How do avoiding traditional classroom practice?

Children, we are told, must be left free to express themselves; they must discover knowledge for themselves; the only true education is self-education Teachers, we are told, must stand aside; they must talk less explain less, direct less, correct less.

All this is a very natural and a very necessary reaction against much traditional classroom practice. It must be emphasised, however, that teachers are not as superfluous as some enthusiasts suggest; teaching is not as undesirable as it is sometimes as represented to be.

It is true that children are by nature curious, assertive and creative but they are; also submissive, imitative and ready to appeal for help.

It follows, therefore that we are not necessarily working contrary to child nature when we teach. We must, however, know when to teach and when to stand aside, when to demonstrate and when to leave children free to experiment, when to require children to listen and when to give them scope for free expression.

No simple rule can be formulated on this Matter; teaching is an art and correct procedure in given circumstances depend upon the whole situation. Gifted, experienced teachers know intuitively what to do; they are actually sensitive to the needs of a situation partly of their experience in similar circumstances and partly of their acquired knowledge to children.

All children need skilled help and guidance if they are to make adequate progress in any subject. It is true that, when a child is engaged in creative work, any teaching of technique must be done with a very light touch so as not to tamper with the sincerity and freshness of the child’s creation; it is equally true that technique must be taught with a very sure touch so that a child makes the technical progress that me earnestly desires.

It should be further recognized that, important as it is to encourage artistic I creative work among children, it is equally necessary to train them in many ordinary work a day activities. In many composition lessons, for example, our aim is not to inspire children to write imaginatively so much as to teach them to express a few plain facts clearly, concisely and accurately.