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Full Download PDF of Solution Manual For Level Three Leadership: Getting Below The Surface, 5/E - James G. Clawson All Chapter
Full Download PDF of Solution Manual For Level Three Leadership: Getting Below The Surface, 5/E - James G. Clawson All Chapter
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This case addresses issues of jealousy, career management, superior–subordinate relationships,
age discrimination, career exhaustion, gender discrimination, and interpersonal relationships. One can
use this case to focus on what it takes to build effective working relationships, allowing students to
explore issues including dealing with conflict, building trust, giving and receiving feedback, managing
performance, and having difficult performance conversations. The case sets up a number of role-plays
for students and allows significant practice in handling and conducting difficult conversations.
Objectives
• Learn techniques of self-awareness
• Practice having difficult conversations
• Practice problem identification (the LPV “see” part)
• Develop the ability to manage one’s own emotions
• Recognize and help manage emotions in others
• Explore what it takes to build successful work relationships
• Become mindful of the need to respect the goals of others
• Understand the skills needed to be an effective leader
Timing
This case can be successfully taught in one 90-minute class. The material fits well in a course
module or in an executive program on developing leadership capability. It also nicely ties into a module
on managing performance through relationships.
Student Assignment
The quickest way, perhaps, to organize this case is to use the want-got-gap problem identification
model. In this approach, (One Model for Solving Problems, UVA-OB-0176) there are three key elements:
stakeholder, what he/she wants, and what he/she has. Thus, one can only identify problems from
someone’s point of view. GAPS between what “you” want and what “you’ve” got are the definition of a
problem for “you.” I’m amazed still in 2010 at how many managers and executives are not clear on
what a problem is. (You may also refer to Harold Leavitt’s book Pathfinding in which he discusses the
role of leadership being first, finding and solving problems and second, perhaps creating problems in
order to create urgency for change.)
You can lay this problem solving model out on the first chalkboard with want and got columns for each
key player. There are lots of players in this situation, so as the problems increase; students get a view
of the kind of people problems that a managerial position can produce. The list here does not even
WANTS GOTS
Dennis Ramirez
Impress his boss, Caldwell Uncertainty
Ron Baylor to take care of his flights Might be criticized Ron calling asking about Jell-O®
Ron to be less obtrusive Ron seems to be micro-managing
Shep to take root as office manager Shep rivaling with Ron, badmouthing him
Happy passengers Passengers noticing surly crews
Resolve Reinwalter suit Unclear
Reenergize Bill Johnson Johnson seems ready to retire
Know what I should do with my future Offered the FO job; do I want it?
Ron Baylor
To look good to the boss Thinks he’s doing okay
Nora Wingate
Teamwork Ron one-upping her; Johnson a bad apple
Marjorie McAllister
Leave me alone to do my job Ron is meddling in her catering orders
Shep Jenkins
Be chief pilot All employees to use the new Ron got the job Old guard not using the computers
computers
Stu Sayles
Take care of his dad ???
Get respect at work Not promoted
Helmut Reinwalter
Be respected for seniority Junior guy transferred first and gets seniority
Randy Johnson
Respect Relieved of duties
Sam Coombs
Be supervised by a male Nora Wingate
There are a number of approaches to analyzing the issues in this case. Much of the analysis
comes down to career management. Ramirez faces a promotion opportunity and Jenkins, Johnson, and
Reinwalter have encountered career issues that are affecting the unit. Ramirez will need to use this
situation to assess the fit between his skills and preferences and the demands of the new DO job that
Caldwell is offering. If Ramirez is challenged and not enjoying the problems in this job, he likely won’t
like or succeed at managing those in the next job. Instructors can use this as an opportunity to explore
One can use the Driver/Brousseau model of career concepts (Linear, Steady State Experts,
Spiral, and Transitories) to explore how people can make the decision about the next ―promotion.
Virtually all of my students have seen Steady State experts ruined by promotion into linear management
positions, so although society promotes the linear model, this may or may not be the best thing for
Ramirez to take.
Likewise, those in the unit who are grousing about not being promoted may be unhappy because
they only have one model of success in their heads. Conversations that help them see the differences
in the four career concepts and that all are legitimate and valuable can perhaps help Jenkins and Johnson
see that being promoted is not the only definition of success. I have also developed a “quick and dirty”
tool to give a rough estimate of the four Career Concepts (contact me for further information and a
copy).
