Difference between revisions of "Prevention-of-Corporal-Punishment/C2/Corporal-Punishment-in-Schools/English"
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'''Title slide''' | '''Title slide''' | ||
|| Welcome to the spoken tutorial on '''Corporal Punishment in Schools''' | || Welcome to the spoken tutorial on '''Corporal Punishment in Schools''' | ||
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Line 18: | Line 16: | ||
− | || In this tutorial we will discuss the following topics | + | || In this tutorial we will discuss the following topics- |
− | Definition of | + | *Definition of Corporal Punishment(CP) |
− | National Commission for the | + | *National Commission for the Protection of Child Rights (NCPCR Website) |
− | + | ||
− | + | ||
+ | *Some situations that lead to corporal punishment | ||
|- | |- | ||
Line 32: | Line 29: | ||
'''Learning Objectives ''' | '''Learning Objectives ''' | ||
− | ||Types of | + | || |
+ | *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 | + | *Some ground facts about corporal punishment |
|- | |- | ||
Line 50: | 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, | ||
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'''“Guidelines for Eliminating Corporal Punishment in schools”''' | '''“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. | ||
− | '''NCPCR ''' | + | |- |
− | + | ||Highlight the link in the slide | |
− | + | ||Here is the link for '''NCPCR''' website. | |
− | + | ||
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
− | || | + | || Open the website in a web-browser |
− | + | ||
− | Open the | + | |
[https://ncpcr.gov.in/ https://ncpcr.gov.in/] | [https://ncpcr.gov.in/ https://ncpcr.gov.in/] | ||
+ | |||
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 a web browser. |
− | + | ||
− | + | ||
− | + | ||
− | I have opened the website in a | + | |
− | + | ||
− | + | ||
+ | This is the Homepage. | ||
+ | Links to various web pages and documents are available in the '''Navigation''' section on the left. | ||
|- | |- | ||
Line 89: | Line 80: | ||
Click on the '''Guidelines''' link. | Click on the '''Guidelines''' link. | ||
− | + | || Scroll down. | |
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | || Scroll down | + | |
Click on the '''Guidelines''' link. | Click on the '''Guidelines''' link. | ||
+ | |- | ||
+ | ||Click on the '''Archives '''link. | ||
+ | || | ||
Click on the '''Archives '''link on the top right corner. | Click on the '''Archives '''link on the top right corner. | ||
Line 104: | Line 92: | ||
'''Guidelines (Archived) '''page opens. | '''Guidelines (Archived) '''page opens. | ||
− | Click on the link | + | |- |
+ | ||Click on the '''Guidelines''' link | ||
+ | ||Click on the link- | ||
− | '''Guidelines for eliminating Corporal | + | '''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. | ||
|- | |- | ||
− | || | + | || Scroll down |
|| The document is divided into various sections and subsections. | || The document is divided into various sections and subsections. | ||
|- | |- | ||
|| Go to '''Guidelines'''. | || Go to '''Guidelines'''. | ||
− | Highlight | + | Highlight the section |
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− | || According to '''RTE Act 2009''', | + | || According to '''RTE Act 2009''', corporal punishment could be classified as- |
− | corporal punishment could be classified as | + | |
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | ''' | + | *'''Physical punishment''' |
+ | *'''Mental harassment''' and | ||
+ | *'''Discrimination''' | ||
|- | |- | ||
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− | The United Nations Committee on the Rights of the Child defines corporal punishment as follows: | + | The '''United Nations Committee''' on the '''Rights of the Child''' defines corporal punishment as follows: |
− | The | + | The '''Committee''' defines “corporal” or “physical” punishment as 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. | || Magnify and show the section. | ||
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Highlight the sections | Highlight the sections | ||
− | || Scroll down the page to '''RTE | + | || Scroll down the page to '''RTE Act, 2009'''. |
− | '''RTE | + | '''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 | + | || Click on the '''Download''' button 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 button on the top right corner of the page. | || Click on the download button on the top right corner of the page. | ||
− | || To download the document click on the | + | || 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 | || In the dialog box click on''' “save''' '''file”''' option | ||
Line 179: | Line 167: | ||
|| A dialog-box opens which prompts you to save the file. | || A dialog-box opens which prompts you to save the file. | ||
− | Click on Ok | + | Click on '''Ok''' button. The file downloads to the '''Downloads''' folder. |
|- | |- | ||
|| Show Downloads folder. | || Show Downloads folder. | ||
− | |||
− | |||
