associate the sounds with unfamiliar symbols.

Not the method, but the motive, is the essential thing. What we want is
that every child should know the consonants thoroly. Get the _motive_,
then use the method that brings the best results with the least
expenditure of time and energy.

(2) For variety in reviewing and fixing the consonant sounds, give
frequent dictation exercises.

a. With all the consonants on the board, the teacher sounds any
consonant, the pupil finds and repeats the sound as he points it out. As
the teacher points, pupils sound, occasionally in concert, and in
individual recitation of the entire list. Individual work should
predominate, to make sure that the pupil is giving the correct sound and
putting forth independent effort.

b. Pupils write sounds as teacher dictates. If a pupil fails to recall
and write the form, the teacher may pronounce the type word and ask the
pupil to sound the initial consonant (tell the first sound in the word).
To illustrate: The teacher pronounces "cup", pupils sound "c", then
write it. If they have mastered the written forms they will enjoy this
exercise.

Children soon acquire the ability and become possessed of the desire to
write whole words. Then the teacher should direct this effort, teaching
the child to visualize (get a picture of the word as a whole) and write
short, simple words.