Practical school discipline

by Ray Coppock Beery

The Principle of Expectancy

“Seek and ye shall find,” “Knock and it shall be opened,” are Biblical injunctions that embody more truth than appears on the surface. Just as true is it to say, “Expect and ye shall receive what ye expect.” The following true incident is very much to the point and worth repeating.

During the first few years of the nineteenth century a French lad was learning to be a drummer for the French Army. Among the various selections of army music which he was required to learn was a retreat. When it came time to learning the army retreat, he refused, telling his teacher that he never expected to beat a retreat. “But,” said the teacher, “no army can be so victorious but that sometime in its career it must retreat.” Again the boy replied, “I never expect to beat a retreat.” It was but a year later when he became a drummer boy in Napoleon’s army. In one of the hardest fought battles of Napoleon’s military career, it became apparent to Napoleon that his army would be defeated and practically all captured. To save this situation the great general ordered a retreat. The drummer boy did not beat a retreat. Napoleon angered, rode up to the boy and in harsh tones ordered the lad to beat a retreat. The lad looked up and replied, “I can not beat a retreat.” The now enraged general shouted, “Beat a retreat!” Again came the firm, resolute reply, “I can not beat a retreat.” There was in the lad’s expression a look of firm expectation that he would not need to beat a retreat. The general was furious, he whirled his horse about and derisively shouted back, “Then beat a charge.” At once that firm determination which made the boy self-confident and expectant, fired his spirit and he began to beat a charge. All the years of resolution and expectancy that were pent up in his soul now echoed and re-echoed in those drum beats. The soldiers caught the spirit of firmness and, thrilled with an ardor that they had never felt before, they followed the drummer boy to victory.

The above story illustrates the Principle of Expectancy—a principle that is fundamental in discipline. It goes much further than merely to expect a thing to be done when it is commanded. It becomes a part of the individual, if that individual has a firm grip upon the principle of expectancy. It is a principle that will inspire the teacher with self-confidence. Everyone can recall some teachers who had so firm a belief in their ability to do things and secure results as to have no fear that assigned tasks would not be well done. When the teacher has the principle of expectancy so well fused into himself as to have confidence that he will get whatever he justly seeks, then, and only then, will he be an accomplished disciplinarian.

The writer once visited the gymnasium of a public school just when the high school pupils were taking their regular daily exercises. The exercises were being directed by the principal. At the close of the gymnastic period, the principal in a whining tone of voice with these words commanded the pupils to leave the gymnasium: “I want you to leave the gymnasium now—right away now.” This teacher did not expect the pupils to leave the gymnasium promptly. He implied that much in his command. He got what he expected. Many of the pupils continued to loiter about the gymnasium striking at each other and making other useless movements. It took several more whining commands before he succeeded in getting the gymnasium cleared of pupils. In fact, some left it so reluctantly as to show that they had been antagonized by the principal. This all came about by an improper attitude of the principal in his lack of expecting his command to be obeyed. Had he said to the pupils in a firm tone of voice at the close of the gymnastic period, “This is all,” and then stepped to the door and opening it, standing aside and expecting nothing else, except that every pupil would promptly leave the building, the result would have been different. Every pupil would have left the gymnasium promptly and the spirit of antagonism would not have appeared.

In actual school work, no principle can do more good in its application than the principle of expectancy. One teacher can assign a lesson to a class without any admonishing or even the slightest suggestion that they should study the lesson. The class will return on the following day and recite a good lesson. Another teacher may assign to this same class a lesson, also without a suggestion as to the class preparing the lesson. However, in the next recitation the class will not have the lesson. Upon careful investigation it will be found that the one teacher has in his make-up that something which makes pupils feel and know that he expects nothing else than that his pupils will learn the lessons he assigns them. He does not inform his pupils in so many words that he expects them to study the lesson he assigns. He assumes as much; then, with a confidence in his pupils that is compelling he expects them to do his every bidding. The other teacher, not in words either, but in his very manner, is vacillating. He lacks confidence in himself and in his pupils. He is suspicious. He is not sure his pupils will study if he tells them to. He can not assign a lesson with a safe feeling that the pupils can do nothing else but learn it. He waits until the class comes before him, and then begins the recitation in a half-hearted way as though he knew they did not know the lesson. It is a safe assumption. He is not disappointed. The class has not prepared the lesson. There are many teachers who think themselves “smart” and wise, when they can say to a class before they have even begun the recitation, “You look as though you did not have your lesson. I can tell it by your eyes.” Such a teacher is a liar. No teacher can tell beforehand whether a class has a lesson or not. It is little wonder that so many teachers fail. They are the rocks of destruction to their own pupils.

On the other hand, in the actual discipline of the pupils, the principle of expectancy is of vital importance. Who can not recall a teacher going to the back of the school-room to correct a pupil and then walking away casting side-wise glances, and sometimes making quick turns about, as much as to tell the pupil, “I am suspicious of you.” But the information is far broader than that. That teacher by his suspicious attitude tells his pupil that he is expecting the pupil to perpetrate more mischief. If he did not think the pupil would repeat his pranks, he would not need to watch him. Thoughtful teachers can afford to reflect upon this. Nothing is more liable to breed mischief and contempt among pupils than to treat them as though they can never be trusted. A teacher practicing such an attitude of suspicion can never succeed in school-room discipline. To reprimand a pupil and then have enough confidence to expect the pupil not to repeat the offense will without fail reach the better self of the pupil. He will not repeat the offense. Teachers should always expect the best result to follow their efforts. They should make expectancy the keynote of their lives. Not to be expectant is to be suspicious. The question can very appropriately be asked: “What pupil likes to be suspected always by his teacher?” And with emphasis: “What teacher would like to be suspected?” Then it is high time that teachers expect more from their pupils. They will get more. Expect them to know their lessons, and they will prepare them. Expect them to be obedient, and they will be obedient. Expect them to be kind and courteous, and they will be kind and courteous. To live in expectancy is to live in hope. To the teacher who expects the good and hopes for the better, there can never be a dull and dreary school. The principle of expectancy is the teacher’s beacon light; he should never take his eye from it.

Again, the principle of expectancy is correlated with the other fundamental principles of discipline. A teacher who by word, a look, a story or a deed, suggests something, would indeed be foolish if he did not expect his suggestion to ripen into action. A teacher should approve the well learned lessons of a pupil, his punctuality, his efforts, not only that the child may have a reward in the form of the teacher’s approval, but also that he may learn that any activity worth while will meet with due appreciation. Such recognition by the teacher stimulates the pupil to continue in his good efforts long after being lauded. Teachers confer benefits upon pupils, thus rewarding them for their activities, expecting the pupils to continue in well-doing after having withdrawn from them these special privileges. The same can be said of the principle of substitution. It is very closely correlated with the principle of expectancy. It is apparent that a teacher would not attempt to substitute in a child’s life some good habit, if he did not expect it to crowd out an evil habit. A broad statement, but not too broad or general can be made about the principle of expectancy. It is this: just to the degree that the teacher practices and is permeated with the principle of expectancy, just so successful will he be in the use of other fundamental principles of discipline.