Classroom management, its principles and technique.

Introduction i
I. The classroom the unit of educational system. 2. The problem of classroorh management has to do with the effective training of children in the mass ; funda- mentally a problem of economy. 3. Complex character of education makes a clear perspective necessary. 4. Anal- ogy between school and factory; limitations of this analogy. 5. Ultimate aim of education must be consid- ered. 6. Social efficiency as the aim. 7. Difficulties of testing results of education with reference to this aim. 8. Can these difficulties be overcome ? 9. General plan of treatment.
PART I
THE ROUTINE FACTORS OF CLASSROOM
MANAGEMENT
CHAPTER I
Routine and Habit 13
I . System and organization as solvents of the problem of waste. 2. Instinct and habit as representing organiza- tion and system in the individual. 3. The law of habit- building. 4. Analogies between habit in the individual and routine or custom in the group. 5. Application of law of habit to group activities.
CHAPTER II
Initiating Routine: Preventing Waste by Starting
Aright 20
I. Importance of a "good start." 2. Preparing for the first day of school. 3. Preliminary arrangements. 4. The first day's work. 5. The first intermissions. 6. Prob- lems of the first day in ungraded schools.
CHAPTER III
Mechanizing Routine 30
I . Problem of the chapter : to justify routine and deter- mine the extent of its application. 2. The two opposing theories of school management as regards routine : state- ment of the "anti-machine" doctrine. 3. Arguments against mechanical organization. 4. Arguments in favor of mechanical organization. 5. Conclusion: mechanical organization may be applied under certain restrictions. 6. Details to be subjected to routine organization : (a) pass- ing of lines ; fire drills. 7. (b) Signals. 8. (c) Passing to the blackboard. 9. (d) Passing to the recitation bench. 10. («) Distributing and collecting wraps. II. (/) Distributing and collecting books and materials.
13. (.g) Orderly arrangement of books and materials in desks. 13. {h) Insuring tidiness in the classroom.
14. (i) Leaving the room. 15. (J) Neatness of written work and blackboard work. 16. Monitorial positions.
CHAPTER IV
The Daily Program , .
t I. Factors involved in construction of program. 2. (a) The length of school year. 3. (b) The length of the school day. 4. (/) Time devoted to recesses and intermissions. 5 . (rf) Subjects to be taught. 6. («) Rela- tive importance of the various subjects. 7. Prevailing practice in evaluating subjects. 8. (/) Relation of subject-, matter to fatigue. 9. The general factors of fatigue. 10. (g) The place of general exercises. 11. (h) The number of pupils and the number of classes ; typical graded school programs; typical ungraded school program. 12. Danger of placing too many subjects in curriculum; law of diminishing returns in education. 13. Necessity of holding to the program.

Regularity and Punctuality of Attendance . -71 I. Waste involved in delinquencies of attendance. 2. Regular attendance should become a habit with each pupil. 3. What constitutes a necessary delinquency? 4. Initiating habits of regular attendance : (a) enforcing attendance statutes and rulings. 5. (6) Encouraging at- tendance by prizes, privileges, etc. 6. (c) Competitions in attendance. 7. Tardiness. 8. Fortifying habits by ideals. 9. Should delinquencies in attendance detract from pupils' scholarship standing?
CHAPTER VI
Preserving Hygienic Conditions in the Classroom . 81 I. Relation of unhygienic conditions to waste. 2. Hy- gienic habits of posture ; characteristics of hygienic sit- ting position. 3. Law of habit-building as applied to posture. 4. The writing posture. J. Posture in stand- ing. 6. Hygiene of eyesight. 7. Fatigue, relaxation, and exercise. 8. Personal cleanliness. 9. Contagious diseases. 10. Moral health.
CHAPTER VII
Order and Discipline 92
I. Problem of discipline concerned primarily with- wel- fare of the class as a whole. 2. Authority the first con- dition of effective discipline ; factors in securing authority : (a) courage. 3. X^) Tact. 4. (c) Persistence. J. (d) Scholarship. 6. («) Justice. 7. (/) Good nature. 8. Other factors involved in securing order: (a) the teacher's voice. 9. (i>) Mechanized routine. 10. (c) Keeping pupils occupied. 11. (d) Substitution vs. re- pression. 12. (e) Individual Treatment.
