Principles of Teaching Part 27

CHAPTER XXIII

CREATING CLa.s.s SPIRIT

OUTLINE--CHAPTER XXIII

The "pull" of a good cla.s.s.--The appeal of an attractive cla.s.sroom.--Making it "our room."--The teacher and cla.s.s spirit.--Capitalizing on the leadership of the cla.s.s.--Stimulating free partic.i.p.ation.--Out of cla.s.s activities.--Some possibilities.

There is a "pull" to certain cla.s.ses--a pull that has all the force of a magnet. Pupils not only go to such a cla.s.s willingly, but antic.i.p.ate with pleasure the approach of the recitation hour. When duty is coupled with pleasure, there is a force for righteousness that is beyond measure. Of the various factors that contribute to the creation of a cla.s.s spirit, the following are offered as being among the most helpful.

1. _An Attractive Cla.s.sroom._ While it is true that most of the organizations in the Church do not have surplus funds for beautifying their buildings, and while it is equally true that many a good lesson has been conducted on the dirt floors of long cabins, it is equally true that rooms can be beautified, and that pleasant surroundings can be made a potent force in holding to our organizations the men and women and boys and girls of the Church. Of course, elaborate, expensive decorations ought to be discouraged. Simplicity always is more consistent with the spirit of worship than is extravagance. But contrast the difference in effect on children of a bare, untidy, makeshift room as against a cozy room decorated with a few beautiful pictures or draperies and made homelike with comfortable seats and tidy arrangement.

Nor is any great expense involved. The writer recalls visiting a kindergarten cla.s.s in one of the schools in Salt Lake County. The ward authorities had not been asked for a dollar to fit up the room, and yet it had one of the "homiest" atmospheres imaginable. The teacher of the cla.s.s, in addition to having an interest in the cla.s.s, had an artistic temperament. She had collected through a number of years the most beautiful pictures that had appeared in the magazines. These in their home-made frames transformed the walls of her room into a veritable art gallery--wherever the eye of the visitor rested, it was greeted by a picture that, through its beauty, drove home an appreciation of the finer things of life. The children, too, had been stimulated to a pride in their room. They had brought in the available old rags from their homes and, as the result of a Sunday School entertainment which they had put on with the co-operation of the other departments of the school, they had had the rags woven into one of those cheerful, old-fashioned home-made carpets. It was perfectly clear that the children took delight in going to this "their room" each Sunday morning. Their pride prompted them to take care of what they regarded as their room, and made for a spirit of quiet and good order hard to surpa.s.s.

During the course in teacher-training at Provo, last summer, one of the members of the cla.s.s courteously took the pains to see that a bouquet of flowers adorned the teacher's desk each day that the cla.s.s met. It is impossible to estimate the effect of those flowers. Their beauty, coupled with the thoughtfulness that brought them in, made for a "fragrance of spirit" that exerted a remarkable influence.

Once the idea becomes established, pupils will take delight in making their cla.s.sroom a place in which they will love to meet.

2. _The Teacher._ We have already discussed at length the personality of the teacher and its force in teaching. We need only emphasize the fact here that the magnetism of the teacher, either through what he is or what he gives, is the one great factor that makes for cla.s.s spirit. The cla.s.s inevitably reflects the att.i.tude of the man who directs it. He must radiate enthusiasm before it can be caught by his pupils. His inspiration in making them feel that their cla.s.s is "the one cla.s.s" of an organization is only too gladly responded to by those whom he teaches. If he impresses the cla.s.s with the fact that he joins with them because he loves so to do rather than because he has a duty to perform--if he makes suggestions in the interest of a better cla.s.s--if he starts out by doing something himself by way of a contribution to the cla.s.s and its spirit--he can be reasonably sure that his cla.s.s will come more than half-way to join in his plans.

Not only his att.i.tude is a vital factor--his preparation must be of the same enthusiastic type. A pupil of a very successful teacher in Salt Lake City recently made the remark, "I wouldn't think of missing Brother ----'s cla.s.s. He gives me food for a week." Pressed as to the explanation of this enthusiasm, he added, "Brother ---- is unique. He always attacks a subject in such a new and thorough way. He goes below the surface and really teaches us the Gospel." It is not strange, of course, that such advertising on the part of cla.s.s members has built up an enrollment of some seventy-five pupils. Let us, then, remind ourselves that boys like a teacher

"Who has pep,"

"Who tells us something new,"

"Who doesn't preach at us."

