Convert the statements about doing school duties in good fashion into a
form of coöperation between pupils and teacher. Drop out the first
personal pronoun and put the entire school behind the plans for a clean
schoolroom floor, about home study and all the other hundred things that
need to be done.
Taking up the matter of the disposal of wraps:
“All we want is to make ourselves as little trouble as possible. Do you
all understand? We are all going to hang our wraps up in the cloak-room
as we march into this room instead of coming in just before the bell
rings to form line. We’ll do this tomorrow and see if it suits our
convenience. Then we’ll decide on the future after that.”
Here the teacher drops the matter, leaving with the pupils before her a
conviction that the best thing for all concerned is to be done. She
speaks with a pleasant, confident voice, a faint smile creeping over her
face and her hands resting in a position of readiness for action of
whatever sort might be required.
In respect to the muddy feet—step to the children as they are coming
into the school building and show each one the scraper and see that the
proper precautions are taken. Have an object lesson first before
delivering a lecture and laying down rules, as neither one may be
needed.
And in the matter of picking up scraps:
“I see some paper on the floor. Of course we want to leave the room
neat, so let us allow a moment just before dismissal for picking up
anything that may have fallen on the floor, in spite of our care. And
what will be the quickest way of getting our scraps into the
waste-basket?”
“Let each person at the back of the row gather them up and carry them to
the basket,” suggests one boy.
“I think it would be better to let one of us carry the basket around to
all the desks,” says another.
“Suppose we try John’s method for three days, and then Marion’s for
three days, and see which is the quicker and works the smoother,” says
the teacher.
So the pupils experiment with methods, and finally agree upon a mode of
procedure.
In general, secure the coöperation of the pupils by leading them to do
what they themselves deem to be the best thing for the sake of pleasant
surroundings and of delightful work.
Build up their imperfect good taste rather than attempt to forcibly
direct their choices of standards of behavior.
Walter’s case needs no radical attention. The less said to him about
resolving to disobey the rules the better. He doubtless has enough sound
sense to see along with the rest that many people working together must
adopt certain ways of getting on. Take his superficial answers, if he
gives any, at full face value unless a genuine case of positive
rebellion arises. If a tactful request had been made respecting the
cleaning up of the desk, Walter would not have shown any resentment.
Give Walter an opportunity to act with independence. Assign him some
task of leadership among the pupils, along with others who also are
needed to make school work go well. Commend him for such coöperation. He
is spoiling for aggressive action; he chafes under domination—load him
heavily with something to do for the teacher, for his room, or for the
whole school.