Description |
1 online resource (xii, 362 pages) |
Series |
PsychBooks Collection |
Contents |
Introduction.--pt. I. The psychology of conduct.--pt. II. Pupil control |
Summary |
"Poor discipline is the greatest single cause of failure among high-school teachers. The percentage of failures due to this cause varies greatly because of conditions and standards. Like other forms of social weakness, it has its origin in many causes, and it is usually one of the components of a vicious circle, sometimes a cause, sometimes a symptom. And like other social phenomena, it tends to be progressive within any given group. Weakness in discipline is by far the most common apparent weakness among inexperienced teachers in training. Nearly all of the failures in pupil control among student-teachers observed by the author during the past eighteen years have grown out of poor teaching, inexperience, ignorance of human nature, or weak personality. The last mentioned cause of failure is too general and too pervasive to serve as a point of vantage from which to attack the difficulties involved. It is the purpose of this book to describe and discuss the relations between poor method, the mistakes due to inexperience, and lack of understanding of adolescent nature on the one hand, and disciplinary failure on the other. It is assumed that the art of control cannot be learned solely by observation--because good discipline is conspicuous by its absence--but that it may be furthered by making the teacher aware of the relation between youthful nature and youthful behavior. It is the author's premise that, although freedom of expression on the part of the pupil is necessary to safe moral growth and personal development, yet personal initiative is not hampered by laws necessary to the group, and its supreme development can be attained only through the medium of forces tending toward law observance. This book may be considered the third volume of a series by the author which derives its unity and continuity from the common method of approaching problems of secondary education. The method used is psychological rather than sociological or historical. It assumes that the safest and most fruitful way of attacking high-school problems is the application of what is now known concerning the nature and needs of high-school pupils; it assumes that this is the surest means of attaining and holding the right mental and emotional attitude toward impulsive youth. Adolescence and High-School Problems attempts to apply the psychology of adolescence to modern curriculum-making, the junior high school, and various problems of social administration. This book continues the application of psychology to the problems of adolescence by interpreting its latest findings in relation to the conduct control of high-school pupils. As used in modern psychology, "conduct" and "behavior" are broad and inclusive terms, and they are so used in the following discussions, as may be inferred from the table of contents"--Preface. (PsycINFO Database Record (c) 2015 APA, all rights reserved) |
Bibliography |
Includes bibliographical references (pages 351-353) |
Notes |
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL |
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digitized 2010 HathiTrust Digital Library committed to preserve pda MiAaHDL |
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Print version record |
In |
PsycBOOKS (EBSCO). EBSCO |
Subject |
School discipline.
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Adolescence.
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Education, Secondary.
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Psychology, Applied.
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High school teaching.
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Junior high school teaching.
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Educational psychology.
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Psychology, Educational
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Adolescent
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Psychology, Applied
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adolescence.
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secondary education.
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Junior high school teaching
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High school teaching
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Educational psychology
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Adolescence
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Education, Secondary
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Psychology, Applied
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School discipline
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Form |
Electronic book
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