Local Geography is a part of Geography at large. It is studied in the wider perspective of the aims and objects of the teaching of Geography.
Discipline should be maintained while the students are going out. It can be done easily if the teacher continues to direct students properly and provide them an opportunity to see things in the proper perspective
This is the stage when the student begins getting acquainted with the things of this environment. He makes an effort to observe things of the nature that is around him. He continues to do it consciously.
It is difficult to draw maps correctly on the black-board. Sometimes boundary lines are wrong. It is always better to have drawn maps. Such maps present the boundary lines in a correct manner.
In this chapter some topics which occupy an important place in teaching of geography are taken up. Some of these topics have been dealt with in the chapter on ‘teaching aids in geography’ but because of their importance they are taken up again in this chapter in a detailed manner.
These tests have low validity, low reliability and are less comprehensive. Discussing about the weaknesses of this type of tests Ross remarks, “The essay overrates the importance of knowing how to say a thing and under-rates the importance of having something to say”.
Though a variety of tests are available to test the functional understanding of the child but for true assessment of such aspects of growth as the elements of reflective thinking, scientific attitudes, resourcefulness, creativeness or such other objectives or interests we require more precise and accurate instruments of evaluation.
Once a teacher has a clear idea of what she will teach and how she will teach it, she is concerned with knowing to what extent children learn from her lessons. This chapter will deal with specific procedures for evaluating the effectiveness of geography teaching-learning.
It pertains to preparing and motivating children to the lesson content by linking it to the previous knowledge of the student, by arousing curiosity of the children and by making an appeal to their senses.
All the cognitive objectives that are intended to be fulfilled should be listed in the lesson plan.
A regular inspection of geography department is essential for its efficient running. A thorough inspection should be carried out at least once a year. The inspection is carried out by a team which must include at least one expert in geography.
It is not possible-even for a brilliant boy to take full notes of a lecture-cum-demonstration lesson during the class period. In class room the teacher say a good deal more than what a student can note down.
Just like other teachers the geography teacher should also keep a diary. In this diary the record of syllabus drawn up by geography teacher is maintained it should clearly indicate the particulars of quarterly and weekly distribution of work.
Like the teacher of any other subject a geography teacher should have a thorough knowledge of the subject. For such knowledge the teacher should read various reference books in addition to the prescribed text books.
In geography teaching, teacher occupies a very important place. Geography is a subject that involves observation and collection of data and in such a subject the role of teacher becomes very important. Geography is a art as well a science.
The success or failure of a geography course rests mainly with the teacher. He may be provided with all the possible facilities in terms of laboratory, apparatus and equipment, given an ideal syllabus and a sufficient time for teaching of geography but unless he is enthusiastic about his work, knows the subject and really knows how to teach geography, he is not likely to achieve success.