The Waxahachie daily light. [volume] (Waxahachie, Tex.) 1894-current, 1915-10-29
DISCUSS MANY SCHOOL PROB
LENS AND LISTEN To srG-
GESTIONs.
INSTITUTE 4 HELP
Teachers Get Much Good Out Of n
General Discussion III Their
Work and Suggestions
offered.

building Thursday afternoon with
l.snpt. Vim presiding. The first
topic OH the program was "petu
liant Teacher" Miss Pauline Wat
kins read a very able and interest
ing paper on this subject. At the
outset she defined the ..petuiant
teacher as one who is saucy, pert.
insolent. capriciously fretsul, char
acterized by ill-natured freakish-
ness, cross, irritable and queru-
lous. She called attention to the
fact that he has to deal with things
each day which tend to make him
petulant. Moreover the teacher
should not feel that it is his con-
slant duty to point errors made by
the child, for If he does the child
VIII not accept the corrections in
the right manner. She stated the
teacher should not be cross and
complain all the time, as this will
cause the child to say to himself,
We'll, there is no use of my try
ing. | can never please him no
matter how hard | labor. therefore
+ might as we'll give up and quit. .
Miss Watkins stated that petu-
lance applied to men as we'll as
| women. Supporting her statement
! by quoting from well-known
writer. For example, MeCauley
| says: THE impetuous hotspur was
petulant even though it was no
Bile" Cowper states that "A petu-
liant question demands a peiulant
answer. In conclusion the speak
er stated that it is NOT polite for a
| teacher to be petulant, and fo- this
reason il for no other he should
cease to be fretful and cross
Mr.. Herndon was called on to
discuss this question and he spoke
as follows. do you not think
| petulancy applies to each OF you?
| The petulant teacher is fault find
ing, impatient and nagging. You
should tell your pupils in Arm
voice not to do thing. If they con-
tinue to do the wrong thing then
use some harsh means to keep them
| IN check. By no means tell & pu-
pill four or five times not 10 do a
| certain thing My observation is
the longer you teach the more ex-
acting you will become. The thing
YOU will pass by one year viii not
escape your notice next year"
Mr. VIM closed the discussion
by stating THE teachers should
have an air of hrmness and use
drastic measures to make the child
behave. If the teacher is sour,
sarcastic and cross he should quit
this and try smiling
The next topic was the Making
of Grades, which was discussed in
a thorough and foreeful manned by
Miss Hazel Holland. What Is
grade? 1t should be the teachers
estimate of the pupils written and
daily work. Why do we grade?
There are three reasons. One-to
show the parent what kind of work
the child has done. Two-to show
the child the teachers estimate of
him. Three--to help the teacher
know what the child has accom-
plished How many teachers are in
fluenced in giving grades by the
personality, the natural brightness
or the improvement made by the
child. When YOU begin to grade
you should set standard that is
reasonable and let your pupils know
what your standard is. Grade first
on material Then you should
grade the paper for spelling. neat
ness, capitalization, clear sentences,
etc If five mistakes are made In a
paper it should not be marked
r. Grade each question separate
ly, then average these grades. Five
perfect answers and five poor ones
viii not give G. When in
doubt in regard to gradin Taper.
the teacher should resort to figures.
but figures should never be mark
ed on the paper. Daily grading is
the most difficult because the teach
er hasn't enough questions 10 so
round each day The teacher must
watch the faces and observe the in
terest on the part OF the pupils in
order 10 estimate the grade of those
who are not called on. BY all means
put your grades down each day and
trust 10 your memory 20 a small
extent Notice the child that tries
to blum YOU IN the daily grading |
Many pupils viii hold up their hand I
and pretend 10 know the answer 20
a question when they have 40 idea
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