CREATING CLASS SPIRIT
OUTLINE--CHAPTER XXIII
The "pull" of a good class.--The appeal of an attractive
classroom.--Making it "our room."--The teacher and class
spirit.--Capitalizing on the leadership of the class.--Stimulating
free participation.--Out of class activities.--Some possibilities.
There is a "pull" to certain classes--a pull that has all the force of a
magnet. Pupils not only go to such a class willingly, but anticipate
with pleasure the approach of the recitation hour. When duty is coupled
with pleasure, there is a force for righteousness that is beyond
measure. Of the various factors that contribute to the creation of a
class spirit, the following are offered as being among the most helpful.
1. _An Attractive Classroom._ While it is true that most of the
organizations in the Church do not have surplus funds for beautifying
their buildings, and while it is equally true that many a good lesson
has been conducted on the dirt floors of long cabins, it is equally true
that rooms can be beautified, and that pleasant surroundings can be made
a potent force in holding to our organizations the men and women and
boys and girls of the Church. Of course, elaborate, expensive
decorations ought to be discouraged. Simplicity always is more
consistent with the spirit of worship than is extravagance. But contrast
the difference in effect on children of a bare, untidy, makeshift room
as against a cozy room decorated with a few beautiful pictures or
draperies and made homelike with comfortable seats and tidy arrangement.
Nor is any great expense involved. The writer recalls visiting a
kindergarten class in one of the schools in Salt Lake County. The ward
authorities had not been asked for a dollar to fit up the room, and yet
it had one of the "homiest" atmospheres imaginable. The teacher of the
class, in addition to having an interest in the class, had an artistic
temperament. She had collected through a number of years the most
beautiful pictures that had appeared in the magazines. These in their
home-made frames transformed the walls of her room into a veritable art
gallery--wherever the eye of the visitor rested, it was greeted by a
picture that, through its beauty, drove home an appreciation of the
finer things of life. The children, too, had been stimulated to a pride
in their room. They had brought in the available old rags from their
homes and, as the result of a Sunday School entertainment which they had
put on with the co-operation of the other departments of the school,
they had had the rags woven into one of those cheerful, old-fashioned
home-made carpets. It was perfectly clear that the children took delight
in going to this "their room" each Sunday morning. Their pride prompted
them to take care of what they regarded as their room, and made for a
spirit of quiet and good order hard to surpass.
During the course in teacher-training at Provo, last summer, one of the
members of the class courteously took the pains to see that a bouquet of
flowers adorned the teacher's desk each day that the class met. It is
impossible to estimate the effect of those flowers. Their beauty,
coupled with the thoughtfulness that brought them in, made for a
"fragrance of spirit" that exerted a remarkable influence.
Once the idea becomes established, pupils will take delight in making
their classroom a place in which they will love to meet.
2. _The Teacher._ We have already discussed at length the personality of
the teacher and its force in teaching. We need only emphasize the fact
here that the magnetism of the teacher, either through what he is or
what he gives, is the one great factor that makes for class spirit. The
class inevitably reflects the attitude of the man who directs it. He
must radiate enthusiasm before it can be caught by his pupils. His
inspiration in making them feel that their class is "the one class" of
an organization is only too gladly responded to by those whom he
teaches. If he impresses the class with the fact that he joins with them
because he loves so to do rather than because he has a duty to
perform--if he makes suggestions in the interest of a better class--if
he starts out by doing something himself by way of a contribution to the
class and its spirit--he can be reasonably sure that his class will come
more than half-way to join in his plans.
Not only his attitude is a vital factor--his preparation must be of the
same enthusiastic type. A pupil of a very successful teacher in Salt
Lake City recently made the remark, "I wouldn't think of missing
Brother ----'s class. He gives me food for a week." Pressed as to the
explanation of this enthusiasm, he added, "Brother ---- is unique. He
always attacks a subject in such a new and thorough way. He goes below
the surface and really teaches us the Gospel." It is not strange, of
course, that such advertising on the part of class members has built up
an enrollment of some seventy-five pupils. Let us, then, remind
ourselves that boys like a teacher
"Who has pep,"
"Who tells us something new,"
"Who doesn't preach at us."
