Practical school discipline

by Ray Coppock Beery

The teacher with a keen insight will see no limit to the number of results that may be obtained by the use of leading suggestion. In the primary grades it can be made a very effective tool for advancing the child’s interests. The stubborn and willful child will respond readily to this principle and may thus be cured of his habit of obstinacy. This principle can be applied to advance the interests of children as well as to cure traits of disposition that are not desirable. The teacher who wishes to accomplish results along these lines will carefully study the dispositions of pupils; and further, watch for every advantage whereby he may tactfully apply the principle of leading suggestion for the furtherance of effective work.

Imitation

Reference has been made to imitation as being closely connected with suggestion. Its further discussion is in place here. Aristotle said, “Man is the most imitative of animals, and makes his first steps in learning by the aid of imitation.” The thought has a broader application. The first steps in all of the child’s activities are made because of imitation. The first phase in the gaining of power and facility in action is imitation of the action of another. It is highly important for the teacher to remember, in attempting to direct boys and girls, that all are imitators of those whom they admire. Men have been described as the composite of all those who have directly or indirectly made some impress upon their lives. Too great care cannot be exercised as to the kind of associations and friendships pupils make, as each contact will leave its effect upon them for good or for evil. The teacher is the most important associate and friend of many, many pupils; consequently, it is of the utmost importance that his life conform to the best standards of character. Imitation is an inborn disposition which is not learned but precedes learning. In fact, it is a means employed in learning. By using both imitation and suggestion properly, the teacher will have a device that will go a great way toward his success in discipline.

In another volume entitled “Applied Methods,” a book which gives the practical applications of our fundamental principles—the principle of suggestion will be applied to various school-room difficulties. The application will be made in such a manner that the teacher can easily understand its use to best advantage in his own problems of discipline. All other fundamental principles discussed will be shown in their practical applications. This will leave no doubt in the teacher’s mind as to the use of fundamental principles in school-room problems.

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.