Difference between revisions of "Prevention-of-Corporal-Punishment/C2/Corporal-Punishment-in-Schools/English"

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(Created page with " {|border=1 || '''Visual Cue''' || '''Narration''' |- || '''Slide Number 1 ''' '''Title slide''' || Welcome to the spoken tutorial on '''Corporal Punishment in Schools'''...")
 
 
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'''Title slide'''
 
'''Title slide'''
|| Welcome to the spoken tutorial on '''Corporal Punishment in Schools'''
+
|| Welcome to this spoken tutorial on '''Corporal Punishment in Schools'''.
 
+
 
+
  
 
|-  
 
|-  
Line 18: Line 16:
  
  
 +
|| In this tutorial we will discuss the following topics,
  
|| In this tutorial we will discuss the following topics.
+
*Definition of '''Corporal Punishment''' (CP).
  
 +
* National Commission for the Protection of Child Rights (NCPCR) Website.
  
 +
* Some situations that lead to corporal punishment .
  
*Some situations that lead to Corporal punishment.
+
|-
Types of corporal punishment
+
|| '''Slide Number 3'''
Examples on how a teacher deals with the situation in a positive manner.
+
General perceptions and misconceptions on CP
+
Some ground facts about CP
+
  
 +
'''Learning Objectives '''
  
 +
||
 +
*Types of '''corporal punishment'''.
  
 +
*Examples on how a teacher deals with the situation in a positive manner.
 +
 +
*General perceptions and misconceptions.
 +
 +
*Some ground facts about corporal punishment.
  
 
|-  
 
|-  
 
|| '''Slide Number 4'''
 
|| '''Slide Number 4'''
  
The guidelines for eliminating Corporal Punishment in schools slide
+
'''NCPCR Links'''
  
  
Line 42: 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
  
“Guidelines for Eliminating Corporal Punishment in schools”
 
  
This document is published by '''NCPCR '''(National Commission for the Protection of Child Rights)
+
This document is published by  
 +
# National Commission for the Protection of Child Rights.
 +
# Ministry of Women and Child Development and
 +
# MHRD, Government of India.
  
 +
|-
 +
||Highlight the link in the slide
 +
||Here is the link for '''NCPCR''' website.
  
Ministry of Women and Child Development (MWCD) and the Ministry of Human Resource Development (MHRD), Government of India.
+
|-
 
+
|| Open the website in a web-browser
  
 
[https://ncpcr.gov.in/ https://ncpcr.gov.in/]
 
[https://ncpcr.gov.in/ https://ncpcr.gov.in/]
|-
 
||
 
  
Open the Website in web-browser
 
 
[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 web browser.  
 
+
Here is the link for '''NCPCR''' website.
+
 
+
I have opened the website in a webbrowser.This is the home page.
+
 
+
Links to various web pages and documents are available in the '''Navigation''' section on the left side of this page.  
+
  
 +
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  
 
|| Show different links on the left side  
  
Shows different links
+
Shows different links.
  
 
Click on the '''Guidelines''' link.
 
Click on the '''Guidelines''' link.
 +
|| Scroll down.
  
 +
Click on the '''Guidelines''' link.
  
Click on the link.
+
|-
 +
||Click on '''Archives '''link.
 +
||
 +
Click on '''Archives '''link on the top-right corner.
  
  
 +
'''Guidelines (Archived) '''page opens.
  
|| Scroll down,
+
|-
 +
||Click on the '''Guidelines''' link
 +
||Click on the link.
  
Click on the '''Guidelines''' link.
+
'''Guidelines for eliminating Corporal Punishment in schools.'''
 
+
Click on the archive link on the top right corner.
+
 
+
Guidelines (archived) page opens.
+
 
+
Click on the link,
+
 
+
'''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 sub-sections.
 
|-  
 
|-  
 
|| Go to '''Guidelines'''.
 
|| Go to '''Guidelines'''.
  
Highlight  
+
Highlight the section
  
  
Line 108: Line 111:
 
|| Scroll down the page.
 
|| Scroll down the page.
  
Here is the section of '''Definition of Corporal Punishment.'''
+
Here is the section on '''Definition of Corporal Punishment.'''
  
