Difference between revisions of "Prevention-of-Corporal-Punishment/C2/Perceptions-on-Corporal-Punishment/English"
Line 60: | Line 60: | ||
MiniTeacher talking to the parent. | MiniTeacher talking to the parent. | ||
|| Mini teacher says, | || Mini teacher says, | ||
− | "I only slapped him once, that too not hard | + | "I only slapped him once, that too not hard, how can that be Corporal Punishment? |
− | Vivek does not pay attention in the class". | + | "Vivek does not pay attention in the class". |
− | "In the last term exam he got very poor marks in all the subjects. | + | "In the last term exam he got very poor marks in all the subjects". |
− | He disturbs other students too. All teachers complain about him". | + | "He disturbs other students too. All teachers complain about him". |
|- | |- | ||
|| Image 6 | || Image 6 | ||
Line 80: | Line 80: | ||
Mini teacher says to the parent | Mini teacher says to the parent | ||
− | ||"We have to manage many students in a class. We are liable to complete syllabus on time. | + | ||"We have to manage many students in a class. We are liable to complete syllabus on time". |
− | Betterment of the child is the only intention of every teacher". | + | "Betterment of the child is the only intention of every teacher". |
|- | |- | ||
Line 91: | Line 91: | ||
|| "He may be inattentive due to the boring teaching methods. | || "He may be inattentive due to the boring teaching methods. | ||
− | We are unable to help him complete his homework". | + | "We are unable to help him complete his homework". |
|- | |- | ||
|| Image 9 | || Image 9 | ||
Line 100: | Line 100: | ||
Still, they are unable to improve themselves, what should we do? | Still, they are unable to improve themselves, what should we do? | ||
− | Basic discipline should start at home". | + | "Basic discipline should start at home". |
|- | |- | ||
|| Image 10 | || Image 10 | ||
Conversation between Parent and Mini teacher. | Conversation between Parent and Mini teacher. | ||
− | || "It is true.We as parents are responsible for our child’s behavior and discipline. | + | || "It is true.We as parents are responsible for our child’s behavior and discipline". |
− | Teachers should also treat them with care, love and respect. | + | "Teachers should also treat them with care, love and respect". |
− | Each child wants special care and attention in the class". | + | "Each child wants special care and attention in the class". |
|- | |- | ||
|| Image 11 | || Image 11 | ||
Line 129: | Line 129: | ||
|| Mini teacher says, | || Mini teacher says, | ||
− | "Today Vivek’s father came to meet me. I told him about his naughty behaviour and low academic performance. | + | "Today Vivek’s father came to meet me". "I told him about his naughty behaviour and low academic performance". |
− | But he is not ready to admit his child's mistakes. | + | "But he is not ready to admit his child's mistakes". |
− | He is complaining about teachers and their teaching methods". | + | "He is complaining about teachers and their teaching methods". |
|- | |- | ||
|| Image 14 | || Image 14 | ||
Line 141: | Line 141: | ||
|| Sharma teacher says , | || Sharma teacher says , | ||
− | " I used to scold him but he remains the same. | + | " I used to scold him but he remains the same". |
− | Similarly another student Sushil also disturbs other students in the classroom". | + | "Similarly another student Sushil also disturbs other students in the classroom". |
|- | |- | ||
|| Image 15 | || Image 15 | ||
Line 153: | Line 153: | ||
|| Rema teacher says | || Rema teacher says | ||
− | "No use of scolding and beating them. I am fed up with my job. | + | "No use of scolding and beating them. I am fed up with my job". |
− | Last week principal called me. | + | "Last week principal called me". |
− | He got angry with me due to the poor performance of the students in my subject". | + | "He got angry with me due to the poor performance of the students in my subject". |
|- | |- | ||
Line 164: | Line 164: | ||
|| Raji teacher says, | || Raji teacher says, | ||
− | "I have started extra classes for slow learners after regular school hours. I reach home late. We too have families and problems. | + | "I have started extra classes for slow learners after regular school hours". "I reach home late. We too have families and problems". |
− | No one understands our situation. Neither students, nor parents, nor the management". | + | "No one understands our situation. Neither students, nor parents, nor the management". |
|- | |- |
Revision as of 17:21, 28 November 2019
Visual Cue | Narration |
Slide No 1
Title Slide |
Welcome to the spoken tutorial on Perceptions on Corporal Punishment. |
Slide No 2
Learning objectives slide |
In this tutorial we will discuss about,
Some common classroom incidents Teacher’s perspective on corporal punishment Suggestions for Child Friendly Schools |
Image 1
Vivek beats a child while is teacher taking the class. |
Here is a classroom in a school.
Vivek is a naughty boy in the class. He disturbs other students while the teacher is teaching in the class. |
Image 2
Teacher is slapping Vivek . |
The teacher slapped him and asked him to show his class work. |
Image 3
Vivek is showing his notebook. |
His classwork was incomplete.
The teacher then insisted on meeting vivek's parent. |
Image 4
|
Next day Vivek’s father meets Mini teacher in the school.
|
Image 5 (Animation)
|
Mini teacher says,
"I only slapped him once, that too not hard, how can that be Corporal Punishment? "Vivek does not pay attention in the class". "In the last term exam he got very poor marks in all the subjects". "He disturbs other students too. All teachers complain about him". |
Image 6
Vivek’s father talking to Mini teacher. |
Parent says,
"He does not understand anything in the class. He complains that, teacher slap and tease him for not completing the homework". |
Image 7
|
"We have to manage many students in a class. We are liable to complete syllabus on time".
