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former always possesses an open mind and the attitude of finding in his environment further possibilities of adjustment. It has sometimes been said that most school teachers end their effective period of usefulness in the early years of their professional careers. If this were true, it would be because they originally approached their profession with mind open, and because they found in their school environment new situations to be solved. Those who after a brief period of teaching have become dead are those who have been satisfied in limiting their activities to the things which they have learned in the first years of their professional work. The environment presented by the school may be regarded as a relatively simple one that can be readily comprehended, and the reactions to which can easily be mechanized, or it may be regarded as perhaps the most complex of all environments, in which the possibilities of new adjustments are practically limitless. It is the teacher who regards the school in this latter way who never ceases to grow.

9. Attitude of the Learner

[BENSON, C. E., “Attitude of the Learner," American Educational Digest, March, 1926, Vol. 45, pp. 299–301.]

The greatest problem that a teacher faces is to secure a favorable attitude on the part of the children whom she teaches. Indeed her function is to stimulate a "learning attitude." This can hardly be done unless the teacher has such an attitude herself. The mental process fundamental to learning is attention. The relation of attention to learning is fundamental. The degree and intensity of attention is affected by the mind-set. When one is preparing an experiment or getting ready to do a piece of scientific work, his state of mind is perhaps the most important factor in determining progress as well as success in the work. One of the factors that affects the rate of learning as well as the quality is the attitude of the learner at the time the effort is made to learn. One's attitude toward the work which he is about to undertake will determine his progress. If one dislikes what he is about to do, the rate of progress will be slow. When one likes his work he is interested, gives undivided attention, and makes better progress. One does best in those subjects which he likes best, and he likes best the subjects in which he does well. Poor work and a bad attitude go hand in hand. Retarded learning is caused many times by an unfavorable mind-set, while good work goes with a good attitude.

It is a well known fact that if one dislikes a task he will put less energy and time into it and care very little, if at all, whether he succeeds or not. There is no ambition to do well. The good learner is able to sense significant meanings, and as long as the task in hand seems significant he works on it with the determination to succeed. Where there is no ambition to do well there is always poor work and a minimum of learning. There is no more unfortunate condition that can arise, than that which produces a "don't care attitude" regarding one's work. The learner is content to make a poor record, for in his opinion the work is of no consequence.

Getting the Right Start.-Some children do poor work in school, because they get the wrong start. They are crossed, in the first day, by unfavorable conditions or some act of the teacher. A word of praise often results in a state of happiness that leads to successful work. Good records at the beginning usually lead to a favorable state of mind, and for this reason teachers should give work at the beginning of the term, which is within the grasp and range of the children and then lead, gradually, to the more difficult work. Let this come so gradually that the child hardly realizes it. If children are to learn effectively, they should be favorably disposed toward the teacher, the school, and the particular task assigned. A favorable disposition or attitude fosters its own growth and tends to perpetuate itself, and thus it becomes a permanent state of mind. Definite attitudes, often formed early in life, affect all future learning. A child may form a dislike of his teacher the first day of school, and it is only with difficulty that this can be changed. On one occasion a little fellow was asked by his father how he liked his teacher, and his reply came quickly that she was "an old crank." This opinion stayed with the child throughout the entire year, in spite of all that could be done, and probably the teacher helped him to his permanent conclusion. Because of this attitude his school work was poor, and he learned just enough to be passed to the next teacher. The following year he was asked the same question, and his reply came just as quickly, "she's a brick." That year he grew in knowledge, skill, and character. Learning is hard at best, and one should not make it more difficult by stimulating the wrong attitude.

Teachers must direct and control other persons toward ends that are worthy, and desires must be developed, which will produce desirable and beneficial changes. It is well said that "we learn what we want to learn." Then teachers must get

children to want to learn desirable things. Every one wants those things or conditions which satisfy. They may be beneficial or they may do untold injury. Teachers must know what is good for the individual, what will guide him in his activities so that he will want to repeat them. That is the tremendous responsibility resting on teachers. In the ordinary affairs of life attitudes of people determine the manner in which situations are interpreted. The world looks quite different to different individuals, and to the same individual at different times. This is due to experiences, state of health, and mind. When one is feeling well, and everything is going nicely, one is very apt to be kind to the children in his school and in return receive the same treatment. But what a change there is when one has been thwarted in his activities, when he is in ill health or when a feeling of jealousy, injustice or ingratitude possesses him!

