How to Teach Part 4

There are certain aids to improvement which must be used in order that the best results may be obtained. Some of them have already been discussed and others will be discussed at a later time, so they need only be listed here, the right physiological conditions, the proper distribution of the practice periods, interest in the work, interest in improvement, problem att.i.tude, attention, and absence of both excitement and worry.

Habits have been treated in psychology as wholes, just as if each habit was a unit. This has been true, whether the habits being discussed were moral habits, such as sharing toys with a younger brother; intellectual habits, such as reading and understanding the meaning of the word "and"; or motor habits, such as sitting straight. The slightest consideration of these habits makes obvious that they differ tremendously in complexity. The moral habit quoted involves both intellectual and motor habits--and not one, but several. From a physiological point of view, this difference in the complexity of habits is made clear by an examination of the number of neural bonds used in getting the habit response to a given situation. In some cases they are comparatively few--in others the number necessary is astonishing. In no case of habit will the bonds used involve but a single connection.

Just what bonds are needed in order that a child may learn to add, or to spell, to appreciate music, or to be industrious, is a question that only experiment and investigation can answer. At present but little is known as to just what happens, just what connections are formed, when from the original tendency towards vocalization the child just learns to say the word "milk," later reads it, and still later writes it. One thing is certain, the process is not a unitary one, nor is it a simple one. Just so long as habit is discussed in general terms, without any recognition of the complexity of the process or to the specific bonds involved, just so long will the process of habit formation be wasteful and inefficient.

As a sample of the kind of work being done in connection with special habits, investigation seems to give evidence that in the habit of simple column addition eight or nine distinct functions are involved, each of which involves the use of several bonds. Besides these positive connections, a child in learning must inhibit other connections which are incorrect, and these must often outnumber the correct ones. And yet column addition has always been treated as a simple habit--with perhaps one element of complexity, when carrying was involved. It is evident that, if the habit concerned does involve eight or nine different functions, a child might go astray in any one. His difficulty in forming the habit might be in connection with one or several of the processes involved. Knowledge on the part of the teacher of these different steps in the habit, and appreciation by him of the possibilities of making errors, are the prerequisites of efficient teaching of habits.

In each one of the subjects there is much need of definite experimental work, in order that the specific bonds necessary in forming the habits peculiar to the subject be determined. The psychology of arithmetic, or of physics, or of spelling should involve such information. Meanwhile every teacher can do much if she will carefully stop and think just what she is requiring in the given response. An a.n.a.lysis of the particular situation and response will make clear at least some of the largest elements involved, some of the most important connections to be made. It is the specific nature of the connections to be made and the number of those connections that need emphasis in the teaching of habits. Not only must the specific nature of the bonds involved in individual habits be stressed, but also the specific nature of the entire complex which is called the habit. There is no such thing as a general curve of learning that will apply equally well, no matter what the habit. The kind of curve, the rate of improvement, the possibilities of plateaus, the permanence of the improvement, all these facts and others vary with the particular habit.

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. The teacher who thinks that she can get satisfactory results merely by compelling children to repeat over and over again the particular form to be mastered is doomed to disappointment. Indeed, it is not infrequently true that the dislike which children get for the dreary exercises which have little or no meaning for them interferes to such a degree with the formation of the habit we hope to secure as to develop a maximum of inaccuracies rather than any considerable improvement. The teacher who makes a game out of her word drill in beginning reading may confidently expect to have children recognize more words the next day than one who has used the same amount of time, without introducing the motive which has made children enjoy their work. Children who compare their handwriting with a scale, which enables them to tell what degree of improvement they have made over a given period, are much more apt to improve than are children who are merely asked to fill up sheets of paper with practice writing. A vocabulary in a modern language will be built up more certainly if students seek to make a record in the mastery of some hundreds or thousands of words during a given period, rather than merely to do the work which is a.s.signed from day to day. A group of boys in a continuation school have little difficulty in mastering the habits which are required in order to handle the formal processes in arithmetic, or to apply the formula of algebra or trigonometry, if the application of these habitual responses to their everyday work has been made clear.