The manager/student then will need to bring all his or her interpersonal skills and training to
bear. Skills in conflict management and using the principles of language of leadership (see, for example,
Ten Tips for Communicating Effectively, UVA-OB-0684, by James G. Clawson, Charlottesville, Va.:
Darden Business Publishing, 1999) will be useful here.
Another analytic focus comes from a consideration of the target of influence: visible behavior,
conscious thought process, or underlying values and beliefs. These will be introduced in a subsequent
chapter. Level Three Leadership introduces these three levels and informs students about how to think
about influencing each. Level One or Level Two leadership will not likely get Ramirez past all the dangers
that face him (e.g., telling Coombs to respect his boss and not go to more senior men likely won’t work).
You can use this discussion to give a foreshadowing of concepts to come.
Students, therefore, should assess each of the flight center’s problems with the desires of all
the participants in mind. What, Ramirez might ask himself, do both parties want in this situation? Could
there be desired outcomes on each side, possibly unarticulated, which are not mutually exclusive? How
can he bring about a win–win outcome here?
This is the “courage to act” portion of the LPV. The class should briefly discuss the assumptions
that have been made and the actions that have been ruled out. The class can arrive at the solutions
that seem to, wherever possible, create a win–win situation, satisfying the participants and bettering
the organization as a whole. As the first study question suggests, it will be important for Ramirez to
prioritize. He faces a number of problems, but some may be particularly pressing, especially given the
prospect of Richard Caldwell’s visit in two weeks’ time. With that in mind, we have prioritized Ramirez’s
recommended actions into the following strategy:
1. Meet with Ron Baylor. Baylor is Ramirez’s first priority because his micromanagement of the other
staffers has put him at the center of the organization’s discontent: the pilots, Nora Wingate, Marjorie
McAllister and especially Shep Jenkins have shown overt hostility toward him. Ramirez needs to deduce
what it is that motivates Baylor to be officious. If it is indeed true that ―his actions reflected the love
he felt for the flight center and the stake he had in its success, ‖ then Ramirez needs to make him
understand that the organization about which he feels so strongly would be better served by a chief
pilot who did his own job and let others to do theirs. In spite of the controversy surrounding him, Baylor’s
enthusiasm and dedication makes him a highly valuable employee, and so Ramirez should avoid
threatening him with removal. Rather, he might propose a time frame in which Baylor could work to
become a better delegator.
2. Meet with Shep Jenkins. Jenkins is another high priority because his resentment at not receiving the
chief pilot job has led him to poison the atmosphere at the flight center, affecting the morale of everyone
around him. Other employees are aware of this problem, but Jenkins himself may not be. Ramirez
should impress upon him the importance of setting a positive example for the office staff, give him a
chance to mend his ways, and be prepared to move him if the situation does not improve.
3. Address Stu Sayles’s attitude problems, which are affecting morale among flight crews. Though past
counseling efforts improved Sayles’s attitude only briefly, it seems clear that some form of away-from-
the-cockpit counseling or self-improvement course is needed here, since his major difficulties are
originating away from the workplace too. It is not Ramirez’s job to be a counselor, but perhaps he can
help arrange better counseling or an EQ course for Sayles; at any rate it is his job to let the veteran
pilot know that his focus in the workplace must be his work.
4. Take on the Helmut Reinwalter affair. What, exactly, Ramirez ought to do cannot be clear until after
he talks to April Jelinek, but as flight center manager, he should be contemplating what it might take to
forestall Reinwalter’s impending suit. Given that the source of the problem seems to be Ron Baylor’s
reversal of the seniority of Reinwalter and Bernhard Pietzsche, Ramirez should of course consider the
option of re-reversing it, and project some possible consequences (would Pietzsche sue in turn?). He
also should find out from Baylor why the leapfrogging took place to begin with, just in case Baylor’s
explanation might offer any possible solutions to the problem.
5. Talk to Randy Johnson. Johnson is eligible for retirement, though he has not set a date. Perhaps
Ramirez should encourage him to do so, as his on-the-job performance indicates that in spirit he has
retired already.
