The old idea that there must be enmity between teacher and pupils is of
course everywhere admitted to be wrong. Yet a surprisingly large number
of teachers show by both their words and actions that there still
lingers the thought that if only there is sufficient silence and
obedience in the schoolroom to allow the maximum amount of work to be
done the spirit of mutual trust is of minor importance. While modern
teachers realize the absurdity of Pete Jones’ motto, “No lickin’, no
larnin’,” many are slow to admit that there is no necessity for a show
of authority, for its own sake.
The teacher who talks of “breaking a child’s will” is the one who is in
danger of suffering from disrespect paid him by his pupils.
In one of our States foremost in education, a minister, who is a member
of the board of education governing his village school made a speech at
the beginning of the school year. He emphasized the thought that the
pupils _must_ behave, that the school board would back up the teachers
in the matter of keeping order. His speech left the feeling on the part
of the pupils that they were expected to lose in the combat between
teachers and pupils, but that there must be a continued combat there was
no question.
It is in localities where this old idea of enmity between the teacher
and the pupils still exists that we may expect to find real disrespect
for the teacher manifested.
Seeming disrespect may often be only the result of ignorance of good
manners and forms.
The boy, who wears his hat in the schoolroom, sits while his teacher
stands to converse with him at recess, says, “Teacher,” when he
addresses his instructor, and talks slang even in his recitations, may
have no idea that he is showing disrespect to anyone. He may have never
been taught on these subjects. According to the old “punishment method”
the teacher must wait for a specific “punishable” offense to occur
before discipline begins. According to the method laid down in this book
one is able to deal with an “atmosphere” of disobedience, and by
applying the five principles previously cited, to forestall the overt
act with all its undesirable results to both pupil and teacher.
(1) _Disrespect due to oversensitiveness of the teachers._ Teachers
sometimes encourage disrespect on the part of the pupils, merely by
being constantly on the lookout for it. Their attitude of suspicion is
itself a suggestion to do something that will justify the teacher’s
expectation.