Wherever we seek to secure an habitual response we should attempt to have children understand the use to which the given response is to be put, or, if this is not possible, to introduce some extraneous motive which will give satisfaction.

We cannot be too careful in the habits which we seek to have children form to see to it that the first response is correct. It is well on many occasions, if we have any doubt as to the knowledge of children, to antic.i.p.ate the response which they should give, and to make them acquainted with it, rather than to allow them to engage in random guessing. The boy who in writing his composition wishes to use a word which he does not know how to spell, should feel entirely free to ask the teacher for the correct spelling, unless there is a dictionary at hand which he knows how to use. It is very much better for a boy to ask for a particular form in a foreign language, or to refer to his grammar, than it is for him to use in his oral or written composition a form concerning which he is not certain. A mistake made in a formula in algebra, or in physics, may persist, even after many repet.i.tions might seem to have rendered the correct form entirely automatic.

In matters of habit it does not pay to take it for granted that all have mastered the particular forms which have supposedly been taught, and it never pays to attempt to present too much at any one time. More satisfactory work in habit formation would commonly be done were we to _teach_ fewer words in any one spelling lesson, or attempt to fix fewer combinations in any particular drill lesson in arithmetic, or a.s.sign a part of a declension or conjugation in a foreign language, or to be absolutely certain that one or two formulas were fixed in algebra or in chemistry, rather than in attempting to master several on the same day.

Teachers ought constantly to ask themselves whether every member of the cla.s.s is absolutely sure and absolutely accurate in his response before attempting new work. It is of the utmost importance that particular difficulties be a.n.a.lyzed, and that attention be fixed upon that which is new, or that which presents some unusual difficulty.

As has already been implied, it is important not simply to start with as strong a motive as possible, but it is also necessary to keep attention concentrated during the exercises which are supposed to result in habit formation. However strong the motive for the particular work may have been at the beginning, it is likely after a few minutes to lack power, if the particular exercise is continued in exactly the same form. Much is to be gained by varying the procedure. Oral work alternated with written work, concert work alternated with individual testing, the setting of one group over against another, the attempt to see how much can be done in a given period of minutes,--indeed, any device which will keep attention fixed is to be most eagerly sought for. In all practice it is important that the pupil strive to do his very best. If the ideal of accuracy or of perfection in form is once lost sight of, the responses given may result in an actual loss rather than in gain in fixing the habit. When a teacher is no longer able to secure attention to the work in hand, it is better to stop rather than to continue in order to provide for a given number of repet.i.tions. Drill periods of from five to fifteen minutes two or three times a day may almost always be found to produce better results than the same amount of time used consecutively. Systematic reviews are most essential in the process of habit formation. The complaint of a fifth-grade teacher that the work in long division was not properly taught in the fourth grade may be due in considerable measure to the fact that she has neglected at the beginning of the fifth grade's work to spend a week or two in careful or systematic review of the work covered in the previous year. The complaint of high school teachers that children are not properly taught in the elementary school would often be obviated if in each of the fields in question some systematic review were given from time to time, especially at the beginning of the work undertaken, in any particular subject which involves work previously done in the elementary school.

During any year's work that teacher will be most successful who reviews each day the work of the day before, who reviews each third or fourth day the particularly difficult parts of the work done during the previous periods, who reviews each week and each month, and even each two or three months, the work which has been covered up to that time.

When teachers understand that the intervals between repet.i.tions which seem to have fixed a habit may only be gradually lengthened, then will the formation of habits upon the part of boys and girls become more certain, and the difficulties arising from lapses and inaccuracies become less frequent.

