Difference between revisions of "Prevention-of-Corporal-Punishment/C2/Corporal-Punishment-in-Schools/English"
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'''Title slide''' | '''Title slide''' | ||
− | || Welcome to | + | || Welcome to this spoken tutorial on '''Corporal Punishment in Schools'''. |
|- | |- | ||
Line 18: | Line 18: | ||
|| In this tutorial we will discuss the following topics, | || In this tutorial we will discuss the following topics, | ||
− | *Definition of '''Corporal Punishment'''(CP). | + | *Definition of '''Corporal Punishment''' (CP). |
− | * | + | * National Commission for the Protection of Child Rights (NCPCR) Website. |
− | *Some situations that lead to | + | * Some situations that lead to corporal punishment . |
|- | |- | ||
Line 32: | Line 32: | ||
*Types of '''corporal punishment'''. | *Types of '''corporal punishment'''. | ||
− | *Examples on how a teacher deals with the situation in a positive manner | + | *Examples on how a teacher deals with the situation in a positive manner. |
− | *General perceptions and misconceptions | + | *General perceptions and misconceptions. |
− | *Some ground facts about corporal punishment | + | *Some ground facts about corporal punishment. |
|- | |- | ||
Line 48: | Line 48: | ||
of Child Rights) | of Child Rights) | ||
|| The content for this tutorial is taken from the document, | || The content for this tutorial is taken from the document, | ||
− | + | Guidelines for Eliminating Corporal Punishment in schools | |
This document is published by | This document is published by | ||
− | # | + | # National Commission for the Protection of Child Rights. |
− | # | + | # Ministry of Women and Child Development and |
− | # | + | # MHRD, Government of India. |
|- | |- | ||
Line 67: | Line 67: | ||
Show the first page and guidelines link on the left-panel. | Show the first page and guidelines link on the left-panel. | ||
− | || I have opened the website in | + | || I have opened the website in web browser. |
This is the Homepage. | This is the Homepage. | ||
Line 76: | Line 76: | ||
|| Show different links on the left side | || Show different links on the left side | ||
− | Shows different links | + | Shows different links. |
Click on the '''Guidelines''' link. | Click on the '''Guidelines''' link. | ||
Line 93: | Line 93: | ||
|- | |- | ||
||Click on the '''Guidelines''' link | ||Click on the '''Guidelines''' link | ||
− | ||Click on the link | + | ||Click on the link. |
'''Guidelines for eliminating Corporal Punishment in schools.''' | '''Guidelines for eliminating Corporal Punishment in schools.''' | ||
|- | |- | ||
− | || Point to the document | + | || Point to the document. |
|| The document opens in a new window. | || The document opens in a new window. | ||
|- | |- | ||
Line 144: | Line 144: | ||
|- | |- | ||
|| Magnify and show the section. | || Magnify and show the section. | ||
− | || Please read | + | || Please read this section to understand the definition of corporal punishment. |
|- | |- | ||
|| Scroll down to '''RTE''' sections. | || Scroll down to '''RTE''' sections. | ||
Line 151: | Line 151: | ||
|| Scroll down the page to '''RTE Act, 2009'''. | || Scroll down the page to '''RTE Act, 2009'''. | ||
− | '''RTE Act''' prohibits physical punishment and mental harassment, under '''section 17(1) | + | '''RTE Act''' prohibits physical punishment and mental harassment, under '''section''' 17(1). |
− | And makes it is a punishable offence under section 17(2). | + | And makes it is a punishable offence under '''section''' 17(2). |
|- | |- | ||
− | || Click on the '''Download''' | + | || Click on the '''Download''' icon on the top right corner of the page. |
|| Please download the document and read all the sections of this document carefully. | || Please download the document and read all the sections of this document carefully. | ||
|- | |- | ||
− | || Click on the download | + | || Click on the download icon on the top right corner of the page. |
|| To download the document click on the '''Download''' icon on the top right corner of the page. | || To download the document click on the '''Download''' icon on the top right corner of the page. | ||
|- | |- | ||
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Children playing in the school ground. | Children playing in the school ground. | ||
− | || Here is a situation,It is lunchtime, children are playing in the playground. | + | || Here is a situation, It is lunchtime, children are playing in the playground. |
