[Sidenote: Study Hall Discipline]
Too much attention has been given to details of discipline and not
enough to the subject as a whole. Master the larger situation first. Too
much time is spent in inspecting assembly-room conduct. Your scrutiny
tends to provoke misconduct because you seem to pose as an expert in
detecting and suppressing disorder. You make the impression that the
study period is to be chiefly devoted to keeping good order. This
distracts and unnerves pupils of many types.
Instead of order, make study the chief concern for the period. Move
about the room in search of opportunities to help on difficult matters.
If no help is called for, chat with one and another (without creating
confusion) about important topics. Do not attempt to talk with some one
all the time, but take a genuine interest in, say, four or five pupils
during the period. Bring them something of value; draw their attention
to strong points and anchor their interest in matters worth
consideration.
In case something needs attention, do not respond to the alarm with a
shocked demeanor. The echoes of an explosion may die away and then you
can leisurely approach the scene and take action if any is needed. You
may need to say,
“Alfred, I should like a little conference with you at noon. Perhaps you
can clear up some of these matters.”
Be present at his desk if possible, or, better still, meet him privately
and receive a report of the transaction.
Many teachers avoid making appointments of this sort, but seize an
opportune moment for a decisive interview, after taking time to
formulate a course of action.
Avoid instantaneous decisions on negative action as far as possible.