The First Problem Confronting a Teacher

Franklin Times, Volume XXIX, Issue 43, 19 April 1940, Page 5

The First Problem Confronting a Teacher

discipline OR control? WHAT METHOD TO EMPLOY? ' HEADMASTER'S VIEW “Today we hear in many places reference to discipline arid I would like to give my point of view as it affects school children,” said Mr F. McGrath, at the biennia! * meeting of Pukekohe householders on Wednesday evening. “Discipline or control is the first 'problem . confronting a teacher and here a distinction may at once be drawn between the teacher who regards discipline merely as a means for enabling the ordinary classroom work to be carried on. and the one who regards it as an end in itselt, as a habit to be developed as a constituent of character,” - said Mr McGrath. “The former will think it more or * lesa immaterial what methods he employs to maintain order and lie may find an enforced external and repressive discipline the easiest to secure. Such will serve its immediate purpose well enough hut it will he thrown off as soon as the children are out of reach of the one who imposes it; “The latter will aim at a discipline which arises naturally from a mutual understanding between himself and

his pupifs. Such a discipline is free. If .is . the children’s as well as the teachers for they accept it as reasonable and just, and they will be ready -to accept the discipline of life later on. This type.is the most beneficial in its ultimate results and superior in every way to that of the man who is content to rely on a gift of external control. “It cannot be achieved a! once and a teacher may And it necessary to depend, at first, upon firm external control but he should not he satisfied untilin the normal conduct of the class, external control has been superseded by the spirit of co-operation. As cilizens of the world it is necessaiy foi .us to co-operate in, and accept, those rules of life which make organised society possible. It this habit of co-operation is formed early a valuable' aid is given to the character training of the future citizen. Aou will note then that free discipline does not- give the child liberty to do as lie likes although many persons think so. “Juvenile delinquency unfortunately has increased of late years and to all teachers and parents this is a mattei of grave'import. It is difficult to give a reason for this. Perhaps a wrong interpretation of the words "free discipline” may account for some and also the lamentable fact of the decay of home life. This to my mind is a serious indictment, of our modem system.”