16 Things Teachers Did in the 1970s That Would Shock Parents Today

In the 1970s, things were very different from what they are today. There was a different set of norms back then compared to what we have in modern times. The authority of a teacher was real back in those days, and their disciplinary measures may not sit very well with modern parents. We are talking about corporal punishment, standing in a corner, writing lines over and over again, and even displaying student names and grades in public view. It was a different era where discipline and personal responsibility were emphasized in school. Students were assigned jobs such as taking messages around school and keeping an eye on younger kids.

1. Teachers Used Corporal Punishment in the Classroom

In many schools in the 1970s, corporal punishment was seen as a natural means of maintaining classroom order. A paddle, a ruler, or a strap was often within easy reach in the teacher’s desk. When students spoke out of turn, forgot their homework, or disrupted the class, a slap or a swat was not uncommon. This was not a hidden or controversial practice in many communities. Parents looked to teachers to provide discipline and to sternly correct children when necessary. Some schools even went so far as to have official paddles in the principal’s office to emphasize the rules. Students in the 1970s knew the limits well.

2. Teachers Sent Misbehaving Students Into the Hallway Alone

In the 1970s, if students misbehaved, they were often sent to the hallway as a form of discipline. The teacher would nod towards the door and tell the student to wait outside while the class went on as normal, reflecting on their behavior while the teacher carried on teaching. It was, therefore, a temporary form of isolation, a series of brief moments when the student might stand outside the classroom, silently against the wall, for a few minutes or the entire length of the class. Anyone passing by the student outside the classroom would know something was amiss just by seeing the student outside, a sign that rules had been broken.

3. Teachers Smoked Cigarettes in Faculty Rooms and Sometimes Classrooms

In the 1970s, cigarettes were an integral part of daily life, and schools were no exception. Teachers smoked in the faculty lounge, in their offices, and sometimes even in empty classrooms. There were teachers who had ashtrays on their desks or near the window so that the smoke could escape outside. The smell of cigarettes was prevalent in school corridors and staff rooms long after the first bell had rung. In those days, there was no awareness of the health risks of passive smoking, so parents and school authorities did not bat an eyelid. Children might catch a glimpse of teachers stepping outside between classes to light up quickly, or find cigarettes hidden away in desk drawers.

4. Teachers Publicly Posted Student Grades on Classroom Walls

In many classrooms in the 1970s, teachers used to post their students’ grades where everyone could see them. A simple sheet of paper hung from the bulletin board showed test scores, quiz grades, and homework averages. A student’s name or number marked their place on the list. It was all meant to encourage students to work harder and to develop a sense of pride in their accomplishments. A teacher believed that making it all visible was the key to encouraging their students. Seeing how well their classmate was doing was meant to encourage others to step up their own performance. It created a competitive atmosphere that was considered normal in the 1970s.

5. Teachers Grabbed Students by the Arm to Stop Misbehavior

In the 1970s, it was not unusual for a teacher to offer a little physical guidance to restore classroom order. If a student refused to take a seat or began running wild in the classroom, a teacher might grab the student’s arm and guide him back to his desk. This was not viewed as an act of violence or aggression. It was a simple, expedient solution to a classroom management problem. With over 30 students in a classroom at times, swift, decisive action was necessary to maintain control. The students generally recognized that the teacher controlled the classroom environment. Physical guidance was viewed as an ordinary classroom management tool, not an extraordinary event, and it was not reported because it was seen as routine.

6. Teachers Required Students to Write Lines as Punishment

A traditional consequence that came out of the 1970s in the classroom setting is the old “write it a zillion times” technique. If a student were to talk out of turn or not complete a homework assignment, the consequence might be to write the same sentence over and over and over. Dozens, even hundreds, of times. You’d see a page and a page of lines that read “I will not talk during lessons” or “I will remember my homework.” The theory behind this technique was to teach the student self-discipline through repetition, and at the same time, keep the student quiet, either in class or out. Often, the student would sit up over the desk, writing out those sentences.

7. Teachers Kept Students After School Without Prior Notice

Detentions after school were a common disciplinary measure meted out by teachers to students without prior warning to their parents in the 1970s. If a kid was disruptive in class, failed a test, or did not turn in homework, a teacher could simply announce in class that a student would have to stay after school that day. The decision was made quickly, often in the final moments of class. The rest of the class would file out of the room and head home to the bus or on their own, while a few students would remain behind, supervised by their teacher as they completed their work or reflected on their behavior. The room was very quiet. Parents were not informed in advance and did not necessarily have to grant permission for such a detention.

8. Teachers Read Report Card Comments Out Loud in Class

In some 1970s classrooms, academic performance was laid out right in front of everybody. A teacher would read report card comments or test comments as they returned graded papers to students. It wasn’t done with malice, most of the time—it was done to teach, to show what constituted top-notch performance and what kinds of mistakes not to make. It was also to make sure that every student learned, that they would all get something out of this experience, as they would all hear the comments at the same time. The students would be very attentive, as the comments would be laced with praise and criticism at the same time.

