Too often the teacher is admonished to practice common sense. This is an indefinite term and to many young and inexperienced teachers it means nothing. Should they wish to practice common sense they would not be able to do so, because they can not place a correct construction upon the term. The teacher who observed that one of the boys sat still in his seat and looked into space more than at his book, and then reprimanded the boy because he failed to learn his lesson, did not use common sense. Another teacher in the same high school observed the same boy, went to him privately and inquired in a friendly way, if there could be any wrong from which the boy was suffering. He was told by the boy that he was worrying because he believed he had tuberculosis and furthermore that his father mistreated him. This teacher used common sense, and also the much recommended “tact,” another indefinite thing. This teacher sympathized with the boy and sought to remove the obstacles. Success crowned the teacher’s efforts.
Another illustration may serve to explain the term, “common sense.” The teacher who scolded the boys for smoking cigarettes, and thereby won their ill will and intensified the habit, did not use common sense. Another teacher who won the confidence and good will of the boys and then confidentially explained to them the evil results of smoking, used common sense and tact. Did he succeed in getting all the boys to stop smoking? No. Nor is there any tactful teacher who will succeed with all, but he persuaded a great many of the boys to stop smoking. At this point so many teachers fail just because the first effort, or even continued effort does not save every boy. They condemn their methods and become discouraged. An evil as great as smoking can not be abolished in one year. Probably, it can not ever be entirely eradicated, but patience and faithful service will finally reach results almost incredible. These illustrations should serve to explain one concrete use of common sense and tact. The observant and thoughtful teacher finds instances every day where common sense and tact are used to advantage. It is the object of this Course, in the presentation of many tactful methods, to increase the teacher’s store of “Common Sense” plans of discipline.
Entering the Child’s Activities
It is, indeed, the discreet teacher who can place himself upon the level of the child. There is no teacher who can expect to render to the child the service due him, if he does not enter into his life. With propriety can the teacher be one among the children. A boy with the boys or a girl with the girls. It is imperative to enter into their interests. The suggestion to enter into the lives of the pupils, has furnished many a teacher with the means whereby he saved the wayward boy or girl. The teacher who places himself above the children, either in the grades or in the high school, by word and action, loses his influence for good and useful service. Such a teacher cannot be a true teacher. Many of the uplifting truths of his own life, if he may possess such, fail to impress his pupils. Children of every school age love the teacher who tactfully enters their activities and games—enters them in such a way as to forget that he is a teacher, and his pupils subordinates, but as if all are children having a good time. The Chinese sage, Mencius, said, “The great man is he who does not lose his child’s heart.” Big boys and girls always love and admire the teacher who can enter into their sports, games and athletic activities. It pays men teachers to have some knowledge of athletic sports.
Even a woman can do much in promoting athletic sports. The benefit is two-fold; first, the health of the teacher demands the exercise which athletics affords; secondly, the pupils can be much more easily controlled by the teacher who enters their sports and activities. There is a world of knowledge to be gained by entering into the child’s life. Needless should be the caution that the teacher should not allow himself to grow old in spirit. The teacher whose years may have reached the half century mark can still have “that youthful spirit” and that sprightly manner that will fire youth to its fullest activity. Such a teacher will never grow really old. Of him it may well be said, that he grows younger with the years until he reaches eternal youth.
Cheerfulness
It is often said that childhood is life’s happiest period. Where then is the teacher who comes in contact with child life daily, who cannot be happy, youthful and ever ready to bestow the cheerfulness, of a helpful life? The happy-minded teacher will never pass his pupils anywhere without leaving with them a sense of his kindly interest. He knows when to enter the child’s world to share his joys—and his are real joys—when to sympathize with him in sorrow. The teacher whose life has become bitter, and who no longer can be happy-minded and cheerful, should leave the profession. Everywhere is needed cheer; no place can be made better by gloom, but especially should a companion of children be optimistic.
Responsibility
Responsibility is an essential requirement of the teacher. He must be absolutely trustworthy. The teacher who shoulders his responsibility, will not neglect the least part of his work because he believes he is underpaid. Should he know that the welfare of a child demands his attention, outside of school hours, he should not fail to aid the child, though it be really no part of his school duties. The rights of the pupils will be guarded as sacred by the responsible teacher. He, too, will care for the property of the school as though it were his, and even more so, for he is entrusted with its care. The greatest safety for any school is a conscientious teacher under whom parents can place their children for moral, physical and spiritual instructions.