·Nobody in my class is allowed to fight in school. If anyone is picking on you or wants to
fight with you, tell them they must fight me first. I am not worried because I know you and
your friends are my “back.”
·If you want to tell me something, I cannot promise in advance to keep it a secret. You are
telling me because you know I care about you and you trust my judgment that I would not
intentionally hurt you.In chapter 2, I introduced a guide for teachers developed by the U.S. Army Air Corps dur-
ing World War II. Although their students were generally adults, some were not much older
than the teenagers in your classes and I suspect many were not enthusiastic about being ei-
ther students or soldiers. The guide offers 14 suggestions to help teachers reduce discipline
problems. Its basic premise is that “in a class of mature students who are kept busy in
worthwhile activities which are of interest and value, there is little or no disciplinary diffi-
culty. If students have a real motive for studying, if the class work gives them something use-
ful and important, and if they are kept busy thinking or doing, problems of discipline will be
rare indeed.” In general, I agree with its approach. What do you think? At the end of book II,
chapter 6, I have a series of case studies that will let you test out your own ideas on dealing
with classroom and other professional problems.
JOIN THE CONVERSATION—THE ARMY AIR CORPS MANUAL’S
RECOMMENDATIONS ON CLASSROOM DISCIPLINE- Be the master of the situation from the start.
- Begin each lesson promptly, vigorously, and interestingly.
- Plan each lesson carefully so that there is enough to keep the entire class busy to the
end of the period. - Don’t worry about being too severe or strict during the first lesson. Your class will
“size you up” quickly as a good disciplinarian, or as a weak one. It is easier to relax a
tight rein than to get control again after the class has run away with you. This does
not mean that you must be a martinet. Be fair and human even though you set high
standards. - Deal promptly and effectively with the first infraction of discipline, however small. A
class does not object to a strict instructor if he is fair and efficient. - Don’t use a loud voice or threatening language.
- Drive home the idea that your students and you are working together in a great
cause, the preparation of our nation’s defense. - Keep everyone busy, and there will be little opportunity for trouble.
- Distribute your questions to all the members of the class and hold all accountable.
- Follow no set order in asking questions. Keep all the class alert and attentive.
- Stand while you teach so that you can see what is going on all the time, as well as
being able to serve more efficiently as an instructor. - Make your teaching lively and interesting.
- Don’t make threats of punishment that you cannot or do not intend to carry out.
- Make your students enjoy your class; let them learn that you know your job and that
by working with you they can achieve much that will be of great value to them. Take
a personal interest in them. Help them with their difficulties and problems, and you
should have little or no trouble with discipline.
ORGANIZATION 135