9. Teachers Sent Students to the Principal’s Office Alone

In the 1970s, teachers would sometimes send kids to the office on their own when something major came up. The teacher would quickly write a note to the office explaining what had transpired, and the kid would walk the long hallways to the office to deliver the note to the principal. This was an effective way for the teacher to continue teaching the rest of the class while not leaving the room to attend to the child who misbehaved. It was also effective in that the school staff trusted the kids to behave well and go directly to the office when sent. The hallways were generally calm, and kids were expected to arrive at the office with a note from the teacher.

10. Teachers Made Students Stand in the Corner

In many 1970s classrooms, a basic, stay-close-to-the-wall punishment persisted, and that was the corner. When a kid talked too much, cut in on the teacher, or didn’t pay attention, the message was one of quiet and steady, a nod toward the corner, and time standing still. The kid would be facing the wall, and the rest of the kids would be at their desks. It didn’t interrupt the lesson; it merely put the disruption out of the way. Silence would fall over the classroom as the kid stood there, alone for a time, thinking about what he or she had done. It was a time for self-control, not anger, and the kid was standing there, within earshot of the lesson, yet separated from the rest of the kids for a brief time.

11. Teachers Assigned Weekend Homework Detention

In the 1970s, it was not uncommon for teachers to require kids to return to school on Saturdays to complete the school work that was not done during the week. When a student was consistently avoiding homework or disrupting the class, Saturday school was the disciplinary action taken. On early Saturday morning, students would report to school and go to a classroom to complete their school work in a quiet setting under supervision. Their task was to complete the school work that was not done during the week. In the process, they had to face their responsibilities as students. There was a serious tone in Saturday school because it interfered with their Saturdays.

12. Teachers Allowed Older Students to Supervise Younger Classes

In the 1970s, some schools relied on responsible, mature students to look after younger students for brief periods. The teacher would leave for a brief period, perhaps to talk with another teacher or attend a brief meeting, and leave a responsible student in charge. The responsible student would look after everyone and make sure that everyone was quiet while waiting for the teacher to return. This was similar to a school environment that emphasized responsibility and trust among people. For most students, it was an honor to be left in charge by their teacher, who recognized their maturity and responsibility. The classrooms were quiet because everyone knew that their behavior would be reported to the teacher later.

13. Teachers Sent Students on Errands Around the School

Going back to the 1970s, it was not uncommon for a teacher to ask students to run a quick errand in the middle of a class. A note could be passed to a student and sent to the office, another room, or even the library. There were times when students had to transport reams of worksheets to the copier room or retrieve materials from the stockroom. These small chores were a help to the teacher in a hurry and gave students a break from their seats. The school was a comfortable environment where kids were free to move in the hallways. Many students loved running these errands, feeling proud and responsible. Taking a stroll down a quiet hallway or waiting in the office was like a special assignment compared to regular schoolwork.

14. Teachers Displayed Poor Work as a Warning to the Class

In many classrooms in the 1970s, it was not uncommon for a teacher to hold up a student’s incorrect work to the class. They’d show everyone how the student had made mistakes, and then go over what the student should have done. It was not meant to shame the student, per se, but to show everyone how the student had made the incorrect choices. It was assumed that everyone in the class could learn from the student’s mistakes. They’d all lean in as the teacher went over what was incorrect and how it could have been done correctly. Sometimes, you could even recognize the writing or the name on the paper, and that could create a slightly awkward moment for the student.

15. Teachers Required Students to Clean the Classroom as Discipline

For instance, in the 1970s, some educators used small tasks or chores to manage behavior. If a student misbehaved or broke a classroom rule, the educator might require the student to clean the chalkboard, arrange the desks, or organize the bookshelves. Chores were often done at the end of the class or during a quiet time, while other students continued with their activities. The rationale behind this method was that helping to maintain a clean classroom would promote responsible behavior and respect for shared spaces. Chores also gave students a chance to calm down and think while engaging in productive activities. Most students took the task in stride, as it was common in many classrooms and homes during that period.

16. Teachers Shared Personal Opinions Freely During Lessons

In the 1970s, classrooms were more relaxed, and students talked more than what might be considered appropriate today. The teacher did not simply teach what was on the lesson plan but also contributed his or her own views when political issues, current events, and social issues came up. The teacher simply presented his or her views to the class, and the atmosphere was relaxed and casual, as if they were having a conversation. The students listened intently as the teachers shared their views and experiences, which were molded by the era. The teachers believed that sharing their views helped the students look at things more clearly. The room was essentially a free-flowing conversation where authority figures helped facilitate discussions on sensitive issues.

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