Significance of Approval.-One of the most effective devices known to teachers for the control of children is the approval of others. It will stimulate an attitude that is lasting and effective. Teachers should know more about the effect of the approval of others and how to use it. Every person likes to have his efforts approved by his equals and superiors. That is why a kind word of encouragement to those who are down-hearted does so much to stimulate them to greater effort. It is better to praise a worthy attempt than to pass it by unnoticed. The feelings of children should be respected. It is a large part of their personality. How easy it is to be upset by an over-stimulated emotion, and it is the wise teacher who knows how to stimulate to the degree that will bring about a sufficient reaction to insure a permanent impression. It takes very little to disturb the attitude of an individual, just a word or a look may do it, and when the emotion of an individual is disturbed, his efficiency is decreased. It is not an uncommon thing to have a pupil emotionally disturbed. A question is asked, which he is unable to answer, but a little later, when put in the right attitude, he promptly answers. He is then able to get the connection between what has been learned and the immediate stimulus. Attitude aids in recall.

Problem Attitude.-The work of the various school subjects should be centered around real significant problems. A course or subject that cannot be organized around worthwhile problems or projects is hardly worth teaching or studying. In order to do the most for children a "problem attitude" must be stimulated. This is a mind-set with an accompanied state of

readiness to act. Children enjoy solving problems when they see some significance to them. With a strong mind-set they will be able to surmount many difficulties, and, in addition to getting the information, they will be building habits, skills, and appreciations. When a child studies arithmetic he gets something besides subject-matter. He acquires an interest in or a dislike of the subject. These by-products of school work are among the most important which the child gets. Probably he will forget the subject-matter, but his attitude toward the subject will stay with him throughout life, unless changed by a powerful influence. A mind-set to do something has within it an inner urge which is the driving force that makes one do his work. In a broader sense it is one's attitude and inner urge that enables him to accomplish so much and reach the goal of his ambition. If it were not for this, most people would drop by the wayside -discouraged, disgruntled, with a feeling of uselessness in the battle of life.

Children should be watched to see whether the attitudes that are being built are of temporary or permanent character. What kind of an attitude is stimulated by one's presence in a classroom? What do the children think about their teacher? What do the children think about the subject which they are studying? When they go from the subject do they leave with a feeling of satisfaction that it is completed, and that they won't have to do it again, or are they leaving it with an appetite stimulated for further work along the same lines? Does the class leave the recitation room with a feeling of longing for the next hour when they are to recite again with the same teacher? How can we stimulate an appetite that will be the driving force to keep children coming from day to day with an ever increased desire to learn and to do?

Most Important Aspect of School Work.-Every attitude developed, as any fact of knowledge is, presents a life history of its own. Attitudes and ideals are the results of some stimulus from without, furnished usually by some teacher, parent or friend. Thorndike states that "any process of learning is conditioned by the mind-set at the time." This implies that children should have a favorable mind-set before they undertake the work which is required of them. This is a part of the work the teacher does when she makes the assignments.

One's attitude toward the external world determines to a large degree the way he takes care of his property. When one stands in the presence of the beautiful pieces of art, he inter

prets them according to his feelings and emotions. Most people who visit an art gallery have a feeling of awe come over them. They remove their hats and they talk in low tones. Some years ago, the writer was visiting the galleries in the Metropolitan Museum of Art. He with others was admiring the beautiful picture of Joan of Arc, when two women came by. They walked close to the canvas, and one of them remarked: "They sure used a lot of green paint on that piece of cloth." As far as could be noticed that was all that they saw in that masterpiece which depicted, for those who knew a certain period of history, the tragic story of the unsettled state of the French nation. What one sees in a work of art is largely determined by his background of information and experiences and by his attitude at the time of observing it. The ideals and attitudes which are developed in children constitute the most important phase in school work.

10. Types of Learning

[FREEMAN, Frank N., Experimental Education, p. 12. Boston, Hough ton Mifflin Co., 1917.]

1. The development of motor coördination (Sensori-motor learning)

2. The development of adequate perception (Perceptual learning) 3. The formation of associations between perceptual or ideational elements, as in learning a foreign language

4. The analysis of a situation

Such a classification as this is of value because it distinguishes between processes which differ from the descriptive point of view, as well as in the methods which are best suited to hasten progress in the several kinds of learning. It must not be inferred, however, that the same task may not include more than one kind of learning, or that similarities between the various kinds of learning cannot be found.

11. Trial and Error Method of Learning

If a hungry animal were placed in a strange cage and a bit of food placed just outside, the animal would attempt to reach the food through the bars of the cage. He would push and claw and try in various ways to get out in order to get the food. Finally, he may make the right movement

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