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

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{|border=1
 
{|border=1
 
||'''Visual Cue'''
 
||'''Visual Cue'''
 
||'''Narration'''
 
||'''Narration'''
−
 
−
 
 
|-
 
|-
 
|| '''Slide Number 1'''
 
|| '''Slide Number 1'''
Line 18: Line 13:
 
||In this tutorial we will discuss about,
 
||In this tutorial we will discuss about,
  
 +
Importance of elimination of corporal punishment in schools.
  
−
Importance of elimination of CP in schools
+
Role of school management in eliminating corporal punishment.
  
−
Role of school management in eliminating CP
+
Formation of Corporal Punishment Monitoring Cell (CPMC).
−
 
+
−
 
+
−
Formation of Corporal punishment Monitoring Cell (CPMC)
+
  
 
|-
 
|-
Line 33: Line 26:
 
Role of CPMC
 
Role of CPMC
  
−
Role of Counselor in Schools
+
Role of counsellor in schools
  
−
Alternate strategies to eliminate CP
+
Alternate strategies to eliminate corporal punishment.
  
 
|-  
 
|-  
Line 44: Line 37:
  
  
−
To eliminate the fear of school or teacher in students
+
To eliminate the fear of school or teacher in students.
  
−
To create a safe space for learning for students
+
To create a safe space for learning for students.
  
 +
|-
 +
|| '''Slide Number 5'''
 +
Importance of Elimination of Corporal Punishment
  
−
To develop a mutual healthy and respectful interaction between teachers and students  
+
|| To develop a mutual healthy and respectful interaction between teachers and students.
 +
 
 +
To sensitize teachers in giving importance for dignity to children.
  
  
 
|-  
 
|-  
−
|| '''Slide number 5'''
+
|| '''Slide number 6'''
  
 
Importance of Elimination of Corporal Punishment
 
Importance of Elimination of Corporal Punishment
  
−
 
+
|| Every child has a right to education without fear of corporal punishment.
−
||  
+
−
 
+
−
Every child has a right to education without fear of corporal punishment.
+
 
|-
 
|-
 
|| '''Image 1'''
 
|| '''Image 1'''
Line 73: Line 68:
 
School Principal and Parent Representative
 
School Principal and Parent Representative
  
−
||Here in a meeting parent representative submits a letter to the school principal.
+
||Here in a meeting parent representatives submits a letter to the school principal.
  
 
It is about rising cases of corporal punishment in the school.
 
It is about rising cases of corporal punishment in the school.
Line 81: Line 76:
 
same as above in a different angle.School Principal and Parent Representative
 
same as above in a different angle.School Principal and Parent Representative
  
−
||Principal takes note of the contents of the letter and understands the gravity of the situation.  
+
||The principal takes note of the contents of the letter and understands the gravity of the situation.  
  
 
Principal assures the parents that appropriate action will be taken regarding their complaint.
 
Principal assures the parents that appropriate action will be taken regarding their complaint.
Line 91: Line 86:
 
School Principal and School staff.
 
School Principal and School staff.
  
−
||Later in the day….
+
||Later in the day, he calls an urgent meeting with senior staff members and administrators.
−
 
+
−
She calls an urgent meeting with her senior staff members and administrators.
+
  
  
Line 104: Line 97:
 
Senior teacher talking
 
Senior teacher talking
  
−
||Senior teacher comes up with the following suggestion.
+
||Senior teacher comes up with the following suggestions.
  
−
“We should conduct compulsory parent teacher '''meetings''' once a month.
+
We should conduct compulsory parent teacher meetings once a month.
  
 
Suggestion boxes can be provided at a few designated places in school.
 
Suggestion boxes can be provided at a few designated places in school.
  
−
Students can give suggestions anonymously if required.”
+
Students can give suggestions anonymously if required.
  
 
|-
 
|-
Line 116: Line 109:
  
 
Vice Principal and other teachers
 
Vice Principal and other teachers
−
||Vice Principal has the following suggestions
+
||Vice Principal has the following suggestions.
  
  
−
“We should form a Corporal Punishment Monitoring Cell”
+
We should form a Corporal Punishment Monitoring Cell”
  
−
This cell will look into the corporal punishment complaints that the school receives.”
+
This cell will look into the corporal punishment complaints that the school receives.
  
−
Parents can directly approach this cell if they have any '''complaints'''.
+
Parents can directly approach this cell if they have any complaints.
  