3. _Capitalizing on the Leadership of the Cla.s.s._ Just as in every band of horses there is a leader, so there is in every group of boys and girls. And as with the leaders, so with the followers. "Get the leaders," says a veteran horseman, "and you have all the rest." It is frequently the case that a teacher does not know intimately all of his pupils. Perhaps in many cases that teacher can know well a few of the outstanding leaders. He can well accompany them on hikes, can take them to a theatre, a ball game, or for a ride. If he wins them they become his lieutenants--they make his cla.s.s. A word from him and these "under officers" lead the whole cla.s.s to the desired reaction. "Take your leading pupils into your confidence and they will establish you in the confidence of all the rest." The experience is related of a teacher sent into southern Utah to take charge of a cla.s.s of boys who had "dismissed"

three teachers already, within the first half year of school. When the newcomer arrived, the air was full of rumblings as to what was to become of number four. He was variously cautioned to make an early departure, to go into school "armed" to "expect anything." But this particular teacher appreciated the fact that he was best armed when backed by the confidence and good will of his cla.s.s. It was an easy matter to have pointed out for him "the meanest boy of the lot." This boy he sought out and found playing a game of horseshoe. Invited to take a place in the game, he entered the circle of the "outlaws" by winning decisively from their champion--"the meanest boy." To this boy, the new teacher was a "real fellow." Whatever he said, went! The word was circulated overnight among the boys of the town. The teacher already was master of the situation. "The meanest boy," instead of being the chief outlaw, now took pride in being chief lieutenant. Winning the leader won the group, and teacher number four not only stayed the year out, but was pet.i.tioned to come back a second year. As a matter of fact, he says, he taught school in that town for seven years.

4. _Putting a Premium on Partic.i.p.ation._ One of the most interesting cla.s.ses the writer has ever visited was a theological cla.s.s in the Granite Stake. The teacher was committed to the policy of taking as little as possible of the cla.s.s period himself, but he was also committed to the policy of getting his pupils to do the most possible.

For the particular day in question he had a.s.signed a discussion of baptism. One member of the cla.s.s had been asked to discuss sprinkling as the correct method, another had been a.s.signed immersion. The two young men brought in their findings as if they had been trained for a debate.

Within the forty minutes devoted to the recitation baptism had been gone into as thoroughly as the writer has ever seen it gone into during the course of a single lesson, and the members of the cla.s.s had been delightfully entertained and enlightened. When the bell rang announcing the close of the recitation, the cla.s.s pet.i.tioned to have the discussion continued the following Sunday. It was perfectly clear how the teacher had built up his enrollment.

It is fundamental in human nature to love social combat. The clash of mind versus mind makes a wonderful appeal. Witness a political convention or an open forum debate! Let it be known that a vital subject is to be discussed by men who are really prepared and other men bestir themselves to be in attendance. Surely no subjects are full of more vital significance than questions of life and life eternal. If a teacher will take the pains to select attention-compelling headings and then stimulate representative members of his cla.s.s really to work out something of a contribution, he need have no fear of the success of his cla.s.s. Such procedure not only guarantees a good cla.s.s--it promotes faith on the part of those partic.i.p.ating as few other things can. Too frequently we content ourselves with the routine of commonplace "talk."

There is no enthusiasm in mere routine as there is none in listless listening to generalities. Our effort should be to make our cla.s.ses intellectual social centers with everybody partic.i.p.ating.

5. _Promoting Cla.s.s Activities Out of Hours._ The Seventies who harvested the grain for the widow of one of their members did a splendid bit of service, not only for her but for their own quorum. A common objective in service made for a common bond in fellowship.

The Primary cla.s.s that was stimulated to take a basket of flowers to one of its sick members was helped not only in the making of someone happy, but in building up a cla.s.s spirit that guaranteed success.

There are so many possibilities open to the teacher who really cares.

Just the other evening the teacher of a cla.s.s of Bee Hive girls called them together for a little social entertainment that they might talk over plans for the approaching season. What a capital att.i.tude? Not to wait till the season opened, but to take the pains to look up the available, prospective cla.s.s members and make ready for an enthusiastic campaign. Of course, such a teacher will succeed.