  
Line 121: Line 124:
  
  
|| According to '''RTE Act 2009''', corporal punishment could be classified as Physical punishment,
+
|| According to '''RTE Act 2009''', corporal punishment could be classified as-
Mental harassment and
+
Discrimination
+
  
 +
*'''Physical punishment'''
  
 +
*'''Mental harassment''' and
 +
 +
*'''Discrimination'''
  
 
|-  
 
|-  
Line 134: Line 139:
  
  
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 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'''.'''
+
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.
|| Please read the section carefully to understand the definition of corporal punishment.
+
|| Please read this section to understand the definition of corporal punishment.
 
|-  
 
|-  
 
|| Scroll down to '''RTE''' sections.
 
|| Scroll down to '''RTE''' sections.
  
 
Highlight the sections
 
Highlight the sections
|| 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) and makes it a punishable offence under section 17(2)
+
'''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 D'''ownload''' button on the top right corner of the page
+
|| 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 button on the top right corner of the page.
+
|| Click on the download icon on the top right corner of the page.
|| To download the document 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 diaog box click on''' “save''' '''file”''' option  
+
|| In the dialog box click on''' “save''' '''file”''' option  
  
 
Click on '''Ok''' Button
 
Click on '''Ok''' Button
 
|| 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 Button. The file downloads to the '''Downloads''' folder.
+
Click on '''Ok''' button. The file downloads to the '''Downloads''' folder.
 
|-  
 
|-  
 
|| Show Downloads folder.
 
|| Show Downloads folder.
 
 
 
 
|| The file downloads to the download folder.
 
|| The file downloads to the download folder.
 
|-  
 
|-  
Line 173: Line 177:
  
 
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
Line 189: Line 193:
 
|| 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&nbsp;says to other children.
+
Anil says to other children.
 
+
 
+
 
+
 
+
 
+
Image 5
+
 
+
Teacher tease the child in front of other students
+
  
  
Line 218: Line 214:
 
I don’t want to come to the school.”
 
I don’t want to come to the school.”
 
|-  
 
|-  
|| Image 6 (Animation)
+
|| Image 5 (Animation)
  
  
 
Vivek says
 
Vivek says
 
 
Vani says
 
 
 
Anil says
 
 
|| Vivek says,
 
|| Vivek says,
  
Line 233: Line 223:
 
“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.
|| Note that this is a form of both physical and mental harassment.
+
|| Please note  this is a form of both physical and mental harassment.
 
|-  
 
|-  
|| Image 7
+
|| Image 6
  
Teacher call him separately and help to do homework
+
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 260: Line 256:
 
This is an example of positive discipline.
 
This is an example of positive discipline.
 
|-  
 
|-  
|| Image 8
+
|| Image 7
  
Ramu beat other children in the class
+
Ramu beats other children in the class.
  
Image 9
 
  
Teacher twisted the ears of Ramu.
 
  
 +
|| Here is another situation.
  
 
+
Ramu is a naughty boy. He always troubles other students.  
|| Here is another situation,
+
 
+
Ramu is a naughty boy. He always trouble other students.  
+
  
 
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.
 
|| As shown here in the guidelines, the punishment given to Ramu is a violation of rule.
 
|| As shown here in the guidelines, the punishment given to Ramu is a violation of rule.
 
|-  
 
|-  
|| Image 10
+
|| 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, class teacher has given the responsibility to the naughty student.
+
  
  
 
She asked him to collect notebooks from other students and arrange them in order.
 
She asked him to collect notebooks from other students and arrange them in order.
  
The child develops a sense of responsibility and behaves maturely in the class.
+
This way the child develops a sense of responsibility and behaves maturely in the class.
  
  
Line 298: Line 292:
 
||  
 
||  
  
Image 12
+
Image 10
  
Geetha is crying and telling mother.
+
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 not wear proper uniform today.
+
 
+
 
+
I don’t want to go to school anymore”.  
+
  
 +
|| 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 13
+
|| Image 11
  
Teacher writes on her diary
+
The teacher writes in the diary.
  
Image14
+
Image 12
  
 
+
Teacher discusses with the parent.
Teacher discuss with the parent
+
|| Instead of punishing Geeta, the teacher could have made a note in her school diary.
|| Instead of pinching teacher could have made a note in her school diary.
+
  
  
Line 330: Line 314:
  
  
and explain the importance of coming to school in neat and proper uniform.
+
and explained the importance of coming to school in neat and proper uniform.
 
|-  
 
|-  
|| Image 15
+
|| Image 13
  
Child's face disfigured
+
Collage of images.
|| Corporal Punishment leads to adverse physical, psychological and educational outcomes.  
+
|| Corporal punishment leads to adverse physical, psychological and educational outcomes.  
  
