Practical school discipline

by Ray Coppock Beery

The Principle of Approval

The next principle under consideration is the principle of approval. The desire for approval appears early in childhood, and continues through life. It acts both as a restraint and as an impulse, and is often an active principle in human conduct. No true child is insensible to the good opinions of his classmates or to the commendation of his teacher. It has been wisely said, “A young man is not far from ruin when he can say with honesty, ‘I don’t care what others think about me.’” He has lost a needed check against evil and a beneficent impulse toward right action.

Just how far the application of the principle of approval may justly extend in school-room discipline, does not occur to the average teacher. It is very safe to assume that the principle of approval rightly used would be an effective preventative of three-fourths of the perplexities that harass the teacher in the school-room. The usual process of dealing with a fault, is to aggravate it by constant reference to it. This is wrong. But the teacher replies, “How can a fault be removed except the child be constantly reminded of its existence, and also reminded of the corrective?” The teacher, too, may add that reminding the pupil of his fault is not disapproval, unless it be done in a fault finding manner. That may all be very true. But the principle of approval can affect the cure. The following incident well illustrates the point.

Some years ago there lived in one of the coast towns of Maine, a big-hearted seaman, who was considerably worried about his only son’s stoop shoulders. In the kindliest manner possible, he had reminded his son almost daily, that he should throw back his shoulders. The son understood his father’s kindness and interest in the matter and at no time felt that his father was finding fault with him. However, the boy continued to be stoop shouldered. An uncle happened into the house one day for a visit of several weeks. The uncle was soon annoyed by the constancy and utter uselessness of the father’s corrective for his son’s stoop shoulders. The uncle called the father aside and asked him if he would not allow him to make an attempt at correcting the boy’s stoop shoulders. The father gladly agreed and also consented to have nothing whatever to do with the affair. He felt that he had done all he could and was unable to guess what method the uncle would pursue. The uncle very shrewdly saw a condition of the lad that he might approve and thereby he would be able to correct the stoop shoulders. The lad knew nothing of his uncle’s plan and for that reason responded the more readily, all unconscious of the process at work. On the following morning the father was amused to see the uncle give his son a jovial slap on the chest, and hear him remark, “Say, Tom, that is some chest.” No more was observed by the father for that day. But the day following, the uncle again slapped the boy on the chest, remarking, “I believe you will have a broader and fuller chest than I have;” at the same time displaying his chest well filled out. Casual remarks of this kind were dropped at opportune times. Tom’s chest expanded until the stoop shoulders disappeared. The cure was effective. The boy did not realize that a double effect would follow his breathing properly. Approval won where disapproval failed.

Many a teacher has ruined the best of his pupils by constantly finding fault with, or disapproving of their small faults and inabilities; while on the other hand many a prudent teacher has made a good pupil out of one who promised to be but a dullard by commending those small things which he could do, and entirely overlooking the things that he was unable to do. If attention was called to what he could not do well, it was only to offer some friendly assistance. It is a fact that must not be forgotten that any activity is made easier by its constant repetition. Thus, if the small things that the pupil can do are approved he naturally will work the harder and thereby gain strength, until he has become a master of himself accomplishing the most difficult tasks.

This principle is broadly applicable to all school-work. There is no child that cannot do something in every phase of school-work. This “something” the teacher should approve. It will without fail stimulate the child to the fullest use of his ability. The teacher should not ignore that which the child fails to accomplish; the task is often too difficult. Only such work should be assigned as can be done, and the necessary assistance should be given; by no means should disapproval be meted out. This plan followed conscientiously will improve the most backward child. The question may be asked, “What about the pupil who is indifferent or neglects to complete his work?” It is well to approve that which he does. If the teacher is sure the pupil is indifferent or negligent, the child should be told the truth about his work and have his attention called to his ability to do better work. To approve wisely and effectively does not mean to deceive.

In the matter of school-room discipline, the principle of approval is even more valuable than in school-room instruction. Everyone believes that no boy or girl is so depraved that some good traits can not be found. At some time they will manifest their kindlier natures and do those things which should elicit approval. Whenever such pupils do anything worth while it gives the teacher opportunity to use the word or look of approval. This will encourage them to repeat whatever elicits approval. It will increase the frequency of such acts and create a desire to do other things that are worth while. It is a time-honored saying that if all one’s time is taken up in doing good deeds, there will be no time left for evil deeds. This is no vague notion as to the child’s life. Whatever increases the time spent in doing things worth while will decrease the time left for worthlessness and idleness.

But what shall be done with those actions of the pupils that are annoying? They cannot be approved. Should they be disapproved? Yes. But with caution. Should the teacher find fault with the pupil on account of his misdemeanors? No, decidedly no. It is the province of the teacher to assist the children under his tuition. Their faults and misdemeanors should not be tools in the teacher’s hands to be used against them. Such a procedure would be a crime. Then how shall their faults and misdemeanors be treated?

The teacher who will succeed, will call the pupil who has annoyed him aside and in a business-like manner discuss the misdemeanor with the pupil. The teacher must not accuse the pupil but ask him for information; if the teacher has met his pupil in a kindly way, he will get the desired information; the teacher should admit anything in which he may have been at fault and then ask the pupil to admit his own fault. At this point the teacher should never express his opinion about the misdemeanor, before he has asked the pupil to give his own opinion about the action in controversy. With few exceptions the pupil will express himself correctly about the misdemeanor. The shrewd teacher will then agree with his pupil, and in an offhand way add any variance of opinion or give suggestions. If this method is followed by a teacher in a kindly but firm mood, the difficulty will have been dealt with in the correct manner. The fault will doubtless not be repeated by the pupil. And without fail the teacher will have another firm and true friend in this child.

While much importance is attached to the teacher’s correct use of the principle of approval, still more is demanded of him. The value of approval clearly depends upon its source—on the character of him who approves. The approval of the wicked or unscrupulous teacher is a snare. The approval of the wise and good teacher can never be valued too highly. A teacher must watch lest his pupils put approval before honor and duty. The motive which the teacher must seek to cultivate, is not a craving for unmerited praise and flattery, but a desire to merit approval; and, this involves no surrender of conscience or honor. This is a worthy motive, but it must be remembered that it can easily be submerged under pride and vanity.

The degree of satisfaction to the child resulting from approval depends upon his esteem for those who bestow it. The satisfaction that comes from approval of one’s equals, as classmates, is less than that which comes from one’s superiors, as parents or teachers. What has been said is sufficient to show that the teacher needs to be very careful in the use of approval as a disciplinary device. The one thing to be avoided is false praise or flattery. No weakness in the pupil is more easily aroused, or with more difficulty suppressed than vanity. The desire for praise, and especially public praise, grows on its own gratification; the more the child gets the more he wants. It is a good rule to speak ten words of commendation to one of censure; but the commendation should be sincere and honest and the censure kind and just. Finally, it may be concluded that whatever of good may come from the use of the principle of approval in discipline, depends in a large measure upon the teacher.