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

From Script | Spoken-Tutorial
Jump to: navigation, search
Line 46: Line 46:
 
|| His classwork was incomplete.  
 
|| His classwork was incomplete.  
  
.Teacher insisted to meet vivek's parent.
+
Teacher insisted to meet vivek's parent.
 
|-  
 
|-  
 
|| Image 4
 
|| Image 4
Line 84: Line 84:
 
Mini teacher says to the parent
 
Mini teacher says to the parent
  
||“We have to manage manystudents in a class. We are liable to complete syllabus on time.
+
||“We have to manage many students in a class. We are liable to complete syllabus on time.
  
 
Betterment of the child is the only intention of every teacher”.  
 
Betterment of the child is the only intention of every teacher”.  
Line 173: Line 173:
 
|| Raji teacher says
 
|| Raji teacher says
  
“I have started extra classes for slow learner safter regular school hours”.  
+
“I have started extra classes for slow learners after regular school hours”.  
  
  
Line 233: Line 233:
 
|| Mini teacher says,
 
|| Mini teacher says,
  
“We should have a parent teacher meeting once a month.
+
“We should have a parent-teacher meeting once a month.
  
 
We can discuss the child's problems and solutions to rectify it.''
 
We can discuss the child's problems and solutions to rectify it.''
 
|-  
 
|-  
 
| |  
 
| |  
|| All the teachers agreed to both thes uggestions.
+
|| All the teachers agreed to both thes suggestions.
  
 
|-  
 
|-  
Line 253: Line 253:
 
We will work together to make our school child-friendly.
 
We will work together to make our school child-friendly.
 
|-  
 
|-  
|| Here is the link for unicef manual on how to achieve child-friendly schools.
+
|| Here is the link for UNICEF manual on how to achieve child-friendly schools.
 
|| https://www.unicef.org/publications/files/Child_Friendly_Schools_Manual_EN_040809.pdf.
 
|| https://www.unicef.org/publications/files/Child_Friendly_Schools_Manual_EN_040809.pdf.
  
Line 265: Line 265:
 
Details on how to create child-friendly environment in schools is given in this document.  
 
Details on how to create child-friendly environment in schools is given in this document.  
  
The content of this manual is divided into several chapters .These are arramnged under different headings.
+
The content of this manual is divided into several chapters.These are arranged under different headings.
  
 
|-  
 
|-  
Line 274: Line 274:
  
  
''' Brightly painted rooms, clean floors and colourful displays on walls''' .
+
''' Brightly painted rooms, clean floors and colorful displays on walls''' .
  
 
''' Child-appropriate furniture arranged flexibly''' .
 
''' Child-appropriate furniture arranged flexibly''' .
Line 286: Line 286:
 
'''Child friendly schools'''
 
'''Child friendly schools'''
  
||Activity centres or learning corners around the classroom.
+
||Activity centers or learning corners around the classroom.
  
 
Provision of recreation kits and nutritious school meals.
 
Provision of recreation kits and nutritious school meals.
Line 347: Line 347:
 
'''Forum for specific question'''
 
'''Forum for specific question'''
  
||Please post your timed quries in this forum.
+
||Please post your timed queries in this forum.
  
  
Line 357: Line 357:
 
|| Spoken Tutorial Project is a part of the Talk to a Teacher project.
 
|| 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.
+
It is supported by the National Mission on Education through ICT, MHRD, Government of India.
  
 
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]
 
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]
Line 366: Line 366:
 
| | About the contributors  
 
| | About the contributors  
 
|| This is Snehalatha Kaliyappan, Viji Nair and Saurabh Gadgil from IIT Bombay Signing off.
 
|| This is Snehalatha Kaliyappan, Viji Nair and Saurabh Gadgil from IIT Bombay Signing off.
This tutorial is reviewd by Dr,. Bindulaksmi padath, Tata Institute of Social SCience.
+
This tutorial is reviewd by Dr. Bindulaksmi padath, Tata Institute of Social Science.
 
Thank you.
 
Thank you.
 
|-
 
|-
 
|}
 
|}

Revision as of 15:11, 20 November 2019


Visual Cue Narration
Slide No 1

Title Slide

Welcome to the spoken tutorial on Perceptions on Corporal Punishment.
Slide No 2

Learning objectives slide

In this tutorial we will discuss about,

Some common classroom incidents

Teacher’s perspective on corporal punishment.

Suggestions for “Child Friendly Schools.

Here is a classroom in a school.
Image 1

Vivek beats a child while is teacher taking the class.

Vivekis a naughty boy in the class.


He disturbs other students while the teacher is teaching in the class.

Image 2

Teacher is slapping Vivek .

Teacher slapped him and asked him to show his class work.
Image 3

Vivek is showing his notebook.

His classwork was incomplete.

Teacher insisted to meet vivek's parent.

Image 4


Vivek’s father talking with Mini teacher.

Next day Vivek’s father meets Mini teacher in the school.


Vivek’s father complains that his son was punished.

Image 5 (Animation)


MiniTeacher talking to the parent.

Mini teacher says,

“I only slapped him once, and that too not hard – how can that be Corporal Punishment?

