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Discipline For What
“Eddie, You Will Come with Me to the Principal’s Office!”
This time-honored practice of disciplining students is examined in detail in an article by Leila Stevens in “The School Review,” published by the University of Chicago.
The author, principal of the College Laboratory' School, State Teachers College, Frostburg, Maryland,' presents data which show student reaction to a disciplinary situation involving pupil, teacher and principal.
One hundred and fifty seniors from five large high schools located in three sections of Maryland were the subjects of the^tudy. A short “story” was given to each student who, in turn, had three minutes to’read the story and write a response. This was the story:
“For severaal days, Eddie has been deliberately interfering with progress in the classroom, the cafeteria, the library, and the corridors by making unnecessary noise and confusion. His teacher has tried in many ways to get his cooperation. At last, she takes him to the principal's office. “How does each person feel?”
"What happened in the office?”
Various reasons for Eddie’s conduct were given by 44 students. Of these. 18 said Eddie wanted attention ; 11 blamed his conduct on dislike of school or teacher; 9 said the trouble originated in the home.
The students gave Eddie a variety of emotions—ranging from fear of pleasure. Fifty-nine percent of the boys answering described emotions pf resentment, khame or fear, while only 46 percent of the girls listed these emotions.
Seventy-four students described the teacher’s reaction. Of these. 33 said it would be one of regret; 23 said anger; eight a sense of failure, and another eight a sense of fms- •
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