1. She should be master of the situation. She should show good generalship.

   Teachers who have much or long continued trouble with the discipline are not good generals. They lack tact, good sense, firmness, courage, scholarship, interest in the work, training, pleasing and forceful personality, or some other thing; but the lack is there, and they should analyze themselves till they find out what is wrong and then remedy the fault or quit the business of teaching.

    

2. She should be courteous and dignified, not easily annoyed or angered.

   This does not mean that she should be indifferent to disorder or inattention on the part of the pupils to their duty. She should greet her pupils pleasantly, but not gush over them; should so conduct herself that they will feel free with her, but not familiar; their respect should be deep and genuine. This can be brought about only when the teacher is earnest, sympathetic, dignified, and competent, living for and with her school.

    

3. She should be prompt, never tardy in getting to school,

   never tardy in her work in the schoolroom, never tardy in calling school to order, but never in too great a hurry to get away from the schoolhouse at noon or at the close of the day. (Some teachers remain at the schoolhouse much longer than is necessary. This is an unfortunate habit, for the air is usually bad, and a change of scene after the labors of the day is much to be desired.)

    

4. She should be firm,

   and should be confident of herself that she can talk in low, decisive tones without threat or bluster even under the most trying circumstances.

    

5. She should be natural, should be herself.

   But the natural self should be ladylike, dignified, courteous, alert, and active.

    

6. She should be physically well.

   Doubtless many good teachers are not blessed with good health, but this is a great misfortune at best, and it makes successful work much more difficult. Often people suffer needlessly for years because they fail to get the advice of competent physicians. Often people are not well simply because they do not pay proper attention to the well-known laws of health.

    

7. She should be progressive and up-to-date.

   "Only growing teachers are fit to lead growing pupils." And she should have a good reference library, spend some time in her own personal advancement, and know how to use The New Teachers' and Pupils' Cyclopaedia.

    

8. She should be devoted.

   "Teaching demands consecrated lives and the time and energies of the most gifted."

    

9. She should be prepared.

   "The most prepared teacher works in the light of the educational thought and experience of all the ages."

    

10. She should be just.

    Otherwise pupils will not respect her and her influence will be minimized.

     

11. She should be tactful.

    The tactful teacher will avoid many unnecessary conflicts and disagreeable situations.

     

12. She should be courteous.

    A schoolroom is a poor place for a timid, shrinking soul. The teacher should be a leader, fearless, conscious of her own power, and self-possessed, even when most sorely tried. The teacher who does her duty has the support of the laws, the school board, the enlightened public sentiment of the district and, best of all, her own conscience. A teacher should so teach and so govern that she will not in the years to come have to blush at the recollection of her weakness or cowardice. Often she will be in doubt, as to what is best to do, but she should throw her fears to the wind in settling the question.

SO FAR AS THE PUPILS ARE CONCERNED, THE TESTS OF SOUND CLASS DISCIPLINE ARE:

1. Prompt and willing obedience.
2. Close attention.
3. Pleasure in giving satisfaction to the teacher.
4. Eagerness to answer questions combined with thoughtful answering.
5. Good manners and right conduct generally.
6. Thoroughness in work.
7. Good order without unnecessary physical restraint; collective and individual self-control.

 

THE RECITATION.

In the recitation the battle is lost or won. Success here almost invariably means a good school. Failure here means failure all along the line. The teacher's purpose must not be merely to hear the children say over some things they may have learned from books, but she must look upon the recitation as the chance of her life as a teacher, and as the chance of the child's life in its development. The lines must be drawn tight; the electric spark must fly and the child's life must be quickened. All things must be conducive to this end.

METHODS OF CONDUCTING RECITATIONS.

1. Speak--
   • In low tones.
   • Distinctly.
   • Not too rapidly.
2. Do not prompt or assist--
   • In the recitation.
   • In examination.
3. Be polite to pupils.
4. Do not repeat--
   • Questions
   • Answers
5. Govern yourself.
6. Govern your pupils.
7. Prepare for recitation.
8. Let your words and acts be worthy of your profession.
9. Be--

   Original. Enthusiastic. Energetic. Spirited. Sympathetic. Kind.

   Cheerful. Firm. Self-possessed. Dignified. Patient.

ENDS IN TEACHING.

Ends to be obtained in teaching--

1. Knowledge
2. Power
3. Skill
4. Character building.

Source:  

Holst, Bernhart, P. (Teacher, Editor, and Author). 1914. Practical Home and School Methods. Kansas City: The Bufton Book Company. pp. 386-388.