In such a case as this, use the principles of expectancy and suggestion.
Say, “Elsie, it’s time to go home now. We’re all going; everybody is
waiting on us.”
Generally, the sight of all the other children with folded arms, and
position of waiting for dismissal, will lead the child, through
imitation, to take the same position; but if Elsie continues to work in
spite of this, step to the desk and say, “Let me see the pretty thing
you have made.” Elsie will probably reach it toward you. You will admire
it and approve her good work and then say, “I will let you play with the
beads tomorrow. Hand me the box.” (Hold out your hand at the same time
as a further definite suggestion.) “Tell mother when you get home what a
nice time you had with them today.”
The moment’s conversation, your suggestion of the pleasure awaiting
Elsie on the morrow and the substituted pleasure of “telling mother”
will lead Elsie to place the beads cheerfully in your hands and to
assume the position which she sees the other children to be in as they
wait to be dismissed.
Imagination can often be used by the teacher with the greatest advantage
in dealing with children of this age. For example, in the present case,
the teacher might have said to Elsie (who delights in brownie and fairy
stories), “Your little (bead) brownies have played a long time with you.
They are tired now. Let’s put them all to bed so they can rest and be
ready to play with you again tomorrow. We’ll have to get them to bed
quickly, for the little children are getting tired too.”
Generally speaking the teacher should so closely supervise all his
school work and play and recreation that there will be no chance for the
pupil to be irritated or provoked into an outburst of ungovernable
temper. The teacher who can succeed in doing this will need no further
advice on remedying the annoyance, as he will not be annoyed.
However, in an unguarded moment even with the best of care, a pupil may
have his temper upset. The teacher must remember that his pupil is but a
child, nearly a baby, and by kindness can easily be governed. A few kind
words and a sympathetic suggestion about something that will divert the
child’s mind from that which provokes, will effect a remedy. For
example, the teacher can say, “Just wait a minute, I will get you
something you never saw before.” This will arouse the childish curiosity
and, while the teacher is getting the something, will tend to allay the
child’s temper. The teacher who is discreet always has a curious
“something” to get. What is there to prevent him from having in a box on
his desk the first book he ever had, the little book he read in the
first day he went to school, the first picture he ever drew, a curious
bird’s nest, or a score of other articles that will capture the
attention of any child, regardless of whether he is indifferent, lazy,
slow, stubborn or in a “fit of temper.” Each time the child exhibits
ill-temper, the teacher can pursue some method similar to those
indicated above. In a comparatively short time, he will be cured of his
exhibitions of temper.
Never snatch anything from a child nor take it from him forcibly if it
can be avoided. Even an adult would resent this manner of treatment. Do
not make the mistake of supposing that “obedience” and “yielding to
force” are synonymous terms.
Try to put yourself in the child’s place and discover the instinct
underlying the act. Then you will be able to utilize and satisfy the
instinct even while checking the undesirable specific act.