All sorts of things may happen in the
course of the lesson to upset the proposed scheme. The children may find
the new work easier, or more difficult than was expected, a question
from a child may suddenly reveal a piece of ignorance which necessitates
a digression--every teacher is aware of the 'unknown quantities' in
class work. Unless the proposed scheme of work is checked by what is
done in each lesson, there will be difficulties later.
Again, each lesson must form a definite link between past and future
lessons. It is often a temptation to a teacher of initiative to draw
attention to a new aspect of the subject, in which she happens to be
specially interested at the time, when the previous work is not in a fit
state to be left, even for two or three lessons. Something happens to
make her realize this, and the new piece of work is hurriedly
left--suspended in mid-air, as it were--and is not referred to again
until an accident recalls it to her mind. Such teaching certainly has
the charm of novelty to a class, but we must remember that one of the
faults of childhood is an undue readiness to pass on quickly to learn
'something new' before the previous work is secure.
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