|- | |- | ||
|| Image 2 | || Image 2 | ||
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Anil says to other children. | Anil says to other children. | ||
− | |||
− | |||
− | |||
Line 250: | Line 247: | ||
|| Image 6 | || Image 6 | ||
− | Teacher | + | Teacher calls him separately and helps him to do the homework. |
|| In another classroom Mathematics teacher is helping a student to understand the concepts. | || In another classroom Mathematics teacher is helping a student to understand the concepts. | ||
Line 261: | Line 258: | ||
|| Image 7 | || Image 7 | ||
− | Ramu | + | Ramu beats other children in the class. |
− | + | ||
− | + | ||
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|| Image 9 | || Image 9 | ||
− | Student arranging notebooks | + | Student is arranging the notebooks. |
− | || | + | ||In another classroom, the teacher has given the responsibility to the naughty student. |
− | + | ||
− | In another classroom, the teacher has given the responsibility to the naughty student. | + | |
Line 301: | Line 294: | ||
Image 10 | Image 10 | ||
− | Geetha is crying and | + | Geetha is crying and talking to her mother. |
+ | |||
|| One more situation here. | || One more situation here. | ||
− | Geetha says to her mother, “My teacher pinched and slapped me today. I did | + | Geetha says to her mother, “My teacher pinched and slapped me today. I did'nt wear proper uniform today. I don’t want to go to school anymore”. |
|- | |- | ||
|| Image 11 | || Image 11 | ||
− | The teacher writes | + | The teacher writes in the diary. |
− | + | Image 12 | |
+ | Teacher discusses with the parent. | ||
+ | || Instead of punishing Geeta, the teacher could have made a note in her school diary. | ||
− | |||
− | |||
+ | She could have also called the parent, | ||
− | |||
− | + | and explained the importance of coming to school in neat and proper uniform. | |
− | + | ||
|- | |- | ||
|| Image 13 | || Image 13 | ||
− | + | Collage of images. | |
|| Corporal punishment leads to adverse physical, psychological and educational outcomes. | || Corporal punishment leads to adverse physical, psychological and educational outcomes. | ||
Its impact is long-lasting. | Its impact is long-lasting. | ||
|- | |- | ||
− | || | + | || Image 14 |
− | + | ||
− | + | ||
− | + | ||
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|| '''Slide Number 5''' | || '''Slide Number 5''' | ||
− | '''Persistence of | + | '''Persistence of Corporal Punishment''' |
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|- | |- | ||
|| '''Slide Number 6''' | || '''Slide Number 6''' | ||
− | + | ||
− | '''General Perception''' | + | '''General Perception and Misconceptions''' |
|| General perceptions and misconceptions about corporal punishment. | || General perceptions and misconceptions about corporal punishment. | ||
Line 367: | Line 357: | ||
|- | |- | ||
|| '''Slide Number 7''' | || '''Slide Number 7''' | ||
− | + | '''General Perception and Misconceptions''' | |
− | It is widely used by the teachers and parents regardless of its ineffectiveness. | + | ||It is widely used by the teachers and parents regardless of its ineffectiveness. |
|- | |- | ||
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|| Some ground facts about corporal punishment. | || Some ground facts about corporal punishment. | ||
− | + | *No human being likes being hurt, physically or emotionally. | |
− | + | *No child is admitted to a school to deserve corporal punishment. | |
− | + | *It is natural for children to have different behavioural patterns. | |
|- | |- | ||
|| '''Slide Number 9''' | || '''Slide Number 9''' | ||
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||Corporal punishment is a violation of a child’s space and rights. | ||Corporal punishment is a violation of a child’s space and rights. | ||
− | *According to '''United Nations Convention on the Rights of | + | *According to '''United Nations Convention on the Rights of the Child, UNCRC''', |
*the child is defined as a person in the age group of 0 to 18 years. | *the child is defined as a person in the age group of 0 to 18 years. | ||
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|| '''Slide Number 10''' | || '''Slide Number 10''' | ||
− | '''Note for | + | '''Note for Teachers''' |
− | ||Your occupation can’t be an excuse for violating the law. | + | ||Note for Teachers. |
