dents know they can easily side track Dwane from the lesson, and do not hesitate to do so. Dwane might be able to use some o f his experiences to introduce the les son, but only i f they fit and lend themselves to the lesson aim. With an active group like this, Dwane should spend some time discuss ing class standards and behavior. When his students have a hand in making the rules they’ll be more likely to follow them. Some re sponsibility for “ Bedlamville” al so lies with the department super intendent, who should devise some way of gathering roll books with out interrupting classtime. Ron Smith is two years out of college, and has taught the co-ed class of 11th graders for only two months. He feels inadequate, and devotes considerable time to les son preparation so his students won’t suspect he is so inexperi enced. Most of the students have been raised in the church, and several of the parents are board members. For the most part this is a sharp group — leaders in the department. But the last two les sons have been largely wasted be cause of the wisecracks and antics of two or three boys. Mr. Smith is disturbed, but determined that today he will get the lesson across “ or else.” Everything goes fine at first, but soon two of the boys begin leaning back in their chairs, trying to knock each other over. They are obviously enjoying the attention of the entire class. Mr. Smith tries to ignore them and proceeds with the lesson, but by the end o f the class period he knows he has lost again. Comments: First impressions are important, and Mr. Smith knows it. Unfortunately, however, in his effort to make a good first impres sion he tried to cover up his lack of experience. His students quick ly saw through this, and now they’re pushing to see how far he’ll let them go. I f Mr. Smith had honestly explained that he was new at teaching and that he 8. The Case of the Uncertain Newcomer
expected to learn from the class, he would have put his students at ease and let them know he needed their help. Though he has already lost valuable time, it’s not too late for Mr. Smith to simply and openly discuss his concern with the stu dents. He can point out that they share responsibility for the class sessions, and together they can formulate a basic guide for ac ceptable classroom behav ior . Teenagers have a keen sense of fairness, and they will usually re spond well to a simple choice: abide by the rules they have helped set up, or leave the class room. Because they set the rules they, not Mr. Smith, are respon sible for the consequences. Occasionally someone will still choose to flaunt the accepted rules. Mr. Smith faces that situation now. One very effective way to deal with the boys tilting the chairs is to capitalize on their desire for acceptance. Mr. Smith might simply stop in the middle of the lesson and ask the entire class to just sit and watch for a couple o f minutes. Before long they’ll ask him to continue! Last night as Mr. Lewis was preparing his l esson he was amazed at the great amount of material to cover. So he decided to underline the main points in his t e a c h e r ’ s manual so he wouldn’t forget anything. Now he stands before his class o f young adults and begins his lecture. Occasionally he looks up from the lesson and notices that one stu dent is writing on his church bul letin. Mr. Lewis hopes he is tak ing notes on the lesson. Later an other student waves his hand to ask a question, but Mr. Lewis doesn’t see him. Finally the stu dent gives up, and his eyes wan der to a sparrow perched outside the window. A t last the lesson is over and class dismissed. Mr. Lewis is quite pleased that his students are so attentive. As he leaves the room he notices several 9. The Case of the Well-Meaning Lecturer
scraps of paper scattered under the chairs, along with a number of the weekly take-home papers and some hymnals. Comments: Mr. Lewis appears to have few discipline problems. But absence of misbehavior does not assure learning. In Mr. Lewis’ case it simply indicates inatten tion and boredom, and these are very real discipline problems — especially with adults. Mr. Lewis made his first mis take when he waited until Satur day night to prepare his lesson. I f he had started preparation the previous Sunday a f t e rnoon or Monday he would have had time to “ digest” the wealth of material and decide what he should leave out. He also could have planned interesting, varied teaching tech niques instead of the “tried and true” — and often very dull — lecture. Mr. Lewis compounded his problem when he took his teach er’s manual to class. He forgot that the teacher’s manual is de signed to be a preparation aid, not a set o f lecture notes. As such, it belongs at home, not in the classroom. I f Mr. Lewis had prepared his lesson so thoroughly tha t he didn’t need his manual as a “ prompter,” he would have been able to maintain eye contact with his class. He would have caught the fleeting expressions that in dicate understanding, confusion or boredom. And he would have noticed the one brave student who wanted to ask a question, and could have stopped to deal with the question immediately, when it was o f interest. For a bibliography of Discipline in the Home and Discipline in the Classroom please send a letter with self-adressed stamped envelope to “ Innovations in Learning” % THE K I N G ’S B U S I N E S S Ma g a z i n e , 138 00 Biola Ave., La Mirada, Calif. 9 0 6 3 8 . g
From TEACH Magazine © Copyright 1968 by G/L Publications, Glendale, Calif. Reprinted by Permission.
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