Preparing for a Lesson
METHODS & PRINCIPLES, NOT A SYSTEM
“In the first place, we have no system of education. We hold that great things, such as nature, life, education, are ‘cabined, cribbed, confined,’ in proportion as they are systematised. We have a method of education, it is true, but method is no more than a way to an end, and is free, yielding, adaptive as Nature herself. Method has a few comprehensive laws according to which details shape themselves, as one naturally shapes one’s behaviour to the acknowledged law that fire burns. System, on the contrary, has an infinity of rules and instructions as to what you are to do and how you are to do it. Method in education follows Nature humbly; stands aside and gives her fair play.” (CM Vol 2, p 168)
Preparing for Charlotte Mason Lessons
For the Apiary Co-op Lessons, the teacher should come, having already read the portion to be read/studied that day, and any additional questions to ask or assignment to give, keeping in mind which students you have in your class (their abilities, their previous experiences with ideas, information and books). This should not be a lengthy process. Prepare words you might write before the lesson (see “Preparation for the New Reading” down below for more info). Any words occurring in the reading which are unfamiliar to you should be looked up and made note of (in case a child asks about it- so that you can give an answer).
“The teacher’s part is, in the first place, to see what is to be done, to look over the work of the day in advance and see what mental discipline, as well as what vital knowledge, this and that lesson afford; and then to set such questions and such tasks as shall give full scope to his pupils’ mental activity.” (CM Vol 3, p 180-181)
POSTURE/ROLE OF THE TEACHER
Distinguishing Information vs. Knowledge acquired by the student:
“Perhaps the chief function of a teacher is to distinguish information from knowledge in the acquisitions of his pupils. Because knowledge is power, the child who has got knowledge will certainly show power in dealing with it. He will recast, condense, illustrate, or narrate with vividness and with freedom in the arrangement of his words. The child who has got only information will write and speak in the stereotyped phrases of his text-book, or will mangle in his notes the words of his teacher.” (CM Vol 3, p 225)
Obstacle Remover & Guide:
“Our part is to remove obstructions and to give stimulus and guidance to the child who is trying to get into touch with the universe of things and thoughts which belongs to him. Our deadly error is to suppose that we are his showman to the universe; and, not only so, but that there is no community at all between child and universe unless such as we choose to set up.” (CM Vol 3, p 188)
Unobtrusive and Restrained; Puts students in direct contact with nature and great authors/ideas:
“Teaching must not be Obtrusive.-Half the teaching one hears and sees is more or less obtrusive. The oral lesson and the lecture, with their accompanying notes, give very little scope for the establishment of relations with great minds and various minds. The child who learns his science from a text-book, though he go to Nature for illustrations, and he who gets his information from object-lessons, has no chance of forming relations with things as they are, because his kindly obtrusive teacher makes him believe that to know about things is the same thing as knowing them personally; though every child knows that to know about Prince Edward is by no means the same thing as knowing the boy-prince. We study in many ways the art of standing aside.” (CM Vol 3, p 66)
A Charlotte Mason Lesson Structure
Outline of Lesson with Students (primarily applies to reading lessons, but can be modified for Art and PE, etc. as well)
…..“(#1 Recap) Before the reading for the day begins, the teacher should talk a little (and get the children to talk) about the last lesson, (#2 Preparation for New Reading) with a few words about what is to be read, in order that the children may be animated by expectation, and, especially of forestalling the narrative. (#3 Reading) Then, she may read two or three pages, enough to include an episode ; after that (#4 Narration), let her call upon the children to narrate–in turns, if there be several of them…It is not wise to tease them with corrections…The book should always be deeply interesting, and when the narration is over, (#5 Discussion) there should be a little talk in which moral points are brought out, pictures shown to illustrate the lesson, or diagrams drawn on the blackboard.” (CM Vol 1, p 232-233) (Words in Bold are not included in the Volumes)
1. Recap (2-5 mins)
- Ask a student to tell what happened in the previous lesson.
- Allow any thoughts or connections made related to the reading which students may have made between the previous reading and today.
2. Preparation for the New Reading (2-3 mins)
- Write any major, repeated or complicated names of people/places/events on the board. This will assist later in narrations (removing a hindrance in their minds as they tell back what they knew), whether oral or written.
- Write any words which will cause a major stumbling block for students as unfamiliar vocabulary words and/or something foreign that does not sound like it is spelled (for students who will be reading aloud). Do this sparingly, as children are quite capable of figuring out the meanings of unfamiliar words used properly in a literary context. For example, the specific names of things such as weapons (Dirk- Scottish dagger; Cutlass- post-Revolution European sword; Cinquedea- civilian short sword during the Italian Renaissance) will often need to be explained before a reading. But most words, used in their context (from books which are written for children of their age range), can frequently be guessed at, and, especially upon repeated hearing, the nuances of a particular word can be teased out.
- Depending on the lesson, provide a map or painting/sculpture which may be appropriate (also does not need to be overdone).
3. Reading (10-15 mins)
- This is generally the primary focus of the lesson time.
- Depending on the age of the children or difficulty of the book being read, the teacher may choose to stop and ask for a narration after a scene or two, or after 1 page, and then continue on.
4. Narration (5-7 mins)
- Ask one student to tell what he remembers (Reference Narration Bookmark and Narration Resource)
- If there are significant gaps, ask another student to add what he/she remembers
- Don’t shame or coerce a child to narrate or remember more than he is capable of, but gently encourage shy children to give 1 sentence and slowly build up to longer narrations.
5. Discussion (5 mins)
- Allow any thoughts or connections made related to the reading which students may have made in today’s reading.
- Literature examples:
- Did the author make you feel a certain way by the words he/she used? Can you explain what you mean?
- Does this story/character remind you of another story or person you’ve read about before?
- Is the character trying to overcome something?
- Is there an overall problem/conflict in the story?
- Geography examples:
- Why do you think this might have been a highly sought after piece of land?
- Why might people respect (or not respect) ancient landmarks (temples, cathedrals, etc) in times of war?
“The teacher’s part in this regard is to see and feel for himself, and then to rouse his pupils by an appreciative look or word, but to beware how he deadens the impression by a flood of talk.” (CM Vol 3, p 179)
6. Additional Resources (2-3 mins)
- Map work, pictures, diagrams, etc.
Samples
Click here to view sample lessons.