Viatouch Teacher Articles
Psychology

Authority Doesn't Figure

by Lois Greene Stone

Teachers have choices, but they must make rapid decisions in difficult situations. Sometimes first thoughts for discipline are really a need to prove authority and are not in the students' best interests. Teachers need to set examples, but they should also allow pupils the freedom to learn and to be young.

Why? A teacher has been entrusted to educate not to humiliate; there are enough guilt-trips put on people without an instructor adding to them.

Ecclesiastes knew that everything had a 'season', and 'youth' is one of those. Generally, two whispering students making social talk interfere with any lesson plan. Many instructors banish them into the hallway, or to an office where another authority figure admonishes and has them spend the session just sitting on a hard chair. Power has been established.

The hallway scenario serves little purpose with its message 'you're bad and go away'. Why not make an occasional exception and allow the first five minutes to these two; give them permission to 'catch up' with their friendship's bonding, then come into class? It won't set a standard that everyone will automatically want to follow, but they might be attentive for all but those absent five class minutes. Understanding of feelings is a goal and not just an attitude for 'others' to follow.

A student entered one of my college English Composition classes barefoot, in cut-off shorts, wearing green-lens eyeglasses with coil springs protruding from the frame. Others in proper attire smiled, smirked, seemed poised for the "Out" words (used even on the college level) from me. In an instant, I decided to pretend I didn't notice or care about his costume. I wanted to educate, not judge his ability by his trappings. I also felt that his need for attention was indication of a larger problem that a psychologist might handle, not an English instructor.

For three weeks, he looked as strange as he possibly could, but his first essay was so filled with intelligence and passion that I had him read it aloud. After class, he wondered why I hadn't tossed him out and reported him to the Dean like he'd encountered in other classes. I told him I, too, was once young and didn't want to conform, and that his manner of dress had nothing to do with his writing skills. I praised his qualities and ignored the negative vibes, which he was obviously emitting. Eventually, he didn't mind blending in with his appearance. His verbal challenges with me generated an interest for him in the assigned readings. In addition, he helped me to admit when I was uncertain about a specific rule of grammar, rather than inflate my sense-of-self and feign knowledge.

One also teaches by observation and example.

Remember: We were once students with the feelings of youth. We have the power to transmit without playing power games or disciplining just for the sake of authority.

Lois Greene Stone, writer and poet, has been syndicated worldwide. Poetry and personal essays have been included in hard & softcover book anthologies. Collections of her personal items/ photos/ memorabilia are in major museums including twelve different divisions of The Smithsonian.

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