Sympathy for Pupils

Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Jan 7, 1909

Sympathy for Pupils

THE true method of teaching is drawn from nature. If we observe how a child acquires new ideas when left to himself, we may learn how to teach him. When a child makes a discovery, or gets a new idea, the first thing he does is to make some one else acquainted with the fact. How eager the child is to show his mother any new object he finds, or to tell about any novelty he has seen. Observe how a boy will act after he has been to a circus. Even the infant will hold up his toys for you to look at and admire. We should infer from this that children need encouragement in all their studies by a kind of attentive sympathy with all their efforts to acquire knowledge. When a child has drawn a picture, or formed a letter on the slate, and holds it up for you to look at, you ignore one of the first principles of teaching if you fail to notice the child’s effort. This principle should be carried out with all grades of pupils. Take special pains to notice their efforts, and give kind words of encouragement. Never make

discouraging remarks about a pupil’s work. If he has, through carelessness, failed to do as well as you think he is capable of doing, never make sport of his work or scold, but say: “That is very good, but I think you can do better if you try.” Always make favorable comments whenever you can conscientiously, but never compare one pupil’s work with another’s. In the work of the best pupils you can point out some defects; and in the work of the poorest, you may find something upon which you can comment favorably. By thus taking an interest in, and showing a sympathy for, their efforts, you will encourage greater effort, and secure the good-will of all your pupils.—Selected.