"Betterment of the child is the only intention of every teacher". |
Image 8
Vivek’s father talking. |
"He may be inattentive due to the boring teaching methods.
"We are unable to help him complete his homework". |
Image 9
Mini teacher says to the parent. |
"We provide extra coaching for poor performers, after school hours.
Still, they are unable to improve themselves, what should we do? "Basic discipline should start at home". |
Image 10
Conversation between Parent and Mini teacher. |
"It is true.We as parents are responsible for our child’s behavior and discipline".
"Teachers should also treat them with care, love and respect". "Each child wants special care and attention in the class". |
Image 11
Mini Teacher is taking to parents. |
"We will try our best to improve the standard of our students". |
Image 12
Conversation between teachers in the staff room. |
In the staff room, Mini teacher and Sharma teacher are having the conversation. |
Image 13
Three teachers are discussing in the staff room. |
Mini teacher says,
"Today Vivek’s father came to meet me". "I told him about his naughty behaviour and low academic performance". "But he is not ready to admit his child's mistakes". "He is complaining about teachers and their teaching methods". |
Image 14
Discussion between teachers. (Sharma sir and Mini teacher) |
Sharma teacher says ,
" I used to scold him but he remains the same". "Similarly another student Sushil also disturbs other students in the classroom". |
Image 15
Discussion between teachers. ( Depressed teachers) |
Rema teacher says
"No use of scolding and beating them. I am fed up with my job". "Last week principal called me". "He got angry with me due to the poor performance of the students in my subject". |
Image 16
Discussion between teachers. |
Raji teacher says,
"I have started extra classes for slow learners after regular school hours". "I reach home late. We too have families and problems".
|
Image 17
Teachers are sitting in the staffroom. |
From the above conversation, we learn that teachers too work under difficult conditions. |
Slide Number 3
Perspectives from Teachers |
Let us understand teacher’s perspective on Corporal Punishment.
Large teacher to student ratio makes managing a class difficult. Some students may push a teacher beyond limits. Completion of the syllabus on time. Corporal punishment guidelines discourage interaction with students. Pressure from management for good results. |
Image 18
Teachers are attending staff meeting in the staffroom.
|
Here,the principal is having a meeting with all the teachers. |
Image 20
Staff representative Arun sir speaks in the staff meeting. |
Staff representative Mr.Arun says,
"There is a need to appoint a Counselor in our school. Counselor would be the apt person to analyze each child individually". |
Image 21
Mini teacher says in the staff meeting. |
Mini teacher says,
"We should have a parent-teacher meeting once a month. We can discuss the child's problems and solutions to rectify it". |
All the teachers agreed to both the suggestions. | |
Image 22
Principal Says to teachers, |
The principal says,
"I am happy with your suggestions. I request you to take necessary steps to maintain child-friendly environment. We will work together to make our school child-friendly". |
Showing the link and open it in a web browser.(https://www.unicef.org/publications/files/Child_Friendly_Schools_Manual_EN_040809.pdf). | Here is the link for UNICEF manual on how to achieve child-friendly schools.
https://www.unicef.org/publications/files/Child_Friendly_Schools_Manual_EN_040809.pdf. I will open this link in a web browser. |
Cursor on the document. |
Details on how to create child-friendly environment in schools is given in this document. The content of this manual is divided into several chapters. These are arranged under different headings. |
Cursor on the points given on the page.
Show page 37 in the document. |
Here are some suggestions for Child friendly schools .
Child-appropriate furniture arranged flexibly . Adequate ventilation, water and sanitation facilities . Activity centers or learning corners around the classroom . Provision of recreation kits and nutritious school meals . |
Show page 45. | The document also puts emphasis on the concept of ‘Putting children first’ .
Some important points to note in this section. Learning is central to education and, in line with the child-centered principle. It should be an interactive process in which children are active participants. This is at the heart of the classroom process in child-friendly school models. It is critical for teachers to be well trained in this pedagogy. |
Scroll down the page. | Scroll down to read all the sections of this document.
Download this document by clicking on the download icon on the top-right corner. |
This brings us the end of the tutorial.
Let us summarize, | |
Slide Number 4
Summary slide |
In this tutorial we have discussed about,
Some common classroom incidents Teacher’s perspective on corporal punishment. Suggestions for Child Friendly Schools. |
Slide Number 5
Spoken Tutorial video |
Watch the video available at the following link.
It summaries the Spoken Tutorial project. If you do not have a good bandwidth you can download and watch it. |
Slide Number 6
Forum for specific question |
Ppost your timed queries on this forum. |
Slide Number 9
Acknowledgment |
The Spoken Tutorial Project is funded by MHRD Government of India.
This is Snehalatha Kaliyappan, Viji Nair and Saurabh Gadgil from IIT Bombay Signing off. This tutorial is reviewed by Dr.Bindulaksmi padath, from Tata Institute of Social Sciences, Mumbai. Thank you. |