Vivek does not pay attention in the class.

In the last term exam he got very poor marks in all the subjects.

He disturbs other students too. All teachers complain about him”.

Image 6

Vivek’s father talking to Mini teacher.

Parent says,

“He does not understand anything in the class. He complains that, teacher slap and tease him for not completing the homework”.

Image 7


Mini teacher says to the parent

“We have to manage many students in a class. We are liable to complete syllabus on time.

Betterment of the child is the only intention of every teacher”.

Image 8

Vivek’s father talking.

“He may be inattentive due to the boring teaching methods.

We are unable to help him complete his homework.

Image 9

Mini teacher says to the parent

Mini teacher says

“We provide extra coaching for poor performers, after school hours.

Still, they are unable to improve themselves, what should we do?

Basic discipline should start at home.

Image 10

Conversation between Parent and Mini teacher

“It is true.We as parents are responsible for our child’s behavior and discipline.

Teachers should also treat them with care, love and respect.

Each child wants special care and attention in the class”.

Image 11

Mini Teacher is taking to parents.

We will try our best to improve the standard of our students”.
Image 12

Conversation between teachers in the staff room.

In the staff room, Mini teacher and Sharma teacher are having a conversation.
Image 13

Three teachers are discussing in the staff room.

Mini teacher says,

“Today Vivek’s father came to meet me. I told him about his naughty behaviour and low academic performance.


But he is not ready to admit his child's mistakes.


He is complaining about teachers and their teaching methods”.

Image 14

Discussion between teachers.

(Sharma sir and Mini teacher)

Sharma Sir says “ I used to scold him but he remains the same.”

Similarly another student Sushil also disturbs other students in the classroom.

Image 15

Discussion between teachers.

( Depressed teachers)

Rema teacher says

”No use of scolding and beating them. I am fed up with my job.


“Last week principal called me.

He got angry with me due to poor performance of the students in my subject.”.

Image 16

Discussion between teachers.

Raji teacher says

“I have started extra classes for slow learners after regular school hours”.


“I reach home late.

We too have families and problems”.


No one understands our situation.

Neither students, nor parents, nor the management.

Image 17

Teachers are sitting in the staffroom.

From the above conversation, we learn that teachers too work under difficult conditions.


Let us understand teacher’s perspective on Corporal Punishment.

Slide Number 3

Perspectives from Teachers

Large teacher to student ratio, makes managing a class difficult.

Some students may push a teacher beyond limits.

Completion of the syllabus on time.

CP guidelines discourage interaction with students.

Pressure from management for good results.

Image 18

Teachers are attending staff meeting in the staffrrom.


Here, the principal is having a meeting with all the teachers.
Image 20

Staff representative Arun sir speaks in the staff meeting.


Staff representative Mr.Arun says,

“There is a need to appoint a Counselor in our school.

Counselor would be the apt person to analyze each child individually”.

Image 21

Mini teacher says in the staff meeting.

Mini teacher says,

“We should have a parent-teacher meeting once a month.

We can discuss the child's problems and solutions to rectify it.

All the teachers agreed to both thes suggestions.
Image 22

Principal Says to teachers

The principal says

“I am happy with your suggestions.

I request all of you to take necessary steps to maintain child-friendly environment.

We will work together to make our school child-friendly.

Here is the link for UNICEF manual on how to achieve child-friendly schools. https://www.unicef.org/publications/files/Child_Friendly_Schools_Manual_EN_040809.pdf.

I will open this link in a web-browser.


Cursor on the document.

Details on how to create child-friendly environment in schools is given in this document.

The content of this manual is divided into several chapters.These are arranged under different headings.

Cursor on the points given on the page.

Show page 37 in the document.

Here are some suggestions for ‘Child friendly schools .


Brightly painted rooms, clean floors and colorful displays on walls .

Child-appropriate furniture arranged flexibly .

Adequate ventilation, water and sanitation facilities .


Slide Number 5

Child friendly schools

Activity centers or learning corners around the classroom.

Provision of recreation kits and nutritious school meals.


Show page 45. The document also puts emphasis on the concept of ‘putting children first’ .

Some important points to note in this section.Learning is central to education and, in line with the child-centred principle.

It should be an interactive process in which children are active participants.

This is at the heart of the classroom process in all child-friendly school models.

It is critical for teachers to be well trained in this pedagogy.


Scroll down to read all the sections of this document. Download this document by clicking on the download icon on the top-right corner.


This brings us the end of the tutorial.
Let us summarize,
Slide Number 6

Summary slide

In this tutorial we have learnt about


Some common classroom incidents

Teacher’s perspective on corporal punishment.

Suggestions for “Child Friendly Schools.


Slide Number 7

Spoken Tutorial video

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 8

Forum for specific question

Please post your timed queries in this forum.


Slide Number 9

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 and Saurabh Gadgil from IIT Bombay Signing off.

This tutorial is reviewd by Dr. Bindulaksmi padath, Tata Institute of Social Science. Thank you.

Contributors and Content Editors

Madhurig, Nancyvarkey, Vijinair