Undivided. 5- Intense- 6- Fixed-. $<&$¥$. CHAPTER III. CHARACTERISTICS OF THE TEACHER ESSENTIALIN SECURING AND RETAINING ATTENTION. 1- Cheerfulness- Unless the teacher becheerful and kind in manner he cannot securethe sympathy of his pupils thoroughly, andwithout it he cannot obtain proper pupils insensibly associate the teacherwith the subjects taught, and unless attractedby the former they are not likely to be interestedin the latter. 2- Earnestness- The teachers manner willinfluence his pupils for good more than his pre-cepts or advice. They may laugh at his logic,they cannot resist his personal power. If aman is not in earnest his pupils will not bezealous. He justifies inattention, if he doesnot speak and act in such a way as to show 18 CHARACTERISTICS OF TEACHER. IO, that he regards his subjects to be of great im-portance. 3- Enthusiasm. Enthusiasm is well directedenergy, not mere excitement or assumed anima-tion. Enthusiasm must spring from a genuinefervent
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