As has been suggested in previous discussions, it will be necessary in habit formation to vary the requirements among the individuals who compose a group. The motive which we seek to utilize may make a greater appeal to one child than to another. Physiological differences may account for the fact that a small number of repet.i.tions will serve to fix the response for one individual as over against a very much larger number of repet.i.tions required for another. It is of the utmost importance that all children work up to the maximum of their capacity.

It is very much better, for example, to excuse a boy entirely from a given drill exercise than to have him dawdle or loaf during the period.

In some fields a degree of efficiency may be reached which will permit the most efficient children to be relieved entirely from certain exercises in order that they may spend their time on other work. On the other hand, those who are less capable may need to have special drill exercises arranged which will help them to make up their deficiency. The teacher who is acquainted with the psychology of habit formation should secure from the pupils in her cla.s.s a degree of efficiency which is not commonly found in our schools.

QUESTIONS

1. In what sense is it true that we have habits of thought?

2. What habits which may interfere with or aid in your school work are formed before children enter school?

3. Why is it hard to break a habit of speech?

4. Distinguish among actions to which we attribute a moral significance those which are based upon habit and those which are reasoned.

5. Professor James said, "Habits are the stuff of which behavior consists." Indicate the extent to which this is true for the children in your cla.s.ses.

6. In how far is it advantageous to become a creature of habit?

7. Which of our actions should be the result of reason?

8. Should school children reason their responses in case of a fire alarm, in pa.s.sing pencils, in formal work in arithmetic? Name responses which should be the result of reason; others which should be habitual.

9. Why do we sometimes become less efficient when we fix our attention upon an action that is ordinarily habitual?

10. Why do children sometimes write more poorly, or make more mistakes in addition, or in their conjugations or declensions, at the end of the period than they do at the beginning?

11. How would you hope to correct habits of speech learned at home? What particular difficulty is involved?

12. When, are repet.i.tions most helpful in habit formation?

13. When may repet.i.tions actually break down or eliminate habitual responses?

14. How may the keeping of a record of one's improvement add in the formation of a habit?

15. What motives have you found most usable in keeping attention concentrated during the exercises in habit formation which you conduct?

16. The approval or disapproval of a group of boys and girls often brings about a very rapid change in physical, moral, or mental habits on the part of individual children. Why?

17. Why should drill work be discontinued when children grow tired and cease to concentrate their attention?

18. Why should reviews be undertaken at the beginning of a year's work?

How can reviews be organized to best advantage during the year?

19. What provision do you make in your work to guard against lapses?

V. HOW TO MEMORIZE

There is no sharp distinction between habit and memory. Both are governed by the general laws of a.s.sociation. They shade off into each other, and what one might call habit another with equal reason might call memory. Their likenesses are greater than their differences.

However, there is some reason for treating the topic of a.s.sociation under these two heads. The term memory has been used by different writers to mean at least four different types of a.s.sociation. It has been used to refer to the presence of mental images; to refer to the consciousness of a feeling or event as belonging to one's own past experience; to refer to the presence of connections between situation and motor response; and to refer to the ability to recall the appropriate response to a particular situation. The last meaning of the term is the one which will be used here. The mere flow of imagery is not memory, and it matters little whether the appropriate response be accompanied by the time element and the personal element or not. In fact, most of the remembering which is done in daily life lacks these two elements.

Memory then is the recall of the appropriate response in a given situation. It differs from habit in that the responses referred to are more often mental rather than motor; in that it is less automatic, more purposeful. The fact that the elements involved are so largely mental makes it true that the given fact is usually found to have several connections and the given situation to be connected with many facts.

Which particular one will be "appropriate" will depend on all sorts of subtle factors, hence the need of the control of the connection aeries by a purpose and the diminishing of the element of automaticity. As was said before, there is no hard and fast line of division between habit and memory. The recall of the "sqrt(64)" or of how to spell "home" or of the French for "table" might be called either or both. All that was said in the discussion of habit applies to memory.

