Teachers often underestimate the efficacy of a pointed, sincere talk
with an eighth grade pupil. If all faultfinding is eliminated from this
interview, defense of his conduct seems less necessary to him and he
will be influenced by reason.
“A quiet, frank, heart-to-heart talk between disciplinarian and
disciplined, will often prove a revelation to both. The offending boy
has his point of view and has a full right to look at school matters
from his angle until, through tactful, kindly management he gains a new
viewpoint.”[4]
Footnote 4:
Pearson, _The High School Problem_, p. 106. Row, Peterson & Co.