CHAPTER VIII
Penalties i°S
I . Government must always provide penalties for offenses against order. 2. Relation of inhibition to order in the classroom. 3. Spencer's doctrine of natural punishments. 4. Inadequacies of Spencer's theory. 5. Necessity of helping nature out in inhibition of unsocial tendencies. 6. Discipline a different problem in classroom manage- ment from what it would be in management of an indi- vidual pupil. 7. Unsocial impulses must be eliminated at any cost. 8. Characteristics of an effective penalty. 9. Corporal punishment as a penalty; advantages and limitations. 10. Rules for application of corporal punish- ment. II. Corporal punishment at most only a tentative and extreme measure. 12. The reaction against corporal punishment ; consideration of chief arguments that have been advanced against its employment. 13. Citations from authorities upon corporal punishment. 14. Regulation of corporal punishment : (a) necessity of a standard method, ij. (d) Application by the principal. 16. (c) Presence of witnesses. 17. (d) Corporal punishment must not be made a spectacle for other children. 18. (e) Corporal punishment in general to be limited to pre-adolescent years. 19. Other penalties : (a) rebukes. 20. (6) Loss of privi- leges. 21. (c) Suspensions. 22. {d) Expulsions. 23. («) Sending to the principal.
PART II
JUDGMENT FACTORS IN CLASSROOM
MANAGEMENT
CHAPTER IX
The Problem of Attention 137
I. Problem of Part II : consideration of problems that cannot be reduced to routine. 2. Inattention as a source of waste. 3. Contribution of psychology of attention to education. 4. The doctrine of ends : the immediate end ; primary passive attention; the first law. ;. The remote end and active attention : the second law. 6. The remote end becomes immediate : tlie third law ; secondary passive attention. 7. The first and second laws oi especial im- portance in classroom management.
CHAPTER X
The Problem of Attention (Continued) : The Opera- tion OF THE First Law 147
I. Primary passive attention determined by instinct. 3. (a) The instinctive desire for change and variety. 3. Application to classroom practice in providing variety of stimuli. 4. Dangers involved in applying this prin- ciple; lack of persistence. 5. (d) The play instinct; field of application in school work. 6. Advantages and dangers of educating through play activities. 7. (c) The instinct of curiosity ; application in devices. 8. School use of curiosity should be temperate. 9. (d) The instinc- tive liking for bright colors, sharp contrasts, and intense stimuli of all kinds ; examples of expression of this instinct in school children. 10. («) The instinct of construction ; application in securing attention to objective processes.
11. Other instincts to be discussed in following chapter.
12. Summary.
CHAPTER XI
The Problem of Attention (Continued) : The Opera- tion OF THE Second Law 158
I. Relation of instinct to active attention; instinctive desire makes idea of remote end directive over present impulse. 2. Idea of remote end technically termed an incentive. 3. Positive and negative incentives ; hope of future reward or fear of future pain the criterion for classi- fication. 4. In 'general, incentives used in school should make appeal from positive standpoint. 5. But this does not mean that negative incentives have no place. 6. In- centives in which the predominant appeal is negative. 7. Difficulty ofapplying negative incentives. 8. Negative incentives should be applied only in extreme cases. 9. Summary.
CHAPTER XII
The Problem of Attention (Continued) : Application
OF THE Second Law through Positive Incentives . 168
I. What is meant by an "acquired interest"; incen- tives high or low, as they involve an acquired interest or a primitive instinct. 2. Scheme for classifying positive incentives. 3. (a) Incentives that make a positive appeal to the instinct of emulation : (i) Competitive prizes of intrin- sic value; use of such prizes is bad practice. 4. (2) Com- petitive prizes not intrinsically valuable ; conditions under which these may be eifectively applied, j. (3) Immuni- ties : in general, granting of immunities from school tasks as prizes for effort is bad practice. 6. (4) Privileges: conditions under which privileges may be employed as incentives. 7. (5) Exhibition of pupils' work: dangets and limitations of this incentive ; value if used under restrictions. 8. (6) Grades, marks, and promotions : reason for efBciency of these incentives. 9. Objections against use of these incentives. 10. How the dangers may be counteracted. 11. Advantages and disadvantages of the grading system. 12. (6) Incentives that make a. positive appeal to the social instincts: (i) praise, com- mendation, and adulation ; place of these incentives. 13. EfBciency of these incentives. 14. (2) Pupils' pride in the good name of the school : advantages and dangers ; how to be used in small schools. 15. School exhibits as creating an esprit de corps. 16. (c) Ideals as incentives : what is meant by an ideal. 17. The psychology of ideals : relation of ideals to habits.