This ability to recall appropriate facts in given situations is dependent primarily on three factors: power of retention, number of a.s.sociations, organization of a.s.sociations. The first factor, power of retention, is the most fundamental and to some extent limits the usefulness of the other two. It is determined by the character of the neurones and varies with different brains. Neurones which are easily impressed and retain their impression simply because they are so made are the gift of nature and the corner stone of a good memory. This retention power is but little, if at all, affected by practice. It is a primary quality of the nervous system, present or absent to the degree determined by each individual's original nature. Hence memory as a whole cannot be unproved, although the absence of certain conditions may mean that it is not being used up to its maximum capacity. Change in these conditions, then, will enable a person to make use of all the native retentiveness his nervous system has. One of the most important of these conditions is good health. To the extent that good blood, sleep, exercise, etc., put the nervous system in better tone, to that extent the retentive power present is put in better working order. Every one knows how lack of sleep and illness is often accompanied by loss in memory. Repet.i.tion, attention, interest, vividness of impression, all appeal primarily to this so-called "brute memory," or retentive power.

Pleasurable results seem not to be quite so important, and repet.i.tion to be more so when the connections are between mental states instead of between mental states and motor responses. An emphasis on, or an improvement in, the use of any one of these factors may call into play to a greater extent than before the native retentive power of a given child.

The power to recall a fact or an event depends not only upon this quality of retentiveness, but also upon the number of other facts or events connected with it. Each one of these connections serves as an avenue of approach, a clew by means of which the recall may operate. Any single blockade therefore may not hinder the recall, provided there are many a.s.sociates. This is true, no matter how strong the retentive power may be. It is doubly important if the retentive power is weak. Suppose a given fact to be held rather weakly because of comparatively poor retentive power, then the operation of one chain of a.s.sociates may not be energetic enough to recall it. But if this same fact may be approached from several different angles by means of several chains of a.s.sociations, the combined power of the activity in the several neurone chains will likely be enough to lift it above the threshold of recall.

Other things being equal, the likelihood that a needed fact will be recalled is in proportion to the number of its a.s.sociations.

The third factor upon which goodness in memory depends is the organization of a.s.sociates. Number of connections is an aid to memory--but systematization among these connections is an added help.

Logical arrangement of facts in memory, cla.s.sification according to various principles, orderly grouping of things that belong together, make the operation of memory more efficient and economical. The difference between mere number of a.s.sociations and orderly arrangement of those a.s.sociations may be ill.u.s.trated by the difference in efficiency between the housekeeper who starts more or less blindly to look all over the house for a lost article, and the one who at least knows that it must be in a certain room and probably in a certain bureau drawer.

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 a.s.sociations and organization among a.s.sociations.

Although all three factors are operative in securing the best type of memory, still the efficiency of a given memory may be due more to the unusual power of one of them than to the combined effect of the three.

It is this difference in the functioning of these three factors which is primarily responsible for certain types of memory which will be discussed later. It must also be borne in mind that the power of these factors to operate in determining recall varies somewhat with age.

Little children and old people are more dependent upon mere retentiveness than upon either of the others, the former because of lack of experience and lack of habits of thought, the latter because of the loss of both of these factors. The adult depends more on the organization of his material, while in the years between the number of the clews is probably the controlling factor. Here again there is no sharp line of division; all three are needed. So in the primary grades we begin to require children to organize, and as adults we do all we can to make the power of retention operate at its maximum.

Many methods of memorizing have been used by both children and adults.

Recently experimental psychology has been testing some of them. So far as the learner is concerned, he may use repet.i.tion, or concentration, or recall as a primary method. Repet.i.tion means simply the going over and over again the material to be learned--the element depended upon being the number of times the connection is made. Concentration means going over the material with attention. Not the number of connections is important, but the intensity of those connections. In recall the emphasis is laid upon reinstating the desired connections from within.

In using this method, for instance, the learner goes over the material as many times as he sees necessary, then closes the book and recalls from memory what he can of it.