It’s impact is long lasting.
+
Its impact is long-lasting.
 
|-  
 
|-  
|| Images
+
|| Image 14
 
+
 
+
 
+
 
+
 
+
 
+
  
  
 
|| 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.
+
Punishment creates negative emotions.
  
'''Positive discipline''' will teach the child about mutual respect, self esteem and dignity.
+
Positive discipline will teach the child about mutual respect, self esteem and dignity.
 
|-  
 
|-  
 
|| '''Slide Number 5'''
 
|| '''Slide Number 5'''
  
'''Persistence of corporal punishment'''
+
'''Persistence of Corporal Punishment'''
  
  
|| Corporal Punishment still exists in schools for the following reasons:It is difficult for people to differentiate between '''“punishment”''' and''' “discipline”'''
+
|| Corporal punishment still exists in schools for the following reasons:  
Lack of skill or training to handle child’s misbehavior in diverse situations..
+
  
 +
#It is difficult for people to differentiate between punishment and discipline.
 +
#Lack of skill or training to handle child’s misbehaviour in diverse situations.
  
 
|-  
 
|-  
 
|| '''Slide Number 6'''
 
|| '''Slide Number 6'''
 
+
'''General Perception'''
+
'''General Perception and Misconceptions'''
|| General perceptions and misconceptions
+
|| 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 CP to become competent and responsible individual.
+
It is considered as necessary to implement corporal punishment, to become competent and responsible individual.
  
 
This is a misconception.
 
This is a misconception.
  
 
It is widely used by the teachers and parents regardless of its ineffectiveness.
 
 
|-  
 
|-  
 
|| '''Slide Number 7'''
 
|| '''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'''
Line 385: Line 369:
  
  
|| Some ground facts about CP.No human being likes being hurt,physically or emotionally.
+
|| Some ground facts about corporal punishment.
No child is admitted to a school to deserve CP.
+
*No human being likes being hurt, physically or emotionally.
It is natural for children to have different behavioral patterns.
+
CP is a violation of a child’s space and rights.
+
According to '''UNCRC''', the Child is defined as a person in the 0 to 18 years age group.
+
  
 +
*No child is admitted to a school to deserve corporal punishment.
  
 +
*It is natural for children to have different behavioural patterns.
 
|-  
 
|-  
|| '''Slide Number 8'''
+
|| '''Slide Number 9'''
  
'''Note for teachers'''
+
'''Some Ground Facts'''
  
 +
||Corporal punishment is a violation of a child’s space and rights.
  
 +
*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.
 +
 +
|-
 +
|| '''Slide Number 10'''
  
 +
'''Note for Teachers'''
  
  
||Your occupation can’t be an excuse for violating the law.
+
||Note for Teachers.
Legal consequences can be quite severe.
+
Your occupation can’t be an excuse for violating the law.
CP Violations of sections of '''IPC, RTE Act 2009, UNCRC'''
+
  
 +
*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 CPin the upcoming tutorials.''' '''
+
|| We will learn more about corporal punishment in the upcoming tutorials.
  
 +
|-
 +
|| '''Slide Number 11'''
  
 +
'''Summary '''
 +
||
 +
In this tutorial, we have discussed about
  
|-
+
*Definition of Corporal Punishment
|| '''Slide Number 9'''
+
  
'''Summary slide'''
+
*NCPCR website
|| This brings to the end of the tutorial. In this tutorial we have discussed about *Definition and links to website.
+
*Some situations that lead to Corporal punishment.
+
Types of corporal punishment
+
Examples on how a teacher deals with the situation in a positive manner.
+
Perceptions on CP
+
Some ground facts about CP
+
  
 +
*Some situations that lead to corporal punishment
  
 
|-  
 
|-  
|| '''Slide Number 10'''
+
||'''Slide Number 12'''
  
'''Spoken Tutorial video '''
+
'''Summary '''
|| Watch the video available at the following link.
+
  
It summaries the Spoken Tutorial project.
+
||
 +
*Types of corporal punishment
  
 +
*Examples on how a teacher deals with the situation in a positive manner
  
If you do not have a good bandwidth you can download and watch it.
+
*General perceptions and misconceptions
 
+
  
 +
*Some ground facts about corporal punishment
  
 
|-  
 
|-  
|| '''Slide Number 11'''
+
|| '''Slide Number 13'''
  
'''Spoken Tutorial Workshops '''
+
'''About the Spoken Tutorial Project '''
|| The Spoken Tutorial project team conducts workshops using spoken tutorials.
+
|| Watch the video available at the following link.
  
 +
It summaries the Spoken Tutorial project.
  