−
 
+
The school management will also forward all the complaints received by them to the cell for further action.
−
The school management will also forward all the complaints received by them to the cell for further action.”
+
 
|-
 
|-
 
|| '''Image 7'''
 
|| '''Image 7'''
Line 140: Line 132:
 
|| This cell was formed according to the guidelines given in the NCPCR document.
 
|| This cell was formed according to the guidelines given in the NCPCR document.
 
|-
 
|-
−
|| '''Slide Number 5'''
+
|| '''Slide Number 7'''
  
 
Members who constitute CPMC
 
Members who constitute CPMC
−
||According to the guidelines the cell should have the following  
+
||According to the guidelines the CPMC should have the following members.
 +
 
  
 +
Two teachers,
  
−
two teachers,
+
Two parents (elected by the parents)
  
−
two parents (elected by the parents)
+
One doctor
  
−
one doctor '''(where available)'''
+
One lawyer nominated by the District Legal Services Authority
  
−
one lawyer nominated by the District Legal Services Authority
+
One independent counsellor
 
|-
 
|-
−
|| '''Slide Number 6'''
+
|| '''Slide Number 8'''
  
 
Members who constitute CPMC
 
Members who constitute CPMC
  
−
|| one independent counselor
+
|| An independent child rights or woman rights activist.
  
−
An independent child rights or woman rights activist
+
Two students who are not from the highest class in the school.
−
 
+
−
Two students who are not from the highest class in the school in the case of highschool and higher secondary school
+
 
|-
 
|-
 
|| Show NCPCR document
 
|| Show NCPCR document
  
−
||Here are some important duties of CPMC,
+
||Here are some important duties of CPMC.
  
 +
Back to the NCPCR document.
  
−
Role of CPMC,
+
To hear the grievances of corporal punishment complaints, such as child sexual abuse, mental harassment and discrimination without any delay.
−
 
+
−
 
+
−
To hear the grievances of corporal punishment.
+
−
 
+
−
 
+
−
Such as child sexual abuse, mental harassment and
+
−
 
+
−
discrimination without any delay.
+
−
 
+
  
 
Preferably on the day of the occurrence.
 
Preferably on the day of the occurrence.
Line 187: Line 171:
 
|-
 
|-
 
|| Highlight and magnify the sentence.
 
|| Highlight and magnify the sentence.
−
||To see as to whether adequate steps have been taken to prevent corporal punishment, child
+
||To see as to whether adequate steps have been taken to prevent corporal punishment,  
  
−
sexual abuse, mental harassment and discrimination.
+
child sexual abuse, mental harassment and discrimination.
 
|-
 
|-
 
|| Highlight and magnify the sentence.
 
|| Highlight and magnify the sentence.
−
||To ensure that whenever such occurrences take place in a school the ‘victim child’ is always
+
||To ensure that whenever such occurrences takes place in a school the ‘victim child’ is always protected.
−
 
+
−
protected.
+
 
|-
 
|-
 
|| Highlight and magnify the sentence.
 
|| Highlight and magnify the sentence.
Line 206: Line 188:
 
|-
 
|-
 
|| Highlight and magnify the sentence.
 
|| Highlight and magnify the sentence.
−
||Even in cases where the parents of the child are satisfied that no legal action needs to be
+
||Even in cases where the parents of the child are satisfied that no legal action needs to be followed,
  
−
followed, the matter should be inquired into by the CPMC.
+
the matter should be inquired into by the CPMC.
 
|-
 
|-
 
|| Highlight and magnify the sentence.
 
|| Highlight and magnify the sentence.
−
||When the issues are not sorted out at the school level, recourse should be taken to the
+
||When the issues are not sorted out at the school level, recourse should be taken to the procedures outlined under Clause 8 of these guidelines.
−
 
+
−
procedures outlined under Clause 8 of these guidelines.
+
 
|-
 
|-
−
||  
+
||NCPCR guidelines book
−
 
+
−
NCPCR guidelines book
+
  
 
Alternate strategies to eliminate CP
 
Alternate strategies to eliminate CP
Line 223: Line 201:
  
 
Highlight and magnify the sentence.
 
Highlight and magnify the sentence.
−
||The school must also follow alternate strategies to eliminate CP.
+
||The school must also follow alternate strategies to eliminate corporal punishment.
  
