Evening star., 1938-09-26
The Problem
OF Dement'S
In School
Form of Discipline
Too Easily Given
Out by Teacher.
BY ANGELO PATRI.

AM against the use Of demerits to
discipline school children. They
are too easy for the irritated teacher
to use, too handy = weapon for the
angry teacher to WELD and too one
sided altogether. The child against
whom they are charged rarely has a
chance to defend himself. The bad
marks go on his record and he is
punished for them, usually twice, for
parents regard dement's as disgraceful
and defend themselves against the
disgrace by Furnishing the child.
Dement'S are negative form Of
discipline. believe that 1t is better
to be positive In administration mat
ters. Rate the pupil for his conduct
Give him = positive mark for his
months behavior and 1t will be nearer
the truth, more accurate In measure
ment and more acceptable by the
pupil.
Every school child has an OF day,
or hour, or minute. Children are i'm
pulsive. A lad, freed from the con-
finement Of the classroom, may Jump
even shout. rs he races down the
hall to his next assignment. That
Is annoying. It disturbs the peace
That irritates the teacher in charge
20 that he longs to do something to
annoy the pupil In return, and he
gives him five dement's. Perhaps that
is the only time in the pupils career
that he creates disorder, or 1t may
be the only time in the month; or
it may be the irresistible impulse Of
q nerve-strained child to relieve his
aching nerves. It Is not fair to blot
his record and punish him severely
under such conditions.
can remember when I was in ele-
mentary school in the graduating
class, and got five dement's for getting
out Of line. The boy in front Of me
had dropped his books and had to
scramble for them before the teacher
caught him and give him dement's for
such behavior. I stepped aside,
slightly, to avoid stepping on his
hands, and exposing his plight to the
teacher I got five dement's. opened
my mouth to speak in my defense.
And take five more for talking back, +"
said the teacher. That was s,rrible.
could see my record, hitherto with
out blemish. marked with red letter.
I stamped my foot in helpless wrath.
And now you take . zero and 60
right home and bring your father"
My mother was frightened. What
had done? It must be awful. I
must have been outrageously bad to
be sent home for father, Father
listened gravely to my story, nodded
his head, went to school and talked
quietly to the principal. The principal
talked quietly to him. was sent
back to my classes and the dement's
never appeared on my record. But
the memory Of this has stayed to
this day. ..
Better wait . little and take the
pupils behavior in more sweeping
units. Don't jump at incidents. Deal
with them firmly and quietly and
consider the measurement Of his be-
havior later In the month. Be chAry
about sending home special reports of
bad behavior. Don't send for parents.
Don't write special delivery letters OF
complaint. Wait. Cool OF. Children
change from day to day. Deal with
them philosophically and without
vengeance. Never use lesson marks a.
disciplinary measurea> Give behavior
time. and wide View, and school
life will be more successful.
Mr.. Pa&ri viii give personal At
tention 70 inquiries from parents
and sehsel teachers On the care
and development Of children. Write
him in care u this paper, IN
closing . Scent stamped, SELF
addressed envelope fer reply.
(copyright. lo3S)
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