To give the last phase of Johnson’s career the sense of purpose that he feels it has lost since
the arrival of Nora Wingate and the maintenance supervisor position, Ramirez might encourage Johnson
to act as a kind of ―mentor‖ for Wingate, schooling her on the tasks he once handled. Of course, the
fact that Wingate has been in her current position for three years now might render this idea unworkable.
Short of a reorganization to give Johnson all his old duties back, which does not seem desirable, the
focus of Ramirez’s efforts probably ought to be shepherding Johnson into retirement as soon as possible.
6. Meet with Sam Coombs. This problem comes lower on the priority list because of the likely frivolity
of Coombs’s as-yet-unknown grievance. But Ramirez should meet with Coombs—who has skirted around
accepted communication channels to appeal to him—in part to impress on Coombs the importance of
respecting those channels in the future. Other than employing active listening in hearing Coombs’s
complaint, Ramirez will not know what exactly to do until he hears the complaint itself.
7. Finally, during the course of the next two weeks, Ramirez needs to think carefully about whether or
not to accept Richard Caldwell’s offer of the director of flight operations position. The decision process
will involve a good deal of self-assessment, as Ramirez asks himself what his own definition of success
really is whether the extra workload and personality issues of the headquarters job will be offset by the
satisfaction of greater pay, prestige, and perceived promotability.
This case lends itself well to role-plays, and students can learn a good deal if they act out
Ramirez’s meetings with his coworkers. To the best of their ability, participants should bring alive the
personalities suggested in the case, lending color—and special challenges—to the resolution of each
interpersonal problem. If you would like additional guidance on managing role-plays, please see the
chapter on role-playing in Teaching Management by James G. Clawson and Mark E. Haskins (Cambridge,
UK: Cambridge University Press, 2007).
Board 1 Problems: (you may not wish to analyze all of these … the key ones are in bold) I use
the 1) who, 2) want, 3) got gap model of problem identification)
1) LPV “SEE” Dennis Ramirez Ron Baylor Sam Coombs Shep Jenkins Randy Johnson April
Jelinek
W/G W/G W/G W/G W/G W/G
Marjorie McAllister Bernhard Pietzsche Helmut Reinwalter Stu Sayles Nora Wingate
W/G W/G W/G W/G W/G
A B
Fast Track
Power
and
Status
Stuck
C
Time
Power
and
Status
Time
Transitory
Power
and
Status
Time
George Hendrickson had just been asked to be the new CEO of the Rocky Mountain Box
Company. He was the first person who was not a member of the founding family to be in charge of the
company. Competition was fierce in the industry and margins were small, often just pennies a box.
George and his colleagues, former peers and now employees, knew the cardboard box business inside
and out. Yet many competitors were developing all kinds of new container options, including plastics,
plastic coatings, linings, enclosures, odd shapes and sizes, and so on. George had a strong loyalty to
his company, to its employees, and he wanted to ensure their future.
Research the paperboard container business on the Internet and then be prepared to offer advice
to George.
The short caselet here is designed simply to get students to begin learning how to gather information
about an industry and then to use that information to begin to lay out a plan for how to compete in it.
Given the information they gather, do they “see” what is necessary to compete in that industry (extreme
attention to cost control)? Do they have a plan for analyzing all of the forces at play? Do they have a
plan for action?
Box Industry tends to be very large, individual units change hands, cost is critical.
An analysis would include competitors, paper costs, shipping costs, packaging trends like anti-
plastic green movements, etc.
The founder of this business might shrink from even trying given the economies of scale required
or he might plan to build a unit that had extreme cost controls/advantages and then sell it to a larger
company. Overall, since this is an established industry, the barriers to entry would be large and
daunting.
A simple web search on “paperboard box industry” produces pages of information on this
industry.
This is a fairly short and simple chapter; however the concepts introduced here have profound
effect on a person’s ability to lead. First the concept of the Leadership Point of View (LPV) is central to
the book’s other themes. Second, the notion of living inside-out vs. outside-in and to what proportion
is central to the capacity of people to lead. I find this discussion with all my audiences to be very
powerful.
I. Leadership is about managing energy, first in yourself and then in those around
you.
a. When you walk into an organization, you can feel/tell the energy level and
consequently the quality of leadership.
b. Psychological mirroring: people in a room will migrate toward the strongest
personality, for better or for worse: are you a net energy contributor or taker?
