[Sidenote: Mimicry of Mannerisms]
It was a rainy day at Mount Pleasant Rural School. After the noon
lunches had been eaten the children were at a loss to decide what to
play. Finally Alice Mitchell said, “Let’s play school. Who’ll be the
teacher? Who’ll be the teacher?”
“Let me!” “Let me!” several of them almost yelled. Maud Jameson, an
overgrown girl, nine years old, was accustomed to having her way. She
was one of those positive children who win leadership by right of having
good opinions tersely expressed. Her older sister even followed her
lead.
Without more ado, she commanded the children to take their seats and
began a mock school day.
Miss Baldwin was at first scarcely interested in the children. Soon,
however, she was struck by Maud’s imitation of her own expressions. Was
it conscious or unconscious? She could scarcely tell. Would Maud dare to
mock her in her presence? She was not sure as to that. At any rate she
decided to study the situation, realizing that after this noon time she
need not again say:
“O wad some Power the giftie gie us
To see oursels as ithers see us.”
Maud passed along the seats making faultfinding comments as she went.
“Laura, turn round,” she said, with exactly the touch of impatience
which Miss Baldwin herself would display.
“No indeed!” she answered to one who asked permission to speak, with
exactly the amount of sarcasm Miss Baldwin herself used on similar
occasions.
Maud rapped on her desk, and looked around frowning and shaking her head
as a signal to be more quiet—Miss Baldwin, unmistakably. She tapped the
bell for the children to stand together, and stamped her foot as she
told them to sit because some lagged.
“Whoever fails to get up this time may stay in at recess,” she
announced, with Miss Baldwin’s own expression of irritation.
For half an hour this went on. Maud scolded and sneered, stamped her
foot and found fault while Miss Baldwin listened with varying feelings.
At first she decided to stop Maud and punish her. Yet she considered
that her explanation of the reason for her punishment might be hard to
make satisfactory. Her second thought was to study the situation in
order to ascertain whether the other children considered it merely a
joke on their teacher. They seemed not to do so. Her next thought was of
shame as she realized the atmosphere created by her attitude toward the
pupils as shown by Maud. She therefore resolved to let the matter pass
without criticism, but meanwhile to profit by the picture given her of
herself as teacher. This resolve she kept, and as she learned to be
patient, she saw less and less need for impatience.
(2) _Leaving the room._ The first grade teacher should allow her pupils
to leave the room whenever they ask her. In case it becomes an annoyance
then is the time to study the matter carefully and apply consistent
methods. The things to be gained relative to pupils leaving the
school-room, are that they should leave and enter quietly and as much
unnoticed as possible; that they should not remain absent from the room
too long, and finally, that they do not abuse the privilege by leaving
oftener than necessary. The teacher must be very judicious in
withholding the privilege of leaving the room. The physical condition of
the child may be such as to require him to do so often. If anywhere in
school management the teacher needs to practice common sense, it is in
controlling pupils who leave the school-room. Right habits should be
established in the first grade. It is difficult to keep children from
abusing the privilege, and in their anxiety to prevent abuses, teachers
often use methods which arouse the antagonism of the parents. With the
first grade child the best plan is to have a private talk with the
child, explaining the necessity of going quietly, of going as
infrequently as possible, and of returning as soon as possible. Be
careful to express approval if the child heeds your admonitions and
repeat them when he forgets.
In the case of older pupils, who consciously take advantage of the
extended privilege, we suggest that you first attempt to gain the
confidence of the offending pupil. To do this, talk to him about his own
interests, show that you are interested in the very same activities,
sports, etc.
It is also a good plan to give some definite errand for the pupil to do
for you—something that he can easily do and will enjoy doing—and after
the child does it, show your appreciation by saying something like this:
“You are so kind. Thank you ever so much.” This will help you in gaining
the pupil’s confidence.
After securing this basis of confidence, make it a point to talk to the
pupil individually at some suitable time. Speak first about something in
which the child is interested, then say, “There is another thing I
wanted to speak to you about. Whenever you go out at recess, be sure to
get your drink and do all other errands before the bell rings so that
you will not need to leave during study hours unless absolutely
necessary. Try to remember this, will you?”