QUESTIONS AND SUGGESTIONS—­CHAPTER XXI

1.  Why is it essential that we prepare questions as we do other material?

2.  What are the dangers that attend the asking of a great number of fact questions?

3.  Discuss the relative value of the “W’s”—­what, who, when, where, and why.

4.  Discuss each of the questions on questioning in this chapter.

5.  Bring in three thought-provoking questions on one of the current lessons in the month’s work of one of the auxiliary organizations.

HELPFUL REFERENCES

Fitch, The Art of Questioning; Stevens, The Question as a Measure of
Efficiency in Instruction; Weigle, Talks to Sunday School Teachers;
Horne, Story Telling, Questioning, and Studying; Brumbaugh, The
Making of a Teacher; Driggs, The Art of Teaching.

CHAPTER XXII

THE PROBLEM OF DISCIPLINE

     OUTLINE—­CHAPTER XXII

A popular misconception of discipline.—­Discipline inherent in teaching.—­Importance of discipline in our religious teaching.—­Changed attitude within the past three centuries toward discipline.—­What discipline is.

     Methods of securing discipline:  The method of rewards; The method
     of “pleasing the teacher”; The method of punishment; The method of
     social appeal; The method of interest.

     The importance of a proper attitude on the part of one who
     disciplines.—­What constitutes such an attitude?

Back in 1916 the writer of these chapters was invited to address a group of teachers on the subject of discipline.  This particular lecture came toward the end of a series of lectures given on the various pedagogical truths underlying teaching.  One particular teacher, who had listened to all of the lectures, expressed appreciation of the fact that discipline was to be discussed—­it apparently was his one concern, as indicated in his remark: 

“We have listened to some excellent theories in these lectures.  But I have to teach a class of real live boys and girls.  How can I keep the little rascals quiet long enough to work the theories out?”

The remark expresses admirably the attitude of very many teachers relative to discipline.  They regard teaching as one thing—­discipline as quite another.  With them discipline involves some sort of magic process or the application of some iron rule authority, which secures order that teaching may then be indulged in.  As a matter of fact, discipline is inherent in good teaching.  It is not a matter of correction so much as a matter of prevention.  The good disciplinarian anticipates disorder—­directs the energies of his pupils so that the disorder is made impossible by attention to legitimate interests.