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|| The file downloads to the download folder. | || The file downloads to the download folder. | ||
|- | |- | ||
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Children playing in the school ground. | Children playing in the school ground. | ||
− | || Here is a situation,It is lunchtime, | + | || Here is a situation,It is lunchtime, children are playing in the playground. |
|- | |- | ||
|| Image 2 | || Image 2 | ||
Line 209: | Line 194: | ||
|| They seem to be very depressed. | || They seem to be very depressed. | ||
− | They are discussing about bad experiences they had in the classroom . | + | They are discussing about bad experiences they had in the classroom. |
|- | |- | ||
|| Image 4 (Animation) | || Image 4 (Animation) | ||
− | Anil | + | Anil says to other children. |
Line 237: | Line 222: | ||
Vivek says | Vivek says | ||
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|| Vivek says, | || Vivek says, | ||
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“As we are not good in studies, all other students make fun of us. | “As we are not good in studies, all other students make fun of us. | ||
+ | |- | ||
+ | || Image 5 (Animation) | ||
+ | Vani says | ||
− | Vani says, | + | ||Vani says, |
− | Even they are not ready to talk to us. | + | "Even they are not ready to talk to us." |
+ | |- | ||
+ | || Image 5 (Animation) | ||
− | Anil says, | + | Anil says |
+ | ||Anil says, | ||
− | All teachers are angry and teasing us every day.” | + | "All teachers are angry and teasing us every day.” |
|- | |- | ||
|| Highlight the aspects of Physical punishment and mental harassment. | || Highlight the aspects of Physical punishment and mental harassment. | ||
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Ramu beat other children in the class | Ramu beat other children in the class | ||
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− | |||
− | || Here is another situation | + | || Here is another situation. |
Ramu is a naughty boy. He always troubles other students. | Ramu is a naughty boy. He always troubles other students. | ||
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He hits other students while the teacher is taking the class. | He hits other students while the teacher is taking the class. | ||
− | Teacher twisted his ears and asked him to stand in a corner of 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. | || Highlight the aspects of physical punishment from the guidelines. | ||
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|| Image 9 | || Image 9 | ||
− | + | Student arranging notebooks | |
|| | || | ||
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Geetha is crying and telling her mother. | Geetha is crying and telling her mother. | ||
− | || | + | || One more situation here. |
− | + | ||
− | One more situation here | + | |
− | + | ||
− | + | ||
− | + | ||
+ | Geetha says to her mother, “My teacher pinched and slapped me today. I did not wear proper uniform today. I don’t want to go to school anymore”. | ||
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− | She could have also called the parent | + | She could have also called the parent. |
− | + | And explained the importance of coming to school in neat and proper uniform. | |
|- | |- | ||
|| Image 13 | || Image 13 | ||
Child's face disfigured | Child's face disfigured | ||
− | || Corporal | + | || Corporal punishment leads to adverse physical, psychological and educational outcomes. |
Its impact is long-lasting. | Its impact is long-lasting. | ||
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|| In the above examples, we have seen that there is a clear difference between punishment and discipline. | || 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''' | || '''Slide Number 5''' | ||
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− | || Corporal | + | || Corporal punishment still exists in schools for the following reasons: |
− | + | ||
− | + | ||
− | + | ||
− | + | ||
+ | #It is difficult for people to differentiate between punishment and discipline. | ||
+ | #Lack of skill or training to handle child’s misbehaviour in diverse situations. | ||
|- | |- | ||
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'''General Perception''' | '''General Perception''' | ||
− | || General perceptions and misconceptions about | + | || General perceptions and misconceptions about corporal punishment. |
Punishing children is regarded as acceptable, whether in the family or school. | Punishing children is regarded as acceptable, whether in the family or school. | ||
− | It is considered as necessary to implement | + | It is considered as necessary to implement corporal punishment, to become competent and responsible individual. |
This is a misconception. | This is a misconception. | ||
− | |||
|- | |- | ||
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− | || Some ground facts about | + | || 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. | |
− | + | ||