Instructor’s Notes:
Instructor’s Notes:
Instructor’s Notes:
Instructor’s Notes:
Instructor’s Notes:
2. Only people with organizational title and perspective can have the leadership point of view.
a. False.
3. “That’s not my job.” is a statement one might expect from someone with …
a. The Leadership Point of View
b. A Follower’s Point of View
c. A Bureaucratic Point of View
d. An Administrative Point of View
7. True leaders always know that they are doing the right thing.
a. False.
Exercise.
1. Why is the school a good situation in which to train children in morality?
2. Is the man who simply does not injure others to be thought of as living a moral
life?
3. Do you think any teacher has a right to claim that she is not responsible for
the moral training of her pupils? Why?
4. In what way do the instincts furnish the basis for moral training?
5. Should you treat all of the children alike in situations which involve a moral
issue?
6. How would you hope to have boys come to render the moral judgment that it
is wrong to throw stones through the windows of a vacant house?
7. How may school spirit and school standards contribute to the development of
morality?
8. Name some troublesome things which boys do that might be explained by
bad physical conditions in the school or in the home.
9. What do you understand by the direct method of moral instruction? What is
the strength and the weakness of this method?
10. Do you think the moral significance of a story or a poem should be taught in
a lesson in literature?
11. Name school situations which involve moral judgments and which offer
opportunity for training in morality.
12. How would you hope to train children to form the habit of asking themselves
whether a proposed line of action was right before acting?
13. How may the one who does wrong in school provide the opportunity for the
best sort of training in morality?
14. Is there ever any defense for corporal punishment?
15. How important do you consider the influence of the teacher in developing
morally sound boys and girls?
CHAPTER XV
CLASS MANAGEMENT
Exercises.
1. Distinguish between class management as a means and as an end. Give
examples of each.
2. How would you hope to have pupils feel their responsibility for good order in
the class?
3. Why do schemes of “pupil self-government” sometimes fail?
4. What is the argument in favor of having pupils pass into or out of the building
without marching in line?
5. Why is it important not to have the class periods too long?
6. Why do teachers sometimes divide their classes into two or more groups
even though they are all of the same school grade?
7. Can you ever expect to find a group of children all of whom will do equally
well in all subjects? Are the weaker pupils necessarily lazy?
8. Why is it important to make special provision for bright children?
9. What is the relation between the proper organization of class work and
teaching children how to study?
10. What do you think of a program which provides for class instruction during
every period of the day?
11. What criteria would you apply in judging your own class instruction?
12. What is “good order” in a schoolroom?
13. How would you judge of the success of a teacher in managing a class?
14. Name all of the activities of a class which in your judgment should be
reduced to routine.
15. What rules would you make on the first day of school for the guidance of
your pupils?
16. What is the relation of good teaching to good class management?
17. If a majority of the class are misbehaving, where would you expect to find
the cause?
CHAPTER XVI
LESSON PLANS
The best teachers never reach the point where preparation for the
day’s work is unnecessary. The teacher who stimulates her pupils to
their best effort must herself be interested in the work in hand. If
nothing new in material or method is found to vary the work, interest
soon lags. The lesson often repeated is as dry and lacking in power
to interest or inspire as the proverbial sermon taken from the barrel.
Even when a teacher has taught a most successful lesson, it is
dangerous to try to repeat that exercise in precisely the same way.
The two situations will not be alike. The fact that she tries to repeat
will take the edge off the lesson for the teacher, and make it
correspondingly dull for the pupils. Young and inexperienced
teachers are often most successful because of the zest with which
they attack the problems which are new to them. The older teacher
may be able to keep a class in order and teach them something with
a minimum of preparation; but her best work will be done only when
she has planned as carefully as the novice for whom the need of
preparation is so apparent.
