How to TeachGEORGE DRAYTON STRAYERReading editionChapter navigation20 reading sectionsGo to chapterChoose a chapter…Front matterGEORGE DRAYTON STRAYERNAOMI NORSWORTHYPREFACEI. THE WORK OF THE TEACHERII. ORIGINAL NATURE, THE CAPITAL WITH WHICH TEACHERS WORKIII. ATTENTION AND INTEREST IN TEACHINGIV. THE FORMATION OF HABITSV. HOW TO MEMORIZEVI. THE TEACHER'S USE OF THE IMAGINATIONVII. HOW THINKING MAY BE STIMULATEDVIII. APPRECIATION, AN IMPORTANT ELEMENT IN EDUCATIONIX. THE MEANING OF PLAY IN EDUCATIONX. THE SIGNIFICANCE OF INDIVIDUAL DIFFERENCES FOR THE TEACHERXI. THE DEVELOPMENT OF MORAL SOCIAL CONDUCTXII. TRANSFER OF TRAININGXIII. TYPES OF CLASSROOM EXERCISESXIV. HOW TO STUDYXV. MEASURING THE ACHIEVEMENTS OF CHILDRENINDEXPrevious chapter ←Front matterNext chapter →NAOMI NORSWORTHYAll chapters and sections (20)Opening pagesFront matterOther sectionsGEORGE DRAYTON STRAYERNAOMI NORSWORTHYPREFACEI. THE WORK OF THE TEACHERII. ORIGINAL NATURE, THE CAPITAL WITH WHICH TEACHERS WORKIII. ATTENTION AND INTEREST IN TEACHINGIV. THE FORMATION OF HABITSV. HOW TO MEMORIZEVI. THE TEACHER'S USE OF THE IMAGINATIONVII. HOW THINKING MAY BE STIMULATEDVIII. APPRECIATION, AN IMPORTANT ELEMENT IN EDUCATIONIX. THE MEANING OF PLAY IN EDUCATIONX. THE SIGNIFICANCE OF INDIVIDUAL DIFFERENCES FOR THE TEACHERXI. THE DEVELOPMENT OF MORAL SOCIAL CONDUCTXII. TRANSFER OF TRAININGXIII. TYPES OF CLASSROOM EXERCISESXIV. HOW TO STUDYXV. MEASURING THE ACHIEVEMENTS OF CHILDRENINDEXAND← Front matterNAOMI NORSWORTHY →