If the child repeats the offense the teacher must use the same methods again. Say, “Oh, no. Do not do that, we must not whisper.” The teacher should use an even, smooth tone of voice, devoid of the least inflection that might indicate impatience or unkindness. She should follow this second command by expectancy. She should feel that the child will not do otherwise than obey her. The child may repeat the offense, but the teacher must use the same method again and again, until the child responds and does not whisper. Second and third offenses usually make teachers impatient, and, instead of kindness and indulgence toward the child, they manifest impatience. By all means such a course should be avoided, even though the offenses be many. Teachers are often heard to complain that pupils recite before called upon, or talk without permission. Such teachers confess to faulty methods on their own part. Early in the year they failed to curb such tendencies, thereby allowing them to become habits. In the very first lesson require each pupil to wait for his turn in the recitation, to secure permission to speak when he has something to say. If the teacher will closely supervise her class work in this manner for the first month, she will have no further trouble on this point. To begin right is half the battle in school-room discipline. Those petty offenses that a teacher dislikes must be prevented the first day, the second, and so on, until they no longer recur. In the first and second years it is highly important that the pupils form correct school-room habits in all respects. Whispering is easier to control here than in any subsequent grade. CASE 103 (SECOND GRADE) [Sidenote: Whispering Habit] Carrie, a little girl six years old, was nervous and talkative. She had a habit of turning her face half around toward Mabel, who sat just behind her, and, half covering her mouth with her hand, she would whisper to Mabel almost constantly. While the teacher, Miss Bond, was giving general instructions she was constantly reiterating, “Carrie, stop talking!” Carrie had a semblance of obedience in this direction simply because her speeches were never long. Evidently Miss Bond had no other expectation than that the offense would be repeated. The work of both Carrie and Mabel was below par. CONSTRUCTIVE TREATMENT Change Carrie’s seat in order to give her new surroundings. Give her and her classmates something that is easy to do, and expect them to do it.