The subject matter which should be drawn upon for any lesson
constantly changes. No two groups of children have had exactly the
same varieties of experience; hence the need for varying the
approach, as well as the demand for differences in observations,
experiments, reading, or other methods employed to bring the data
necessary for the solution of their problem before children. Subject
matter is growing, is being made all of the time. Last year’s
discussion of the geography of Europe, of South America, of Africa,
or of Asia will not suffice for this year, because interesting and
important events have occurred in these countries during the year
intervening. For the wide-awake teacher, even that most exact of the
sciences, mathematics, represented by arithmetic in our curriculum,
will change; since the number aspect of children’s experience will
vary. If spelling means the study of words which are needed for use
in written expression, the work in spelling will vary just as surely as
the occasions for written expression vary among children. No
teacher could, if she would, repeat a series of lessons which deal
with natural phenomena. In any field, the need for preparation
becomes apparent for one who would command the material which
should be made available for children.
In the preparation of a lesson plan the first and in some respects
the most important step is to become acquainted with the subject to
be taught. There is no method of teaching which can take the place
of a thoroughgoing knowledge of the material which bears upon the
topic to be treated. The teacher who finds in the life of the children
outside of school, in school activities, in books, pictures, magazines,
in study and travel, material for her daily class work, will make any
course of study vital and interesting to children. In such an
atmosphere pupils will grow not only in knowledge, but also in the
desire to inquire and investigate and in power to satisfy their
intellectual craving.
After the teacher has in hand an abundance of interesting
material, the next step in the plan is to organize the data to be
presented. Some organization is usually found in textbooks and
courses of study, and it is possible simply to try to fit any additional
material which may have been collected to the scheme provided.
The difficulty with this ready-made organization is found in the fact
that it has little or no relation to the needs or problems of the
particular group of children to be taught. Any organization which is to
be significant to children must take account of their point of view, and
attempt to present subject matter in response to the need which they
feel for the material to be presented. This is precisely what is meant
by the difference between the logical and psychological methods of
presenting subject matter. Not that the psychological method is
illogical, rather it takes account of the child’s needs and is for him
logical beyond the most complete adult logical scheme. It may seem
logical to the adult to teach the crayfish by calling attention to the
large parts and then to the smaller parts in order, or to deal with the
structure of the skeleton, nervous and circulatory systems,
connective tissues, and the like. To an eight-year-old child, the
problems which will probably be most logical, most satisfying to his
desire for investigation, will deal with the way in which the crayfish
gets his living, how he protects himself from his enemies, how he
brings disaster by making holes in levees, and how important he is
as an article of food. In satisfying these childish problems, much of
the information which might have been imparted, had the adult
scientific order been followed, will be mastered by the pupils. Much
more will be remembered, because the information is associated
with the solution of interesting problems. It may seem logical in
teaching India to a sixth-grade class to treat of prevailing winds,
surface features, climate, vegetation, animals, mineral products, and
people; but the children whose teacher approached this subject by
asking them to try to discover why they have had such terrible
famines in India probably remember more of the geography of India
to-day than those who followed the adult logical order. In
organization, then, the starting point is to get the child’s point of view,
to discover his problems, and to organize the material to be
presented with reference to these childish aims.
Good organization demands that material presented to satisfy the
demand made by the child’s problem be grouped around few
coördinate heads.[26] Many topics of equal value in an outline
generally indicate a lack of organization, a lack of appreciation of the
relation of the various facts to be presented. For example, one might
think of a great many facts about plant growth; the seeds must be
put in the earth, the weather must be warm enough, they must have
water, they need to be hoed, the ground should be fertile, they need
air, they grow best when they have sunlight, they may have too
much moisture, in rocky ground the soil may not be deep enough,
they must not be too close together, weeds and insects must be
destroyed, the roots should not be disturbed, the choice of the seed
is important, and so on. For a group of lower-grade children there
are two problems; namely, (1) what kind of plants do we want, and
(2) what can we do to make them grow well. Under the first head
would come the plants which are suitable for our conditions of soil
and climate, and the question of seed selection. Under the second
head the topics will be moisture, sunlight, air, and cultivation,
including the destroying of insects or other pests. Each of these
topics will be suggested in answer to the problems which have been
raised (what plants we want, and how we can make them grow well)
by a group of children who have had any experience with growing
plants. If any important topic is omitted, the teacher will call for it by a
question which suggests the lack of a complete solution to the
problem which is being considered. This brings us to the next step in
plan making.
