"The Teacher does not make intelligent use of the common school manual."
"Pupils are not prepared for the work they are undertaking."
"The teacher spends too much time and exhausts her energies in attending
parties."
"The teacher does not keep a neat and orderly desk."
"The teacher does not know how to explain difficulties."
"The teacher does not call school on time in the morning, at noon, or at
recess."
"The teacher eagerly watches the clock and seems eager to get away."
"The teacher is slow and pokey."
"The teacher does not teach, but stands in a helpless way and lets the class
exercise go on as best it may."
"The teacher is a poor writer and cannot stimulate the pupils to write well."
"The teacher is a poor reader and cannot help the pupils to acquire the art
of reading in a pleasing and intelligent manner."
"The teacher fails to see or take notice of the disorder."
"The teacher has not a strong grip upon the school, but 'fights it out' every
day as best she can."
"The people of the district are not interested in the school and the teacher
does not know how to improve the school sentiment in the community."
"The teacher is timid, afraid of the pupils, the school board, and the patrons."
"The teacher lacks life and animation and the school is dead."
"The schoolroom is not decorated and looks dingy and forbidding."
"The outbuildings are in bad condition."
"There room is not properly heated, lighted, or ventilated."
"There is little or no apparatus."
"The library is not properly used or properly taken care of."
"The teacher does the janitor work and she does not do it well. The fire
is not built in time to have it warm in the morning, the sweeping is not
properly done, and the dusting is not properly attended to."
"The attendance is irregular and the pupils are frequently tardy."
"The teacher takes no pains in assigning lessons."
"There are too many recitations in the daily program."
"The teacher does not stimulate thought."
1. Are the pupils at their seats studying or otherwise properly employed?
2. Are they at work in a vigorous manner, sitting in good position
and seeming enjoying their work?
3. Are the pupils watching the teacher and taking advantage of every
opportunity to engage in sly forms of disorder, such as whispering, note
passing, throwing paper wads, changing seats, etc.?
4. Do pupils find frequent excuse for getting up and moving about the
schoolroom?
5. Are pupils loud and boisterous in the schoolroom when dismissed
or at recess?
6. Are the recitations for the older pupils vigorous, thinking exercises,
combined with suitable drill exercises? Are the recitations for the younger
pupils animated and bright?
7. Do the pupils seem to enjoy the recitation or do they appear listless
and bored?
8. Does the teacher hold the close attention of all her pupils during
every recitation?
9. Which does she seem to get hold of best in the class exercises,
the older or the younger children? How is this fact to be accounted for?
10. Does the teacher seem alert, vigorous, self-poised, competent? If not,
is the failure due to lack of health, lack of nourishment, lack of sleep,
lack of interest, lack of knowledge, lack of training?
11. Does she seem well prepared on every recitation she attempts to hear?
12. Has she a good program which she follows? Has she a study program for
pupils to follow?
13. Does the teacher keep the records properly?
14. Does she study individual pupils so as to know what they are most interested
in and what their ambitions are?
15. Does she get to school in good season every day, and call school promptly
in the morning, noon, and at recess?
16. Does she "keep in" to a marked extent?
17. What are her favorite modes of punishment? Are they satisfactory modes?
18. Is her schoolroom neat, orderly, homelike?
19. Is her clothing clean, neat, and orderly?
20. Does she adapt her work to the children's needs?
21. Does she criticise faulty work intelligently and in a manner to impress
the children?
22. Does she illustrate the lessons in a simple, effective way?
23. Does she SHOW pupils to do what they lack skill in doing? Does explain
the difficult points in the lesson in such manner as to make it simple for
the children to grasp?
24. Does she assign lessons with painstaking care, but without waste of time?
25. Does she talk too much or too little?
26. Is her manner bright and enthusiastic or cold and heavy?
27. What is her greatest strength? Her greatest shortcoming?
28. Are the outbuildings clean?
