Few teachers realize how much of ill conduct is due to small
provocations from their own dress or manners. A woman with a towsled
head, a man with a shabby suit, may so grate on the nerves of pupils as
to contribute seriously to misconduct.
Every one engaged in study is more excitable than when free to move at
liberty and to give healthy exercise to a large number of the muscles of
the body. Irritations induce more numerous and more serious misbehavior
under these circumstances.
[Sidenote: Mannerisms of Teacher]
Some teachers have a mannerism of retreating the upper or lower lip, of
wringing their hands, of tripping noiselessly across the floor; such
actions are novel and distracting.
Over-caution as to good order or misapplied caution irritates every one
who takes note of it. One is tempted to say, “What a fool she is,” and
to spy on her as she attempts detective tricks. A pupil has the
opportunity of winning distinction if he can out-general such a
disciplinarian, both in his own esteem and in the opinion of his
schoolmates.
Pupils know what a study period is for. If the time is misspent in the
mere mechanics of the thing the power is all used before any work is
done. Any loose play in a method of handling a school begets distrust,
whether it be in athletic finances, the care of buildings, the
assignment of lessons or the management of a study period. Distrust in
one area soon spreads to others and weakens the whole school machine.
A short visit with a pupil from a well loaded teacher who knows her
business, who leaves a cheerful word, who senses the situation in which
a pupil finds himself, has a most stimulating effect. Even when no
problem is awaiting outside aid, the genuine interest of a supervising
teacher adds a great deal to the enjoyment of a day in school.
[Sidenote: Helping a Pupil]
Some strong teachers have the knack of making even a somewhat noisy
visit at a student’s desk without seriously distracting others from
their work; the noise is that of intensity, not of uncontrolled
explosiveness.
Such a visit combines in fine proportions approval and coöperation.
“You are doing good work there; let me see what you are working at.”
“Yes, now let’s see how that looks; perhaps I can help you just a
little.” Such suggestions as these put backbone into work that sooner or
later will need invigoration.
A teacher who attempts to deal with a matter in public always runs the
risk of making the matter worse. A pupil, however meek he is in private,
is bold and resistant when his fellow pupils are looking on if any
tendency to mischief is in him. He cares less for the teacher’s approval
than for the heroic honors awaiting him from at least some of his
schoolmates. By a loud voice, or casual remark, he may insult the
teacher effectively and yet so mildly that the offense dare not be dealt
with. This means instantaneous loss of prestige; the loss is very
difficult to make up.
If one is positively sure of his ground, then immediate dealing with the
case may be wise. High school pupils are less scrupulous and more
resourceful than other pupils and explosions or failures on the part of
the teacher carry much farther through the school because of the greater
significance attached to student criticism.