 
School should have clear guidelines and clear written down protocol for the following common incidents  
 
School should have clear guidelines and clear written down protocol for the following common incidents  
  
−
1. Not keeping to time and cleanliness regulations – e.g., late to school, not coming in
+
1. Not keeping to time and cleanliness regulations – example, late to school, not coming in uniform etc.
  
−
uniform etc.
+
|-
−
2. Academic related issues – e.g., incomplete home assignment, below expected academic
+
||Highlight and magnify the sentence.
−
 
+
|| 2. Academic related issues – for example, incomplete home assignment, below expected academic performance, not taking a book to school.
−
performance, not taking a book to school, etc
+
  
 
|-
 
|-
 
|| Highlight and magnify the sentence.
 
|| Highlight and magnify the sentence.
−
||3. Not meeting classroom expectations of school authorities – e.g., inattentive, talking in class,
+
||3. Not meeting classroom expectations of school authorities – example, inattentive, talking in the class,
 +
making noise in the class.
  
−
making noise in class, etc.
 
  
−
 
+
4. Troublesome behaviour – example, disturbing other children in the class, lying, stealing.
−
4. Troublesome behaviour – e.g., disturbing other children in class, lying, stealing etc.
+
 
|-
 
|-
 
|| Highlight and magnify the sentence.
 
|| Highlight and magnify the sentence.
−
||5. Offensive behaviour, causing hurt or injury to others – e.g., bullying, aggression towards peers,
+
||5. Offensive behaviour, causing hurt or injury to others – example, bullying, aggression towards peers,
  
−
stealing (violating rights of others), vandalising, etc.
+
stealing (violating rights of others), vandalising.
 
|-
 
|-
 
|| Highlight and magnify the sentence.
 
|| Highlight and magnify the sentence.
−
||If an attempt at resolving the problem
+
||If an attempt at resolving the problem is not satisfactory,  
−
 
+
parents could then be referred to a specialist (a child and adolescent psychiatrist or a counsellor).
−
is not satisfactory, parents could then be referred to a specialist (a child and adolescent psychiatrist
+
−
 
+
−
or a counselor).
+
 
|-
 
|-
 
|| Highlight and magnify the sentence.
 
|| Highlight and magnify the sentence.
−
||Every school must appoint a qualified counselor to help children learn behaviors.
+
||Every school must appoint a qualified counsellor to help children learn good behavior.
  
 
Help them develop a sense of self-discipline that leads to positive self-esteem.
 
Help them develop a sense of self-discipline that leads to positive self-esteem.
 
|-
 
|-
−
|| '''Slide Number 6'''
+
|| Highlight and magnify the sentence.
 +
Role of Counsellor in Schools
  
−
Role of Counselor in Schools
+
||Role of counsellor in schools.
−
||1. He/she should have constant interaction with the child, his/
+
  
−
her parents and teachers for understanding the difficulties of the child.
+
1. He/she should have constant interaction with the child,
 +
his/her parents and teachers for understanding the difficulties of the child.
  
  
−
The parents should be
+
The parents should be taken into confidence before sending a child to the counsellor.
  
−
taken into confidence before sending a child to the counselor.
 
  
 +
2. The school counsellor should be allowed to hold workshops with the students in different classes from time to time without the presence of teacher and staff.
  
−
2. The school counselor should
 
  
−
be allowed to hold workshops with the students in different classes from time to time without
+
The students and their parents should have the liberty to approach reputed counsellors/mental health professionals to be empaneled by school.  
−
 
+
−
the presence of teacher and staff.
+
−
 
+
−
 
+
−
the students and their
+
−
 
+
−
parents should have the liberty to approach reputed counselors/mental health professionals to be
+
−
 
+
−
empaneled by school.  
+
  
  
Line 309: Line 273:
 
|| Assign challenging assignments for gifted and fast learners.
 
|| Assign challenging assignments for gifted and fast learners.
 
|-
 
|-
−
|| '''Slide Number 7+8'''
+
|| '''Slide Number 9'''
  
 
Summary
 
Summary
−
||In this tutorial we have discussed the following,
+
||Let us summarise,
 +
In this tutorial we have discussed the following,
  
−
Importance of elimination of CP in schools
+
Importance of elimination of corporal punishment in schools.
  
−
Role of school management in eliminating CP
+
Role of school management in eliminating corporal punishment.
  
