Date of Award
Bachelor of Science
Enough, perhaps, has been said in the literature of education about assignments. The importance and methods of making assignments must be emphasized repeatedly until teachers realize the inadequacy of the ordinary assignment: "Take page five for the next lesson." It is necessary to produce something that will actually work in directing the study activities of pupils into proper chanels - particularly the rural pupils in our immediate neighborhoods.
Often it is discouraging to hear the way that assignments are given in rural schools. In some situations it is the case of the blind leading "the blind," scarcely better fitted to direct learning than the pupils themselves. The commonest error made by teachers in assignments of lessons is their failure to understand the relation of certain subjects to the curriculum. The purpose of the curriculum is to give the child well-rounded experiences.
Many teachers consider the duty of planning lessons burdensome and an uninteresting task. They long to escape from the necessity of daily and weekly planning. They do not appreciate the fact that most worthwhile work is carefully planned. This feeling is responsible for much hasty and unthinking assignments. Usually teachers find themselves at the end of the period with no task designated. They hastily grasp at the first thought available and say, "Take the next four pages." This fact explains the frequent complaint: "I did not have time for a good assignment."
It is necessary to know more about real assignments, how they are given and how to motivate them in Waller County schools.
A. P. Wilson
Prairie View State Normal and Industrial College
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Date of Digitization
John B Coleman Library
City of Publication
Bowles, S. J. (1934). Assignments That Are Typical in Rural Schools of Waller County. Retrieved from https://digitalcommons.pvamu.edu/pvamu-theses/246