+ | Your occupation can’t be an excuse for violating the law. | ||
− | Legal consequences can be quite severe. | + | *Legal consequences can be quite severe. |
− | Corporal punishment leads to violations of sections of '''IPC, RTE Act 2009''' and '''UNCRC'''. | + | *Corporal punishment leads to violations of sections of '''IPC, RTE Act 2009''' and '''UNCRC'''. |
|- | |- | ||
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|| '''Slide Number 11''' | || '''Slide Number 11''' | ||
− | '''Summary | + | '''Summary ''' |
− | || | + | || |
In this tutorial, we have discussed about | In this tutorial, we have discussed about | ||
Line 427: | Line 418: | ||
||'''Slide Number 12''' | ||'''Slide Number 12''' | ||
− | '''Summary | + | '''Summary ''' |
|| | || | ||
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|| '''Slide Number 13''' | || '''Slide Number 13''' | ||
− | '''Spoken Tutorial Project ''' | + | '''About the Spoken Tutorial Project ''' |
|| Watch the video available at the following link. | || Watch the video available at the following link. | ||
Line 450: | Line 441: | ||
|- | |- | ||
− | || '''Slide Number | + | || '''Slide Number 14''' |
− | '''Forum for | + | '''Forum for Specific Questions''' |
|| Do you have questions in THIS Spoken Tutorial? | || Do you have questions in THIS Spoken Tutorial? | ||
Line 466: | Line 457: | ||
|- | |- | ||
− | || '''Slide Number | + | || '''Slide Number 15''' |
''' Acknowledgement''' | ''' Acknowledgement''' | ||
− | |||
− | | | + | ||Spoken Tutorial Project is funded by ''' MHRD''' Government of India. |
− | + | ||
− | + | This tutorial is contributed by Snehalatha Kaliappan, Viji Nair, Saurabh Gadgil from IIT Bombay. | |
This tutorial is reviewed by Dr. Bindu Laxmi Pattadath from Tata Institute of Social Sciences, Mumbai. | This tutorial is reviewed by Dr. Bindu Laxmi Pattadath from Tata Institute of Social Sciences, Mumbai. |
Latest revision as of 11:51, 16 October 2019
Visual Cue | Narration |
Slide Number 1
Title slide |
Welcome to this spoken tutorial on Corporal Punishment in Schools. |
Slide Number 2
Learning Objectives
|
In this tutorial we will discuss the following topics,
|
Slide Number 3
Learning Objectives |
|
Slide Number 4
NCPCR Links
of Child Rights) |
The content for this tutorial is taken from the document,
Guidelines for Eliminating Corporal Punishment in schools
|
Highlight the link in the slide | Here is the link for NCPCR website. |
Open the website in a web-browser
|
I have opened the website in web browser.
This is the Homepage. Links to various web pages and documents are available in the Navigation section on the left panel. |
Show different links on the left side
Shows different links. Click on the Guidelines link. |
Scroll down.
Click on the Guidelines link. |
Click on Archives link. |
Click on Archives link on the top-right corner.
|
Click on the Guidelines link | Click on the link.
Guidelines for eliminating Corporal Punishment in schools. |
Point to the document. | The document opens in a new window. |
Scroll down | The document is divided into various sections and sub-sections. |
Go to Guidelines.
Highlight the section
|
Scroll down the page.
Here is the section on Definition of Corporal Punishment.
Definition of corporal punishment can at best only be indicative. Please read this section carefully. |
Highlight the classification in the guidelines.
|
According to RTE Act 2009, corporal punishment could be classified as-
|
Scroll down the page.
Highlight UN definition. |
Scroll down the page.
Any punishment in which physical force is used and intended to cause some degree of pain or discomfort, however light. |
Magnify and show the section. | Please read this section to understand the definition of corporal punishment. |
Scroll down to RTE sections.
Highlight the sections |
Scroll down the page to RTE Act, 2009.
RTE Act prohibits physical punishment and mental harassment, under section 17(1). And makes it is a punishable offence under section 17(2). |
Click on the Download icon on the top right corner of the page. | Please download the document and read all the sections of this document carefully. |
Click on the download icon on the top right corner of the page. | To download the document click on the Download icon on the top right corner of the page. |
In the dialog box click on “save file” option
Click on Ok Button |
A dialog-box opens which prompts you to save the file.
