The Jackson standard. [volume] (Jackson C.H., Ohio) 1847-1888, 1885-07-16
How Can Whispering In The School
Room Be Prevented?

ROOM DE ITefeubeus
Hardly class or lesson passes by
but the teacher has occasion to COM
plain more or less of whispering, which
interrupts the instruction if it does
not render it fruitless What can be
done? In order to give satisfactory
answer it is necessary to find out first
who whispers, and second what is the
reason If whispering is constant and
general during school hours, the teach
er is to blame. Ii only few whisper,
| they are so-called chatterboxes who
cannot refrain during the lessons from
sharing their thoughts and observa-
tions with their ntighbors. Every
Glass has some scholars who cannot
keep from chattering, whose tongues
are never quiet. who very soon tire OF
any teaching, and who then yield to
their own thoughts and communicate
| their notions to other children. They are
thoughtless and playful. Commands
and censury are bnt of momentary
service, because they are used too Of
| ten and are not commensurate with
the cause. Each fault should have its
peculiar remedy. Poor writer's have
to make copies, and poor scholars hav,
extra lessons to learn; chatterboxes
who disturb the recitation and the
class must be isolated in order to be
made harmless. They should be shown
to a separate place, seated on the end
of bench, or on the bench directly
in front of the teachers desk, SO that
they shall have no opportunity for
Whispering. If whispering prevails
in the whole class, or in certain reel
tations. the teachers method is not
suitable He goes on too slowly, or
too quickly, speaks monotonously or
too rapidly, is too wordy or expresses
himself in phrases which the children
do not understand. Then he should di-
rect HIS dJl0uIlUu W HlluSelI dHu COIICCU
the faults in his method of teaching.
Whispering in general is caused by a
lack Of interest on the part of chill
dren, and by their need of activity and
occupation. Ideness is the source of
all wees Accordingly the teacher
should know how to awaken interest
and how to occupy the children and
make them participate in the instruc-
ton. Not all subjects of teaching are
capable of being made particularly IN
tere; ting. This is not the task of in
struction, but properly comes within
the province Of method. In order tc
put life into instruction the teacher
should be clear and Ineligible in his
statements, keep going forward, ex.
plain how the lesson can be applied
and call attention to the difficulties il
presents, yet which are to be over
come. The teacher must not teach
too much or too long at time, but
must examine the pupil in what ht
can find out, infer, and conclude by
himself. In these questions the sub
jects should be grasped from all sides
beginning from the end and going
back ward, breaking into the middle
and so on, in order to show what goe
before and what must result. At tn,
end Of the week there should be re
view of what has been done during
the week. The same should be don,
at the end of the month and term
In one case the teacher should pay at
tention to details, and in another b.
satisfied with a summary and maxi
comparisons. In this way the lessons
constantly assume new aspect, offe
new points of view, and the pupils ar,
obliged to produce them independent
ly according to different perspectives
In order to encourage this independ
ence, the teacher should cease explain
ing at the point where the pupil car
draw the conclusion for himself. o.
the teacher can point out the aim ant
ask what means are suitable for reach
ing it; or what has been learned car
be applied in similar cases. In thi.
way the pupil shares to certain ex.
tent in demonstrating the lesson; the
result is evidently his work, and thi.
excites his ambition and interest ano
impels him to an activity which finds
no time for whispering. The teacher
should avoid questioning the pupils in
regular order, but SHOULD skip about
so that no one will be sure but that
he may be called upon suddenly. Nor
should he stop too long with one pu-
pill, lest the others become tired. If
the one who is questioned can not an
swer, the teacher should ask another
to help him out, and the first one
should then be made to repeat the cor
rect answer. Between whiles the 9TH
er pupils should be asked why the an
swer was right or wrong. In brief
let every question be directed to all,
and then no one is sure but that it is
meant for him. 1t is injudicious to
call the pupil by name before asking
the question. The question should be
asked before the scholar is called upon
for the answer. All must be prepar-
ed in this way to give the answer. 1t
is well, after an answer is made, to
ask another scholar whether it was
right and for what reason. Ii a schol-
ar has something to write on the
board, the others should meantime be