Caution Your Students

At this time you may find it profitable to spend an entire period in discussion. Sometimes the students become so enthusiastic about displaying their acquaintance with semantic principles and applications that you will feel the need to remind them that one of the purposes of this study is to promote better human relations through more effective speech. If they make a practice of correcting parents, teachers, or other adults, they are likely to have more misunderstandings rather than fewer. Remind the pupils that they have found that people usually resent having their grammatical errors pointed out, and that people are just as likely to resent correction of their semantic errors.

Tell the pupils that if they apply their knowledge to their own thinking and actions, we shall consider that they have really learned something worthwhile. They may be able to influence others indirectly by their evaluations, actions, and speech. One person’s ability to delay judgment or to speak factually may be enough to influence or change an entire situation.

One person has been known to stop a mob from a lynching.

One person has been known to quell panic.

One pupil has been able to change the attitude of a class toward a newcomer.

One or two enthusiastic pupils can put over a drive or a collection.

Remember.—Do not correct others.

“If you feel that you must change someone who is speaking in an arrogant or prejudiced manner, experiment with asking that person a few questions, but be sure they are not ‘smarty’ questions. Ask your questions in an inquiring tone of voice, not in an argumentative way. Note your results, and report to the class which type of question you found most effective.”