Evening star., 1938-03-16
GigglingSign
OF Fatigue
In Child
A Good Story Often
Works Magic in
A Classroom.
Ry ANGELO PATRI.

BY ANGELO PATRI.
| 4 N ATTACK of giggles is devastat-
ing to classroom order and work.
| It spreads like brushfire until even
the staidest pupil is seen covering his
mouth to hide the grin he cannot con-
troll. The teacher is at great disad-
vantage. What can one do about a
giggle save to frown it down; scold it;
berate it: punish it?
Know it for what it is and treat it
accordingly. It is the outward sign
of unbearable fatigue, signal of the
breaking point. 1t usually follows a
period of sitting still, of imposed
silence Children suffer under such a
situation; their control cracks; the
giggle starts.
One bad attack was induced by a
young teachers endeavor to maintain
discipline by force. There was some
whispering going on; attention to the
lesson was scant and wandering, so she
stopped the lesson and ordered the
class to sit with hands behind their
backs until the close of the period.
That was matter of IS minutes. Long
before the expiration of the time the
class was in the throes of hysterical
giggles.
Again such an attack is brought on
by the handful of backward children
who are being forced to keep up with
the pace and quality of the work easily
accomplished by the brighter ones.
nI,.,, 4pd tbop,coIvoc efro odod. cfr,1o-
gle for control: lose it; and giggle.
One looks at the other, then giggles,
repeats the performance, and the re-
suit is disastrous for the teachers
efforts. What are you laughing at?"
is fatal question. 1t only starts the
thing with renewed power.
When such thing happens say
nothing. Look at the windows; cas-
ually announce that the air needs
changing. Send one pupil to attend
to the windows, another to open the
doors. Have the class stand, stretch;
ignore the giggles. They will soon pass
Give sharp, quick orders; start the
class marching; utter the directions in
quick succession, going faster as the
class gets under control. Gradually
slow them down, back to places; stand
and sing some song they onjoy. Go
back to work.
While the class is marching, follow
ing directions, go to the easiest place
to touch the most afflicted giggler.
Make it close to the classroom door.
Whisper it to him: send him, most
conf1dentially, on some errand; tell
him to bring you drink of water,
and get one for himself, perhaps.
Don't indicate by quiver of an eye
lash that you are singing him out for
cure or punishment. You are merely
changing his mental attitude by
changing his physical one. Settle
down to work as though nothing
happened.
Don't ever, If you value your con-
troll of your class, order them to sit
in. silence, hands folded. Whenever
you feel your control slipping pile on
activity. Get everybody to work. And
keep as still tongue in your head as
possible. Don't say, stop your fool
ishness." The very word foolishness
is enough of q suggestion for them to
begin anew. Don't tell them they are
silly, stupid, or otherwise afflicted.
They are telling you they cannot
stand another hairs weight. Better
believe them.
If your class is afflicted with after
noon giggles the program needs
changing. Put in some active work
vary the lessons; lessen the time OF
sitting still. Provide for the back
ward children. Have a good story on
hand. It is magical on such occasions.