(1) _Laziness._ It is almost absurd to advise a teacher what to do with
a lazy pupil in the first grade. However, lest there be some teachers
who may discover a lazy pupil among their number, it will not be amiss
to offer a few suggestions. If the first grade teacher can persuade
herself that there are no lazy first grade pupils, she will have gone a
long way toward an effective preventative of laziness. Too long has song
and story focused attention upon the lazy scholar by making him a
glaring example of failure only to suggest that he exists, when in
reality there are extremely few lazy first grade pupils.
It may be that a child is physically defective or is suffering from
languor due to poor food or a badly ventilated schoolroom. Pupils very
often are forced to sit near the stove or radiator and the continuous
heat makes them sleepy and the teacher accuses them of being lazy.
Sometimes parents are so short sighted as to deprive their children of
the required amount of sleep, then the child is sleepy the following
day, and the teacher mistakes it for laziness. Many children are so
active and alive that when they are required to sit still they become
drowsy. There are many causes that contribute to a child’s inactivity.
It is unnatural for a child to be slow and inactive. Perhaps it would be
better to assume that there can be no lazy children in the first grade.
The first thing to do toward a child that seems lazy is to study the
case carefully. If the child is inactive, thereby appearing lazy,
because of his physical condition or the wrong condition of any part of
his surroundings, the cause should be removed. Then, if the laziness
does not disappear, it becomes necessary to interest the pupil.
Practically the same methods can be used that are applied to the
indifferent child. It is only a matter of interesting the pupil. With
older children a confidential talk showing the unfortunate results of
neglect of work will often accomplish much.
[Sidenote: Lazy Pupil]
Sometimes a teacher has a pupil that is very slow, so slow that is
becomes a source of annoyance, because he is always behind. Not a word
or look of the teacher should suggest to the child that the teacher even
thinks him slow. Little tasks should be assigned and the command added
to see how quickly the work can be done. It is quite the wrong thing to
say, “Hurry up! Don’t be so slow!” On the contrary it will encourage the
child to say, “I want you to see how soon you can do this.” The
suggestion should be given in a kind and appreciative manner. As soon as
the child has done the task, though it may not have been in a hurry, the
teacher should say something to this effect, “I tell you, you can hurry,
can’t you! When I want something done quickly, I will ask you to do it.”
A smile and pat on the child’s head will encourage the pupil. Two or
three lessons a day for several weeks will change the child who is slow
merely through habit, and what is better the teacher is doing the child
a great service for future life. The teacher must remember that all
commands must be suggestive.