Click on Ok button. The file downloads to the Downloads folder. |
Show Downloads folder. | The file downloads to the download folder. |
Let us begin with some common incidents observed in schools. | |
Image 1
Children playing in the school ground. |
Here is a situation, It is lunchtime, children are playing in the playground. |
Image 2
|
In the corner of the ground, Anil, Vani and Vivek are sitting very gloomy. |
Image 3
Children are discussing.
|
They seem to be very depressed.
They are discussing about bad experiences they had in the classroom. |
Image 4 (Animation)
Anil says to other children.
|
Anil says, “I don’t understand Mathematics.
I am unable to do my homework properly.
|
Image 5 (Animation)
|
Vivek says,
|
Image 5 (Animation)
Vani says
|
Vani says,
|
Image 5 (Animation)
Anil says |
Anil says,
"All teachers are angry and teasing us every day.” |
Highlight the aspects of Physical punishment and mental harassment. | Please note this is a form of both physical and mental harassment. |
Image 6
Teacher calls him separately and helps him to do the homework. |
In another classroom Mathematics teacher is helping a student to understand the concepts.
|
Image 7
Ramu beats other children in the class.
|
Here is another situation.
Ramu is a naughty boy. He always troubles other students. He hits other students while the teacher is taking the class. |
Image 8
Teacher twisted the ears of Ramu. |
The teacher twisted his ears and asked him to stand in a corner of the class. |
Highlight the aspects of physical punishment from the guidelines. | As shown here in the guidelines, the punishment given to Ramu is a violation of rule. |
Image 9
Student is arranging the notebooks. |
In another classroom, the teacher has given the responsibility to the naughty student.
This way the child develops a sense of responsibility and behaves maturely in the class.
|
Image 10 Geetha is crying and talking to her mother. |
One more situation here.
Geetha says to her mother, “My teacher pinched and slapped me today. I did'nt wear proper uniform today. I don’t want to go to school anymore”. |
Image 11
The teacher writes in the diary. Image 12 Teacher discusses with the parent. |
Instead of punishing Geeta, the teacher could have made a note in her school diary.
|
Image 13
Collage of images. |
Corporal punishment leads to adverse physical, psychological and educational outcomes.
Its impact is long-lasting. |
Image 14
|
In the above examples, we have seen that there is a clear difference between punishment and discipline.
Punishment creates negative emotions. Positive discipline will teach the child about mutual respect, self esteem and dignity. |
Slide Number 5
Persistence of Corporal Punishment
|
Corporal punishment still exists in schools for the following reasons:
|
Slide Number 6
General Perception and Misconceptions |
General perceptions and misconceptions about corporal punishment.
It is considered as necessary to implement corporal punishment, to become competent and responsible individual. This is a misconception. |
Slide Number 7
General Perception and Misconceptions
|
It is widely used by the teachers and parents regardless of its ineffectiveness. |
Slide Number 8
Some Ground Facts
|
Some ground facts about corporal punishment.
|
Slide Number 9
Some Ground Facts |
Corporal punishment is a violation of a child’s space and rights.
|
Slide Number 10
Note for Teachers
|
Note for Teachers.
Your occupation can’t be an excuse for violating the law.
|
We will learn more about corporal punishment in the upcoming tutorials. | |
Slide Number 11
Summary |
In this tutorial, we have discussed about
|
Slide Number 12
Summary |
|
Slide Number 13
About the Spoken Tutorial Project |
Watch the video available at the following link.
It summaries the Spoken Tutorial project.
|
Slide Number 14
Forum for Specific Questions |
Do you have questions in THIS Spoken Tutorial?
Please visit our site. Choose the minute and second where you have the question. Explain your question briefly. Someone from our team will answer them.
|
Slide Number 15
Acknowledgement
|
Spoken Tutorial Project is funded by MHRD Government of India.
This tutorial is reviewed by Dr. Bindu Laxmi Pattadath from Tata Institute of Social Sciences, Mumbai.
|