666. He achieved this through practice




One day teacher of English A said to teacher of English B, “I’d tell you that your corrections and reprimandings to a student should be something educative, not merely a dry impelling to fulfill rules.



You could wait for later or for the next day, when your temper is more objective to judge. Discipline, a sane one, is essential. You might ask him how he sees his act of misbehavior, what he thinks about it, with serenity, in a delicate but firm mood and mode from you. You can tell him what the right way of doing things is, and the reason why. Let him think on his own, trying to foster his growing maturity. Stay by him, humanly, but mending the error, firmly. Let him see an exit: do not scorn him, humilliating him; let him see there’s an exit to bettering.



The action of misbehavior can be due to malice or (also) to lack of a good habit to do things okay. Help him acquire the good habit, or talk with his tutor about the wrong action that happened. And his tutor should track him in the process of learning that good habit and exercising so as to gain it – for example, being a good classmate and listen to his classmates when intervening in the class, and not teasing his classmates. The tutor can set him short-termed and challenging and attractive goals.



Something else: make the student reckon the damage he does to himself when acting wrong, and the damage to his teachers, to his classmates, to the school, to everybody’s learning and work, even to society with the passing of not many years, and also now.



I finish: when you correct the same student once again, make him realize it’s the second time you do it, which is not a little thing, it’s not saying divels. However, keep in mind he is in need to practice the good habit, over and over.” / Photo from: sk blogs eveningsun com. I think this snapeshot to this skater was taken in Scotland.

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