CHAPTER XIII
The Technique of Class Instruction . . . .188 I. Method of instruction in its relation to classroom management. 2. Classroom management must secure attention of all pupils to matter in hand. 3. Greatest difficulty is attention during unsupervised periods, espe- cially in the study lesson ; hence importance of technique of text-book instruction. 4. Difficulties of text-book in- struction. 5. Divisions of the text-book lesson: (a) the assignment and its two functions : (i) to clear up diffi- culties. 6. Formal difficulties that are apt to be trouble- some. 7. (2) To develop a need for, or interest in, material of the text. 8. Assignments which stimulate curiosity. 9. Assignments which give the "setting" of selections. 10. The "lecture-assignment." 11. The assignment a field for giving oral instruction and still making effective use of text-books. 12. (5) The study lesson: as test of the assignment. 13. The technique of the study lesson : (i) study questions : their structure and function. 14. (2) Study topics, ij. Written work in the study period should be reduced. 16. (c) The recita- tion lesson : fimdamental principle, " Hold pupils respon- sible for assigned lesson." 17. Question-and-answer vs. topical recitations. 18. Rules for conduct of recitation.
CHAPTER XIV
The "Batavia System" of Class-individual Instruc- tion 214
I. Sources of waste inherent in class organization. 2. Necessity for a compromise between individual and class instruction. 3. The Batavia system effects such a compromise ; history of the Batavia movement. 4. Sum- mary of the virtues of the Batavia system : (a) it makes individual work a definite and required part of the daily program ; (^) it insists that best teachers give individual instruction ; (c) it has developed a technique of individual instruction. J. These factors safeguard the system against inherent dangers. 6. Batavia system "makes good" in actual test. 7. General applicability of Batavia system to present organization of schools ; the " doubly-alternating " program. 8. Cautions. 9. Summary.Testing Results 225
I . Can the test of actual results be applied to the work of the school? 2. The educated individual must possess (a) a fund of habits. 3. {b) A fund of knowledge. 4. (c) A fund of ideals. 5. Conclusion: habits and knowledge are amenable to fairly accurate tests. 6. Test- ing the efficiency of habit-building : {a) purely physical habits ; posture. 7. Line-movements. 8. (i) Written work. 9. Comparison of written work at successive stages of development. 10. Testing habit-building in blackboard work. II. (t) Habits of speech. 12. (<i?) Testing habit- building in arithmetic: (i) accuracy. 13. (2) Rapidity. 14. («) Testing habit-building in spelling; the results of Cornman's investigations. 15. Automatically correct spelling the test of effective teaching of spelling. i6. Test- ing knowledge ; difficulty of establishing a true standard. 17. The formal examination as a test of knowledge; value of the examination as an educative process. 18. Can the examination be made a test of ability to apply knowledge ? 19. Structure of examination questions with reference to this end. 20. Examinations should test ability to organize as well as ability to apply. 21. Modification of methods of teaching through results of examinations. 22. Marking examination papers. 23. Summary.
CHAPTER XVI
The Disposition of the Teacher's Time . . . 250 1. Teacher must be able to concentrate a maximum of energy upon problems of class work. 2. Division of time between prime school duties and accessory school duties. 3. The out-of-school duties of the teacher : (a) profes- sional: (i) preparing for school work. 4. Correcting written exercises. 5. (2) Broader professional culture. 6. Professional reading. 7. Teachers' associations. 8. (J)) Hygienic duties. 9. (/) Civic duties. 10. {d) Social duties, ii. What proportion of time should be devoted to social diversion?
CHAPTER XVII
The Teacher's Relation to Principal, Supervisors,
AND Superintendent 261
I . Concentration of authority and responsibility essen- tial to efficiency of organized effort ; the superintendent of schools as the center of authority and responsibility.
2. The principal of the building and his responsibilities.
3. Unquestioned obedience the first principle of effective service. 4. The relation of the teacher to special super- visors. 5. Supervision of rural schools. 6. Summary.
CHAPTER XVIII
The Ethics of Schoolcraft 267
I. Significance of the term "craft ethics." 2. Unsatis- factory condition of ethics of Schoolcraft. 3. Some of the ideals and standards that are being recognized as essential to a true Schoolcraft : (a) specialization of the teacher's work. 4. (6) Members of the teachers' guild must legis- late for themselves in craft matters. ;. (c) True school- craft will not make excuses for inadequate results. 6. (d) A true craft spirit will demand high standards of scholarship and preparatory training. 7. (e) It must be insisted that teaching is social service. 8. (/) Dogmatism and pedan- try must be abjured. 9. Teaching a constructive as well as a conservative art.
Appendix A: Suggestions for the Study of Class- room Technique through Observation . . .275
Appendix B : Pupil-government and the School City 290 Appendix C: The "Springfield Questions" in Arith- metic 299
Appendix D : Pupils' Written Work as an Index of Growth 3"^

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