−
Formation of Corporal punishment Monitoring Cell (CPMC)
+
Formation of corporal punishment Monitoring Cell (CPMC)
 +
|-
 +
|| '''Slide Number 10'''
 +
 
 +
Summary
  
−
Selection of members who constitute CPMC
+
|| Selection of members who constitute CPMC
  
 
Role of CPMC
 
Role of CPMC
  
−
Role of Counselor in Schools
+
Role of counsellor in schools
  
−
Alternate strategies to eliminate CP
+
Alternate strategies to eliminate corporal punishment.
  
 
|-
 
|-
−
|| '''Slide Number 9'''
+
|| '''Slide Number 11'''
  
 
'''About spoken tutorial'''
 
'''About spoken tutorial'''
−
||The video given in the link summarizes<the Spoken Tutorial project.
+
||The video given in the link summarizes the Spoken Tutorial project.
  
−
Pleasedownload and watch it.
+
Please download and watch it.
  
  
 
|-
 
|-
−
|| '''Slide Number 10'''
+
|| '''Slide Number 12'''
  
 
'''Forum slide '''
 
'''Forum slide '''
 
|| Please post your queries on this forum.
 
|| Please post your queries on this forum.
 
|-
 
|-
−
|| '''Slide Number 11'''
+
|| '''Slide Number 13'''
  
 
'''Acknowledgement'''
 
'''Acknowledgement'''
Line 350: Line 319:
 
|| About contributors
 
|| About contributors
  
−
||This is tutorial is contributed by Snehalatha Kaliappan and Viji Nair from IIT Bombay. Thank you for joining.  
+
||This is tutorial is created by Snehalatha Kaliappan, Viji Nair and Saurabh Gadgil from IIT Bombay.  
 +
 
 +
This tutorial is reviewed by Dr. Bindu Lakshmi Pattaduth from Tata Institute of Social sciences Mumbai.
 +
 
 +
Thank you for joining.  
 
|-
 
|-
 
|}
 
|}

Latest revision as of 18:45, 15 July 2020

Visual Cue Narration
Slide Number 1

Title Slide

Welcome to this tutorial on Elimination of Corporal Punishment
Slide Number 2

Learning Objectives

In this tutorial we will discuss about,

Importance of elimination of corporal punishment in schools.

Role of school management in eliminating corporal punishment.

Formation of Corporal Punishment Monitoring Cell (CPMC).

Slide Number 3

Learning Objectives

Selection of members who constitute CPMC

Role of CPMC

Role of counsellor in schools

Alternate strategies to eliminate corporal punishment.

Slide Number 4

Importance of Elimination of Corporal Punishment

Why is it important to eliminate corporal punishment?


To eliminate the fear of school or teacher in students.

To create a safe space for learning for students.

Slide Number 5

Importance of Elimination of Corporal Punishment

To develop a mutual healthy and respectful interaction between teachers and students.

To sensitize teachers in giving importance for dignity to children.


Slide number 6

Importance of Elimination of Corporal Punishment

Every child has a right to education without fear of corporal punishment.
Image 1

School Principal and other administrators.

School Management plays an important role in eliminating corporal punishment.
Image 2

School Principal and Parent Representative

Here in a meeting parent representatives submits a letter to the school principal.

It is about rising cases of corporal punishment in the school.

Image 3

same as above in a different angle.School Principal and Parent Representative

The principal takes note of the contents of the letter and understands the gravity of the situation.

Principal assures the parents that appropriate action will be taken regarding their complaint.

Image 4


School Principal and School staff.

Later in the day, he calls an urgent meeting with senior staff members and administrators.


They discuss the corporal punishment incidents happening in school and their consequences.


Image 5

Senior teacher talking

Senior teacher comes up with the following suggestions.

We should conduct compulsory parent teacher meetings once a month.

Suggestion boxes can be provided at a few designated places in school.

Students can give suggestions anonymously if required.

Image 6

Vice Principal and other teachers

Vice Principal has the following suggestions.


We should form a Corporal Punishment Monitoring Cell”

This cell will look into the corporal punishment complaints that the school receives.

Parents can directly approach this cell if they have any complaints.

The school management will also forward all the complaints received by them to the cell for further action.

Image 7

CPMC committee

5-6 adults and two children in a conference room.

The school then formed the Corporal Punishment Monitoring Cell.
Show NCPCR document This cell was formed according to the guidelines given in the NCPCR document.
Slide Number 7

Members who constitute CPMC

According to the guidelines the CPMC should have the following members.


Two teachers,

Two parents (elected by the parents)

One doctor

One lawyer nominated by the District Legal Services Authority

One independent counsellor

Slide Number 8

Members who constitute CPMC

An independent child rights or woman rights activist.