A good lesson plan will include pivotal questions which will serve
to call for the data as indicated by the main topics given in the
organization of the subject matter. The problem of questioning has
been discussed at some length in a previous chapter.[27] In planning
a lesson, a question or two which will discover to the children the
problem to be solved should come first in the plan. With the problem
before the children, the function of the question is to stimulate
thought in the direction of the solution of the problem. The writer is
familiar with the objection that questions cannot be prepared ahead
of time.
It is true that the form of question may need to be varied because
of progress or the lack of it, not anticipated by the teacher, but the
question carefully prepared ahead of time will help rather than hinder
in the formulation of a question to meet the situation. It is true, too,
that not all of the questions can be prepared ahead of time. All the
more reason for careful preparation of a few questions which will
enable the teacher to prevent wandering by children during the
development of the topic. Thought-provoking questions which guide
and stimulate children in the solution of their problems are
dependent upon the aim which has been established and upon the
organization of material which it is desired to follow in the solution of
the problem. One might as well deny the need of organizing material,
as to question the value of preparing a few pivotal questions as a
part of the plan.
Lessons often fail because the ground covered during the period
cannot be retraced by the children at the end of the exercise. In a
well-organized plan the teacher will provide for summaries as each
main point is covered. In general these summaries should aim to
recall the subject matter covered from the beginning of the lesson. It
may be suggested that any good teacher summarizes her work as
she passes from point to point in her teaching, and that no artificial
reminder is necessary. The difficulty is that a good summary is not
accomplished merely by asking for a recapitulation of the material
covered. The skillful teacher puts her question which involves a
summary in such form that the pupils get a new view of the ground
already covered. In the experience of the writer, questions which
involve a summary of the work covered, with the added element of a
new view as a stimulus to further thought on the subject, are more
rare than good questions introducing new topics.
A good plan will include a list of illustrations, illustrative material,
books including references to chapter or page, maps or charts which
are to be consulted during the recitation. Teacher and children are
often disappointed because of the lack of materials which could have
been at hand had the teacher only thought about the lesson before
teaching it. In like manner, the opportunities for motor expression,
other than reciting or discussing, should be noted in the plan.
Dramatization, constructive work, graphic representation at the seat
or on the blackboard, may make the difference between success and
failure in a recitation.
A lesson which has been well planned will naturally end in the
assignment of work to be done in preparation for the next recitation.
In the discussion of any problem there must arise questions which
cannot then be answered. A good lesson is characterized not simply
by the ability of children to report progress, but quite as much by
their statement of the questions still unanswered. The direction
sometimes given to call up again the question which is left
unanswered during the recitation indicates a teacher whose
assignments provide a real stimulus for study in preparation for the
next day’s work. If it is necessary to have a live problem before
children during the recitation conducted by the teacher, obviously it is
much more necessary to make assignments which involve real
issues for children to meet.
In outline form the discussion of plan making given above would
appear as given below. This lesson on plan making may be taken as
an illustration of the type of plan a teacher should prepare for a
development lesson. In this plan, as in others, it seems wise to keep
the subject matter separate from the method of procedure.
A plan for teaching lesson plans: Their importance and the
elements which enter into their composition.
Teacher’s aim: To show the importance of plan making and to
indicate the elements which enter into the construction of a good
plan.
Preparation (which aims to get the problem before the class). How
do you prepare for your day’s work? Do you think you would do
better work if you planned your several recitations somewhat
systematically?
Pupil’s aim: Why do I need to make plans, and what are the
elements of a good plan?
Subject Matter Method of Procedure
I. Necessity for planning. Do you ever grow tired of teaching
A. Lack of interest in old work. the same subject over and over
B. Subject matter changes. again?
Why does a sermon out of the
a. Subjects grow. “barrel” lack in interest or power to
b. The experiences of different inspire?
groups of children vary. Do you know a subject thoroughly
C. Not safe to depend upon the to-day because you once studied it?
inspiration of the moment Why do different groups of children
for respond differently to the same
a. Good questions. material?
b. Illustrations and illustrative Formulate three good questions
material. which you might use in teaching a
c. References to books or lesson on the oak tree to second-
magazines. grade children.
Do you think you might have asked
d. Plans for constructive work better questions if you had had time
and the like. to think them over?
What picture or other illustrative
material would you use in teaching
this lesson?
Do you think the children would
gain by drawing a picture of the oak
near by?
When do you think you will have
had enough experience in teaching
to be able to get along without
making plans?