3. _Capitalizing on the Leadership of the Class._ Just as in every band
of horses there is a leader, so there is in every group of boys and
girls. And as with the leaders, so with the followers. "Get the
leaders," says a veteran horseman, "and you have all the rest." It is
frequently the case that a teacher does not know intimately all of his
pupils. Perhaps in many cases that teacher can know well a few of the
outstanding leaders. He can well accompany them on hikes, can take them
to a theatre, a ball game, or for a ride. If he wins them they become
his lieutenants--they make his class. A word from him and these "under
officers" lead the whole class to the desired reaction. "Take your
leading pupils into your confidence and they will establish you in the
confidence of all the rest." The experience is related of a teacher sent
into southern Utah to take charge of a class of boys who had "dismissed"
three teachers already, within the first half year of school. When the
newcomer arrived, the air was full of rumblings as to what was to become
of number four. He was variously cautioned to make an early departure,
to go into school "armed" to "expect anything." But this particular
teacher appreciated the fact that he was best armed when backed by the
confidence and good will of his class. It was an easy matter to have
pointed out for him "the meanest boy of the lot." This boy he sought out
and found playing a game of horseshoe. Invited to take a place in the
game, he entered the circle of the "outlaws" by winning decisively from
their champion--"the meanest boy." To this boy, the new teacher was a
"real fellow." Whatever he said, went! The word was circulated overnight
among the boys of the town. The teacher already was master of the
situation. "The meanest boy," instead of being the chief outlaw, now
took pride in being chief lieutenant. Winning the leader won the group,
and teacher number four not only stayed the year out, but was petitioned
to come back a second year. As a matter of fact, he says, he taught
school in that town for seven years.
4. _Putting a Premium on Participation._ One of the most interesting
classes the writer has ever visited was a theological class in the
Granite Stake. The teacher was committed to the policy of taking as
little as possible of the class period himself, but he was also
committed to the policy of getting his pupils to do the most possible.
For the particular day in question he had assigned a discussion of
baptism. One member of the class had been asked to discuss sprinkling as
the correct method, another had been assigned immersion. The two young
men brought in their findings as if they had been trained for a debate.
Within the forty minutes devoted to the recitation baptism had been gone
into as thoroughly as the writer has ever seen it gone into during the
course of a single lesson, and the members of the class had been
delightfully entertained and enlightened. When the bell rang announcing
the close of the recitation, the class petitioned to have the discussion
continued the following Sunday. It was perfectly clear how the teacher
had built up his enrollment.
It is fundamental in human nature to love social combat. The clash of
mind versus mind makes a wonderful appeal. Witness a political
convention or an open forum debate! Let it be known that a vital subject
is to be discussed by men who are really prepared and other men bestir
themselves to be in attendance. Surely no subjects are full of more
vital significance than questions of life and life eternal. If a teacher
will take the pains to select attention-compelling headings and then
stimulate representative members of his class really to work out
something of a contribution, he need have no fear of the success of his
class. Such procedure not only guarantees a good class--it promotes
faith on the part of those participating as few other things can. Too
frequently we content ourselves with the routine of commonplace "talk."
There is no enthusiasm in mere routine as there is none in listless
listening to generalities. Our effort should be to make our classes
intellectual social centers with everybody participating.
5. _Promoting Class Activities Out of Hours._ The Seventies who
harvested the grain for the widow of one of their members did a splendid
bit of service, not only for her but for their own quorum. A common
objective in service made for a common bond in fellowship.
The Primary class that was stimulated to take a basket of flowers to one
of its sick members was helped not only in the making of someone happy,
but in building up a class spirit that guaranteed success.
There are so many possibilities open to the teacher who really cares.
Just the other evening the teacher of a class of Bee Hive girls called
them together for a little social entertainment that they might talk
over plans for the approaching season. What a capital attitude? Not to
wait till the season opened, but to take the pains to look up the
available, prospective class members and make ready for an enthusiastic
campaign. Of course, such a teacher will succeed.
Class socials of all sorts, baseball teams, authors' clubs, bits of ward
service, visits to institutions of interest--scores of worthy
opportunities present themselves always to the teacher who is anxious to
build up a genuine class spirit. And that spirit is the one great
guarantee of real joy in teaching--it makes a class one which its
members will always hold in memory.
* * * * *
QUESTIONS AND SUGGESTIONS--CHAPTER XXIII
1. Why is it essential that a teacher build up a class spirit?
2. Give three practical suggestions on the subject of beautifying
classrooms.
3. Discuss the importance of the attitude of a teacher in promoting
class spirit.
4. Point out possible methods for enlisting the co-operation of class
leaders.
5. What do you consider your best method of stimulating members to
participate in class discussions?
6. What kind of class activities contribute most to the life of your
class?
7. Discuss the advisability of promoting class athletic teams.
HELPFUL REFERENCES
Colgrove, _The Teacher and the School_; Weigle, _Talks to Sunday School
Teachers_; Dewey, _Interest and Effort in Education_; O'Shea, _Everyday
Problems in Teaching_; Norsworthy and Whitley, _Psychology of
Childhood_.