Difference between revisions of "Prevention-of-Corporal-Punishment/C2/Corporal-Punishment-in-Schools/English"
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'''Learning Objectives ''' | '''Learning Objectives ''' | ||
− | |||
|| 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''' | |
− | |||
− | + | |- | |
− | + | || '''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 CP | ||
|- | |- | ||
|| '''Slide Number 4''' | || '''Slide Number 4''' | ||
− | + | '''NCPCR Links''' | |
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|| 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 | |
+ | '''NCPCR '''(National Commission for the Protection of Child Rights) | ||
[https://ncpcr.gov.in/ https://ncpcr.gov.in/] | [https://ncpcr.gov.in/ https://ncpcr.gov.in/] | ||
+ | |||
+ | |||
+ | Ministry of Women and Child Development (MWCD) and the Ministry of Human Resource Development (MHRD), Government of India. | ||
+ | |||
+ | |||
|- | |- | ||
|| | || | ||
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Click on the '''Guidelines''' link. | Click on the '''Guidelines''' link. | ||
− | Click on the | + | Click on the '''Archives '''link on the top right corner. |
− | Guidelines ( | + | |
+ | '''Guidelines (Archived) '''page opens. | ||
Click on the link, | Click on the link, | ||
Line 110: | Line 122: | ||
|| Scroll down the page. | || Scroll down the page. | ||
− | Here is the section | + | Here is the section on '''Definition of Corporal Punishment.''' |
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− | || According to '''RTE Act 2009''', corporal punishment could be classified as Physical punishment | + | || According to '''RTE Act 2009''', |
− | Mental harassment and | + | corporal punishment could be classified as |
− | Discrimination | + | |
+ | '''Physical punishment''' | ||
+ | |||
+ | '''Mental harassment''' | ||
+ | and | ||
+ | |||
+ | '''Discrimination''' | ||
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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 D'''ownload''' button on the top right corner of the page | ||
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|| 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 button on the top right corner of the page. | ||
|- | |- | ||
− | || In the | + | || In the dialog box click on''' “save''' '''file”''' option |
Click on '''Ok''' Button | Click on '''Ok''' Button | ||
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− | |||
− | |||
− | |||
− | |||
− | |||
Line 220: | Line 233: | ||
I don’t want to come to the school.” | I don’t want to come to the school.” | ||
|- | |- | ||
− | || Image | + | || Image 5 (Animation) |
Line 249: | Line 262: | ||
|- | |- | ||
|| Highlight the aspects of Physical punishment and mental harassment. | || Highlight the aspects of Physical punishment and mental harassment. | ||
− | || | + | || Please note this is a form of both physical and mental harassment. |
|- | |- | ||
− | || Image | + | || Image 6 |
Teacher call him separately and help to do homework | Teacher call him separately and help to do homework | ||
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This is an example of positive discipline. | This is an example of positive discipline. | ||
|- | |- | ||
− | || Image | + | || Image 7 |
Ramu beat other children in the class | Ramu beat other children in the class | ||
− | Image | + | Image 8 |
Teacher twisted the ears of Ramu. | Teacher twisted the ears of Ramu. | ||
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|| Here is another situation, | || Here is another situation, | ||
− | Ramu is a naughty boy. He always | + | Ramu is a naughty boy. He always troubles other students. |
He hits other students while the teacher is taking the class. | He hits other students while the teacher is taking the class. | ||
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|| 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 | + | || Image 9 |
student arranging notebooks | student arranging notebooks | ||
|| | || | ||
− | In another classroom, | + | 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. | 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. | |
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|| | || | ||
− | Image | + | Image 10 |
− | Geetha is crying and telling 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. | + | 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”. |
− | + | ||
− | + | ||
− | I did not wear proper uniform today. | + | |
− | + | ||
− | + | ||
− | I don’t want to go to school anymore”. | + | |
|- | |- | ||
− | || Image | + | || Image 11 |
− | + | The teacher writes on her diary | |
− | + | Image12 | |
− | Teacher | + | Teacher discusses with the parent |
|| Instead of pinching teacher could have made a note in her school diary. | || Instead of pinching teacher could have made a note in her school diary. | ||
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and explain the importance of coming to school in neat and proper uniform. | and explain the importance of coming to school in neat and proper uniform. | ||
|- | |- | ||
− | || Image | + | || Image 13 |
Child's face disfigured | Child's face disfigured | ||