− | It is natural for children to have different | + | |
|- | |- | ||
|| '''Slide Number 9''' | || '''Slide Number 9''' | ||
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'''Some Ground Facts''' | '''Some Ground Facts''' | ||
− | || | + | ||Corporal punishment is a violation of a child’s space and rights. |
− | + | ||
− | + | ||
+ | *According to '''United Nations Convention on the Rights of a Child, UNCRC''', | ||
+ | *the child is defined as a person in the age group of 0 to 18 years. | ||
|- | |- | ||
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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'''. | |
− | + | ||
|- | |- | ||
|| | || | ||
− | || We will learn more about | + | || We will learn more about corporal punishment in the upcoming tutorials. |
− | + | ||
− | + | ||
|- | |- | ||
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'''Summary slide''' | '''Summary slide''' | ||
|| This brings to the end of the tutorial. | || This brings to the end of the tutorial. | ||
− | + | In this tutorial, we have discussed about | |
− | + | ||
− | + | ||
− | + | ||
− | + | *Definition of Corporal Punishment | |
− | + | *NCPCR website | |
+ | *Some situations that lead to corporal punishment | ||
|- | |- | ||
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'''Summary slide''' | '''Summary slide''' | ||
− | ||Types of | + | || |
+ | *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 | ||
|- | |- | ||
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If you do not have a good bandwidth, you can download and watch it. | If you do not have a good bandwidth, you can download and watch it. | ||
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''' Acknowledgement''' | ''' Acknowledgement''' | ||
− | ||Spoken Tutorial Project is funded by | + | ||Spoken Tutorial Project is funded by Government of India. |
− | + | |- | |
+ | || About contributors | ||
− | + | || 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. | ||
− | + | Thank you for joining. | |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
|} | |} |
Revision as of 11:51, 4 October 2019
Visual Cue | Narration |
Slide Number 1
Title slide |
Welcome to the 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”
Government of India. |
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 a web browser.
This is the Homepage. Links to various web pages and documents are available in the Navigation section on the left. |
Show different links on the left side
Shows different links Click on the Guidelines link. |
Scroll down.
Click on the Guidelines link. |
Click on the Archives link. |
Click on the 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 subsections. |
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.
The Committee defines “corporal” or “physical” punishment as 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 the section carefully 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 button 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 button 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 call him separately and help to do homework |
In another classroom Mathematics teacher is helping a student to understand the concepts.
|
Image 7
Ramu beat 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 arranging 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 telling her mother. |
One more situation here.
Geetha says to her mother, “My teacher pinched and slapped me today. I did not wear proper uniform today. I don’t want to go to school anymore”. |
Image 11
The teacher writes on her diary Image12
|
Instead of pinching teacher could have made a note in her school diary.
|
Image 13
Child's face disfigured |
Corporal punishment leads to adverse physical, psychological and educational outcomes.
Its impact is long-lasting. |
Images 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 |
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
|
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
|
Your occupation can’t be an excuse for violating the law.
Legal consequences can be quite severe. Corporal punishment leads to violations of sections of IPC, RTE Act 2009 and UNCRC. |
We will learn more about corporal punishment in the upcoming tutorials. | |
Slide Number 11
Summary slide |
This brings to the end of the tutorial.
In this tutorial, we have discussed about
|
Slide Number 12
Summary slide |
|
Slide Number 13
Spoken Tutorial Project |
Watch the video available at the following link.
It summaries the Spoken Tutorial project.
|
Slide Number 15
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 16
Forum for specific questions |
The Spoken Tutorial forum is for specific questions on this tutorial.
Please do not post unrelated and general questions on them. This will help to reduce the clutter. With less clutter, we can use this discussion as instructional material. |
Slide Number 17
Acknowledgement |
Spoken Tutorial Project is funded by Government of India. |
About contributors | 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.
|