Methods of Teaching

Teacher:
Good. So what did Androcles do?
Student 3:
He escaped.
Teacher:
Ah, yes. He escapes and heads for the forest. He is wandering around
and he meets a…a what, Jane?
Student 4:
A lion.
Teacher:
Yes, a lion. And something’s wrong with the lion. What’s wrong, Ari?
Student 5:
He has a cut in his paw.
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FACULTY RESOURCES: Methods of Teaching
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Teacher:
Not exactly a cut. Tasheika?
Student 6:
A thorn is stuck in his paw.
Teacher:
Absolutely. A thorn. And this moaning, whimpering, distressed lion
holds out his paw for Androcles and Androcles does what?
Student 7:
Takes the thorn out.
Teacher:
Right – and the lion is what, class?
Students:
(silence)
Teacher:
How does the lion feel toward Androcles?
Students:
(Students murmur a variety of responses.) Grateful. Happy. Loving.
The lion likes Androcles.
This example of a recitation illustrates that the talk with students is controlled by the 
teacher who asks the questions and evaluates the students’ answers. You can also see 
that the students’ answers are brief (usually one word), and you can assume that the 
pace of the lesson is fast. You can also see that each question has only one right answer.
Let’s look at a second example of a recitation involving a book students are reading, 
The Cay. This one shows what can be done with recitation in addition to assessing 
students’ knowledge.
Teacher:
Let’s review what you read last night. First of all, what is a cay?
(One girl raises her hand.) Only one person? (A few more students
raise their hands.) Maggie?
Student 1:
An island.