Cla.s.s socials of all sorts, baseball teams, authors' clubs, bits of ward service, visits to inst.i.tutions of interest--scores of worthy opportunities present themselves always to the teacher who is anxious to build up a genuine cla.s.s spirit. And that spirit is the one great guarantee of real joy in teaching--it makes a cla.s.s one which its members will always hold in memory.

QUESTIONS AND SUGGESTIONS--CHAPTER XXIII

1. Why is it essential that a teacher build up a cla.s.s spirit?

2. Give three practical suggestions on the subject of beautifying cla.s.srooms.

3. Discuss the importance of the att.i.tude of a teacher in promoting cla.s.s spirit.

4. Point out possible methods for enlisting the co-operation of cla.s.s leaders.

5. What do you consider your best method of stimulating members to partic.i.p.ate in cla.s.s discussions?

6. What kind of cla.s.s activities contribute most to the life of your cla.s.s?

7. Discuss the advisability of promoting cla.s.s athletic teams.

HELPFUL REFERENCES

Colgrove, _The Teacher and the School_; Weigle, _Talks to Sunday School Teachers_; Dewey, _Interest and Effort in Education_; O'Shea, _Everyday Problems in Teaching_; Norsworthy and Whitley, _Psychology of Childhood_.

CHAPTER XXIV

CONVERSION--THE REAL TEST OF TEACHING

OUTLINE--CHAPTER XXIV

Character, a great power in conversion.--Our concern the converted teacher and also the converted pupil.--The converted teacher believes what he teaches.--The converted teacher practices what he teaches.--The force of "Come, follow me."--What makes for conversion.--The teacher's obligation to kindle the spiritual fire.--His obligation to feature testimony-bearing.--His obligation to take his pupils where they will feel the spirit of testimony.

A number of years ago a young graduate of one of our eastern universities was employed to teach science in a school in j.a.pan. He was employed with the understanding that though he was free to advance whatever scientific theories he chose he should say nothing about his Christian religion. He accepted the conditions gladly, and during the first year of his service was careful not even to mention Christianity.

He not only taught his cla.s.ses in science, but he joined with the boys in their athletics and in their social life generally. Being both an athlete and a leader, he was soon looked to as the life of the school.

His clean life was an inspiration. He inevitably set a Christian standard. Before the end of the second year, though he had preached never a word, forty young men made application for membership in his church. His life and ideals had converted them as no preaching could have done.

What was true in this case is inevitably true in the case of all real teachers. What a man is breathes a power of conversion that no force or argument can equal. Hence this concluding chapter--Conversion, the Real Test of Teaching.

First of all, we are concerned with the conversion of the teacher; secondly, with the conversion of the pupil. They are inseparably interwoven. Only the converted teacher can make converts of his pupils.

And surely there is very great need of this very thing--_the making of real converts of our boys and girls_ that they may come fully to appreciate the significance of the Gospel of Jesus Christ. Upon them rests the carrying forward of that great work which only the _conversion_ of our pioneer forefathers could have achieved.

In the first place, the converted teacher _believes_ what he teaches.

There is no half-hearted att.i.tude toward the subject in hand. To him it is both true and vital. He teaches with a positiveness and an a.s.surance which grip pupils. What a difference between the speech in which a speaker merely makes certain observations--sets forth certain specified facts--and the speech in which those same facts are heightened by that glow of conviction which stamps them as indispensably essential to proper living. The prayer of a man who does not believe in prayer is an example of the emptiness of unbelief. There is one minister in Chicago who openly announces that G.o.d does not and can not answer the prayers of mankind. And yet he prays. And what mockery is his praying. Mere words.

No man is ever touched by such an empty form. Such prayers have none of that _Heaven Force_ which establishes communion with the Lord. Surely "They draw near me with their lips, but their hearts are far from me."

To everyone comes the experience of listening to the heavy phrases of him who would argue and harrangue his auditors into salvation. How his words seem not only to close their minds, but to shut their hearts as well. He fairly talks so loudly that they can't hear him. And then some humble follower of Him who shunned the orator's eloquence moves to tears the same audience by his simple utterance of what he knows and feels to be true. He adds the conviction of conversion to mere "hard-headedness." When a man knows that which he teaches is true there is a spirit that gives power to what he says. "The letter killeth, but the spirit giveth life."