BY CONTRASTING METHODS OF HANDLING THE SAME CLASS, TECHNIQUES ARE SHOWN FOR SECURING CLASS DISCIPLINE & STIMULATING THE INTEREST OF STUDENTS. McGraw-Hill 1947 Sound 14 Minutes Teacher Education Text-Film Series No. 3. Synopsis: Explores the fundamentals of proper control of class conduct and attitude. Contrasting methods of handling a class are demonstrated. Suggested Audiences: Colleges and teacher groups. Television Information: Please write to McGraw-Hill regarding clearance and rental rates. Maintaining Classroom Discipline; “Correlated with the book Student Teaching by Dr. Raleigh Schorling”; BY CONTRASTING METHODS OF HANDLING THE SAME CLASS, TECHNIQUES ARE SHOWN FOR SECURING CLASS DISCIPLINE & STIMULATING THE INTEREST OF STUDENTS.;
; (11:57:10- 15:44:11); TEACHERS (DISCIPLINING) (TEENS) ; INT CLASSROOM Male teacher lectures his class of young teens on their bad performance (he exerts control). He stands in front of class: “You see what low grades you made on your weekly mathematics test. More than half of you failed.” (Cut to image of silent students). “Most of those who passed just got by. Nobody had a hundred percent. This is the poorest class I’ve had in a long, long time.” (he throws something onto his desk). “Most of you have no foundation at all…Now the trouble with your attitude. You don’t pay enough attention in class. You don’t do enough work outside of it.” (This is interspersed with MCU’s of students faces). You don’t know what the word ‘study’ means. You haven’t the slightest idea. Don’t you realize that mathematics is an important subject? I tell you right now, unless you get over your lazy habits and come up to the standards I’ve set for this class, many of you will have the pleasure of repeating this course next semester.” (A girl comes and hands him a note). “I have to leave for a few minutes. Now open up your books, and work out the correct solutions for the problems you missed.” He leaves. Most of the students get right to work. The students discuss their fears about the course. One boy gets up and imitates him and another throws something at him. The class laughs. Many of the boys throw balled up paper. Just then, the teacher returns. He shuts the door: “What’s this? What kind of behavior do you call this?” (He looks at trouble maker at front of classroom). “Wait a minute, you stay where you are. This is the kind of behavior I might have expected of you. All I do is leave the room for a few minutes and what do I find…confusion, disorder, and you, (he turns to boy) what were you doing?” Boy: “Uh, I was just going to..” Teacher: “Going to what?…Throw the eraser I suppose. It’s a good thing I caught you. I’ll make an example out of you.” He sends him to the principle’s office. Someone makes a farting noise and the class laughs. Teacher (looking paranoid): “Who did that? All right, since you think it’s so funny, the whole class can stay in 45 minutes this afternoon. Then you’ll see how funny it is…Remember, the whole class is to report back here at 4:00.” Students complain to one another. The teacher turns to the board, and students begin to drop their books in protest.”; ; (16:05:18- 16:19:11); TEACHERS (TYRANNICAL) (EXERTING CONTROL) (S); Montage of angry teacher giving detention to young teens.; He tells girl “two detentions,” a boy “three detentions” (he shakes his finger at him), and then to another “Leave this room until you’re ready to come back and apologize to me.” (Nice wipes separate these shots).