Two students who are not from the highest class in the school.

Show NCPCR document Here are some important duties of CPMC.

Back to the NCPCR document.

To hear the grievances of corporal punishment complaints, such as child sexual abuse, mental harassment and discrimination without any delay.

Preferably on the day of the occurrence.

Highlight and magnify the sentence. To ensure that students are not forced to testify in their favour.
Highlight and magnify the sentence. To see as to whether adequate steps have been taken to prevent corporal punishment,

child sexual abuse, mental harassment and discrimination.

Highlight and magnify the sentence. To ensure that whenever such occurrences takes place in a school the ‘victim child’ is always protected.
Highlight and magnify the sentence. The recommendations of the CPMC should be forwarded to the district level authority.


This must be done within 48 hours of the occurrence for appropriate action.

Highlight and magnify the sentence. It is important to distinguish between primary redressal and secondary redressal.
Highlight and magnify the sentence. Even in cases where the parents of the child are satisfied that no legal action needs to be followed,

the matter should be inquired into by the CPMC.

Highlight and magnify the sentence. When the issues are not sorted out at the school level, recourse should be taken to the procedures outlined under Clause 8 of these guidelines.
NCPCR guidelines book

Alternate strategies to eliminate CP


Highlight and magnify the sentence.

The school must also follow alternate strategies to eliminate corporal punishment.

School should have clear guidelines and clear written down protocol for the following common incidents

1. Not keeping to time and cleanliness regulations – example, late to school, not coming in uniform etc.

Highlight and magnify the sentence. 2. Academic related issues – for example, incomplete home assignment, below expected academic performance, not taking a book to school.
Highlight and magnify the sentence. 3. Not meeting classroom expectations of school authorities – example, inattentive, talking in the class,

making noise in the class.


4. Troublesome behaviour – example, disturbing other children in the class, lying, stealing.

Highlight and magnify the sentence. 5. Offensive behaviour, causing hurt or injury to others – example, bullying, aggression towards peers,

stealing (violating rights of others), vandalising.

Highlight and magnify the sentence. If an attempt at resolving the problem is not satisfactory,

parents could then be referred to a specialist (a child and adolescent psychiatrist or a counsellor).

Highlight and magnify the sentence. Every school must appoint a qualified counsellor to help children learn good behavior.

Help them develop a sense of self-discipline that leads to positive self-esteem.

Highlight and magnify the sentence.

Role of Counsellor in Schools

Role of counsellor in schools.

1. He/she should have constant interaction with the child, his/her parents and teachers for understanding the difficulties of the child.


The parents should be taken into confidence before sending a child to the counsellor.


2. The school counsellor should be allowed to hold workshops with the students in different classes from time to time without the presence of teacher and staff.


The students and their parents should have the liberty to approach reputed counsellors/mental health professionals to be empaneled by school.


The school should also invite reputed mental health professionals to hold workshops for its students and teachers.

Image 8

Image with happy students and teacher.

Here are some more positive strategies to eliminate corporal punishment.

Encourage participation in teaching learning processes.

Same image as above, text will be displayed below the image. Keep a positive attitude towards every child irrespective of their academic or family status.
Same image as above, text will be displayed below the image. Identify the strength and weakness of every child and plan strategies.
Same image as above, text will be displayed below the image. Assign challenging assignments for gifted and fast learners.
Slide Number 9

Summary

Let us summarise,

In this tutorial we have discussed the following,

Importance of elimination of corporal punishment in schools.

Role of school management in eliminating corporal punishment.

Formation of corporal punishment Monitoring Cell (CPMC)

Slide Number 10

Summary

Selection of members who constitute CPMC

Role of CPMC

Role of counsellor in schools

Alternate strategies to eliminate corporal punishment.

Slide Number 11

About spoken tutorial

The video given in the link summarizes the Spoken Tutorial project.

Please download and watch it.


Slide Number 12

Forum slide

Please post your queries on this forum.
Slide Number 13

Acknowledgement

Spoken Tutorial Project is funded by MHRD, Government of India.
About contributors This is tutorial is created by Snehalatha Kaliappan, Viji Nair and Saurabh Gadgil from IIT Bombay.

This tutorial is reviewed by Dr. Bindu Lakshmi Pattaduth from Tata Institute of Social sciences Mumbai.

Thank you for joining.

Contributors and Content Editors

Madhurig, Snehalathak, Vijinair

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