Gives certificates to those who pass an online test.
 
  
For more details, please write to: contact@spoken-tutorial.org
+
If you do not have a good bandwidth, you can download and watch it.
 +
 
 
|-  
 
|-  
|| '''Slide Number 12'''
+
|| '''Slide Number 14'''  
  
'''Acknowledgment.'''
+
'''Forum for Specific Questions'''  
|| Spoken Tutorial Project is a part of the Talk to a Teacher project.
+
|| Do you have questions in THIS Spoken Tutorial?
  
It is Supported by the National Mission on Education through ICT, MHRD, Government of India.
+
Please visit our site.  
  
More information on this mission is available at[http://spoken-tutorial.org/NMEICT-Intro  ][http://spoken-tutorial.org/NMEICT-Intro http://spoken-tutorial.org\NMEICT-Intro]
+
Choose the minute and second where you have the question.
  
 +
Explain your question briefly.
  
 +
Someone from our team will answer them.
  
 +
 +
 
|-  
 
|-  
|| <div style="color:#000000;">
+
|| '''Slide Number 15'''
 +
''' Acknowledgement'''
 +
 
 +
 
 +
||Spoken Tutorial Project is funded by ''' MHRD'''  Government of India.
 +
 
  
About the 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.
  
  
|| This is Snehalatha Kaliyappan,Viji Nair, Saurabg Gadgil from IIT Bombay Signing off.
+
Thank you for joining.
 
|-
 
|-
 
|}
 
|}

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,
  • Definition of Corporal Punishment (CP).
  • National Commission for the Protection of Child Rights (NCPCR) Website.
  • Some situations that lead to corporal punishment .
Slide Number 3

Learning Objectives

  • Types of corporal punishment.
  • Examples on how a teacher deals with the situation in a positive manner.
  • General perceptions and misconceptions.
  • Some ground facts about corporal punishment.
Slide Number 4

NCPCR Links


Published NCPCR (National Commission for Protection

of Child Rights)

The content for this tutorial is taken from the document,

Guidelines for Eliminating Corporal Punishment in schools


This document is published by

  1. National Commission for the Protection of Child Rights.
  2. Ministry of Women and Child Development and
  3. MHRD, Government of India.
Highlight the link in the slide Here is the link for NCPCR website.
Open the website in a web-browser

https://ncpcr.gov.in/


Show the first page and guidelines link on the left-panel.

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.


Guidelines (Archived) page opens.

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.


Currently, there is no statutory definition of corporal punishment of children in Indian law.

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-
  • Physical punishment
  • Mental harassment and
  • Discrimination
Scroll down the page.

Highlight UN definition.

Scroll down the page.


The United Nations Committee on the Rights of the Child defines corporal punishment as follows:

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


Vani and her friends sitting in a corner.

In the corner of the ground, Anil, Vani and Vivek are sitting very gloomy.
Image 3

Children are discussing.


(Depressed child)

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.


My parents cannot help me with my homework.


My teacher made fun of me and asked me to stand outside the classroom.


I don’t want to come to the school.”

Image 5 (Animation)


Vivek says

Vivek says,


“As we are not good in studies, all other students make fun of us.

Image 5 (Animation)

Vani says


Vani says,


"Even they are not ready to talk to us."

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.


He is seen helping him to complete homework after school hours.


This is an example of positive discipline.

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.


She asked him to collect notebooks from other students and arrange them in order.

This way the child develops a sense of responsibility and behaves maturely in the class.


This is an example of positive discipline.

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.


She could have also called the parent,


and explained the importance of coming to school in neat and proper uniform.

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:
  1. It is difficult for people to differentiate between punishment and discipline.
  2. Lack of skill or training to handle child’s misbehaviour in diverse situations.
Slide Number 6

General Perception and Misconceptions

General perceptions and misconceptions about corporal punishment.


Punishing children is regarded as acceptable, whether in the family or school.

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.
  • 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

Some Ground Facts

Corporal punishment is a violation of a child’s space and rights.
  • 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.
Slide Number 10

Note for Teachers


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

In this tutorial, we have discussed about

  • Definition of Corporal Punishment
  • NCPCR website
  • Some situations that lead to corporal punishment
Slide Number 12

Summary

  • Types of corporal punishment
  • Examples on how a teacher deals with the situation in a positive manner
  • General perceptions and misconceptions
  • Some ground facts about corporal punishment
Slide Number 13

About the Spoken Tutorial Project

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 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 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.

Contributors and Content Editors

Nancyvarkey, Snehalathak, Vijinair