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upon pupils, thus rewarding them for their activities, expecting the pupils to continue in well-doing after having withdrawn from them these special privileges.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.
Firmness
Something has been said about firmness. It is implied in the principle of expectancy. The teacher who failed to get his class out of the gymnasium promptly, lacked firmness. He was weak and vacillating. A weak and vacillating character is in no sense a moral force in any community, and much less in the school-room. Pupils are quick to detect the lack of firmness in a teacher and are ever ready to make a play-thing of him. A safe rule in the school-room, and all its activities, is to decide a right course of action and then firmly follow it. Firmness with a proper determination and force on the part of the teacher adds charm to his manner and personality, that easily elicits from pupils and parents both respect and obedience.
In the preceding discussion emphasis has been placed upon five great fundamental principles in discipline. The principles discussed are: (1) The principle of Suggestion, (2) The principle of Approval, (3) The principle of Initiative in Co-operation, (4) The principle of Substitution, and (5) The principle of Expectancy. It has been clearly explained how they are applied to the school-room work. Very concrete and real illustrations have been given to show just exactly the province of each principle.
Reference has been made to these fundamental principles as devices. They are devices, or they may be designated as means to an end. It has been pointed out that the end of discipline, that is, the goal sought, is self-control. The fundamental principles when properly applied are roads, devices or means—that lead to results, which results reach the one goal, self-control. It is entirely unnecessary to indulge in a lengthy discussion of results but, suffice it to say, the teacher by this time is aware of many good results that will accrue from the discreet use of the fundamental principles in discipline. There will result the six basal elements in character—namely, the establishment of sound sentiments, a quickening of the conscience, an enlightening or moral judgment, a training of the will to act habitually from high and worthy motives, a thoughtfulness of the rights of others, and last but not least a practical religious training. “Character is the total customary reaction of an individual to his environment.”[[19]] The child who leaves the school well trained in these six basal elements of character, has received at the hands of the school as much, and even more, as some may suppose, than that institution owes to childhood.
[19]. Arthur Holmes, op. cit., p. 28.
Summary
1. The idea, that fundamental principles in discipline are not broadly applicable in the school-room, is false and unpedagogical.
2. Fundamental principles operate toward definite ends.