|| 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. | |
|- | |- | ||
− | || Images | + | || Images 14 |
− | + | ||
− | + | ||
− | + | ||
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− | || 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 misbehavior in diverse situations. | ||
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'''General Perception''' | '''General Perception''' | ||
− | || General perceptions and misconceptions | + | || General perceptions and misconceptions about CP |
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− | |||
|- | |- | ||
|| '''Slide Number 7''' | || '''Slide Number 7''' | ||
+ | || '''General Perception''' | ||
+ | |||
+ | |||
+ | It is widely used by the teachers and parents regardless of its ineffectiveness. | ||
+ | |||
+ | |- | ||
+ | || '''Slide Number 8''' | ||
'''Some Ground Facts''' | '''Some Ground Facts''' | ||
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− | || Some ground facts about CP.No human being likes being hurt,physically or emotionally. | + | || Some ground facts about CP.No |
+ | |||
+ | human being likes being hurt, physically or emotionally. | ||
+ | |||
No child is admitted to a school to deserve CP. | No child is admitted to a school to deserve CP. | ||
+ | |||
It is natural for children to have different behavioral patterns. | It is natural for children to have different behavioral patterns. | ||
− | + | |- | |
− | + | || '''Slide Number 9''' | |
+ | '''Some Ground Facts''' | ||
− | | | + | ||CP is a violation of a child’s space and rights. |
− | | | + | |
− | ''' | + | According to '''UNCRC''', the Child is defined as a person in the age group OF 0 to 18 years. |
+ | |- | ||
+ | || '''Slide Number 10''' | ||
+ | |||
+ | '''Note for teachers''' | ||
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|- | |- | ||
− | || '''Slide Number | + | || '''Slide Number 11''' |
'''Summary slide''' | '''Summary slide''' | ||
− | || This brings to the end of the tutorial. In this tutorial we have discussed about *Definition and links to 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. | *Some situations that lead to Corporal punishment. | ||
Types of corporal punishment | Types of corporal punishment |
Revision as of 12:46, 1 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.
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 CP |
Slide Number 4
NCPCR Links
of Child Rights) |
The content for this tutorial is taken from the document,
NCPCR (National Commission for the Protection of Child Rights)
|
Open the Website in web-browser Show the first page and guidelines link on the left-panel. |
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.
|
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 on the top right corner.
Click on the link, Guidelines for eliminating Corporal punishment in schools. |
Point to the document | The document opens in a new window. |
The document is divided into various sections and subsections. | |
Go to Guidelines.
Highlight
|
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 Physical punishment Mental harassment and Discrimination
|
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 button 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,
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 Image 8 Teacher twisted the ears of Ramu.
|
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. 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:
It is difficult for people to differentiate between “punishment” and “discipline” Lack of skill or training to handle child’s misbehavior in diverse situations.
|
Slide Number 6
General Perception |
General perceptions and misconceptions about CP
It is considered as necessary to implement CP 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 CP.No
human being likes being hurt, physically or emotionally. No child is admitted to a school to deserve CP. It is natural for children to have different behavioral patterns. |
Slide Number 9
Some Ground Facts |
CP is a violation of a child’s space and rights.
According to 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.
Legal consequences can be quite severe. CP Violations of sections of IPC, RTE Act 2009, UNCRC
|
We will learn more about CPin the upcoming tutorials.
| |
Slide Number 11
Summary slide |
This brings to the end of the tutorial. In this tutorial,
we have discussed about *Definition and links to website.
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
|
Slide Number 10
Spoken Tutorial video |
Watch the video available at the following link.
It summaries the Spoken Tutorial project.
|
Slide Number 11
Spoken Tutorial Workshops |
The Spoken Tutorial project team conducts workshops using spoken tutorials.
For more details, please write to: contact@spoken-tutorial.org |
Slide Number 12
Acknowledgment. |
Spoken Tutorial Project is a part of the Talk to a Teacher project.
It is Supported by the National Mission on Education through ICT, MHRD, Government of India. More information on this mission is available at[1]http://spoken-tutorial.org\NMEICT-Intro
|
About the contributors
|
This is Snehalatha Kaliyappan,Viji Nair, Saurabg Gadgil from IIT Bombay Signing off. |