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ELEMENTARY SCHOOL USE 137 In the third chapter, "Techniques of Teaching with Sound Films," case studies are cited to illustrate the following prob- lems: 1. Frequency of showing a film. 2. How to introduce a film in the day's lesson to avoid excessive motivation. 3. How to adapt a film to the current interests and capacities of a class. 4. Varying techniques for manipulating the film showing. 5. Some techniques for following up the film showing. An analysis of the ways in which sound films were used under many conditions reveals the following shortcomings in technique: Faulty procedure in film lessons, in general, may be at- tributed to poor administrative procedures, or to a lack of familiarity with the medium on the part of the teacher. 1. Where direct teaching through the use of the film is to take place, it is probably unwise to show more than one or two reels. 2. It is undesirable as well to use a group of more or less unrelated films at one sitting. 3. Showing of a film at the improper psychological moment is another poor teaching technique. 4. A single showing of a film where repeated showings are needed is poor teaching technique. 5. Too great dependence upon the teachers' manual accompanying the film may lead to a very formal and uninterest- ing lesson. 6. Some teachers fail to introduce the picture in its proper setting. 7. Limiting the use of a film to a single occasion during the lesson or unit is another shortcoming. 8. Poor selection of a picture for the lesson or unit is exercised. 9. Aimless discussion is carried on after the film showing. Committee on Educational Progress, Visual Aids Division. Visual Aids in the Schools: A Report of Present Uses and Suggestions for Improvement. New York State Association of Elementary Principals. Bulletin IV. December 1935. Following are some of the comments made by teachers to the committee with respect to the use being made of motion pictures in the classroom: