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

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{| border=1
 
{| border=1
 
|-  
 
|-  
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|-  
 
|-  
−
||''' Slide No 1'''
+
||''' Slide Number 1'''
  
 
'''Title Slide'''
 
'''Title Slide'''
Line 13: Line 11:
 
|| Welcome to the spoken tutorial on '''Perceptions on Corporal Punishment'''.
 
|| Welcome to the spoken tutorial on '''Perceptions on Corporal Punishment'''.
 
|-  
 
|-  
−
|| '''Slide No 2'''
+
|| '''Slide Number 2'''
  
−
'''Learning objectives slide '''
+
'''Learning Objectives  '''
 
|| In this tutorial we will discuss  about,
 
|| In this tutorial we will discuss  about,
  
−
Some common classroom incidents
+
* Some common classroom incidents
  
−
Teacher’s perspective on corporal punishment.
+
* Teacher’s perspective on '''corporal punishment'''
  
−
Suggestions for '''Child Friendly Schools'''.
+
* Suggestions for child friendly schools
  
 
|-  
 
|-  
Line 32: Line 30:
 
Vivek is a naughty boy in the class.
 
Vivek is a naughty boy in the class.
  
−
He disturbs other students while the teacher is teaching in the class.
+
He disturbs other students while the teacher is teaching in the class.
 
|-  
 
|-  
 
|| Image 2
 
|| Image 2
  
−
Teacher is slapping Vivek .
+
Teacher is slapping Vivek.
−
| | The teacher slapped him and asked him to show his class work.
+
|| The teacher slapped him and asked him to show his classwork.
 
|-  
 
|-  
 
|| Image 3
 
|| Image 3
Line 44: Line 42:
 
|| His classwork was incomplete.  
 
|| His classwork was incomplete.  
  
−
The teacher then insisted to meet vivek's parent.
+
The teacher then insisted on meeting Vivek's parents.
 
|-  
 
|-  
 
|| Image 4
 
|| Image 4
  
  
−
Vivek’s father talking with Mini teacher.
+
Vivek’s father is talking with Mini teacher.
 
||Next day Vivek’s father meets Mini teacher in the school.
 
||Next day Vivek’s father meets Mini teacher in the school.
  
Line 58: Line 56:
  
  
−
MiniTeacher talking to the parent.
+
Mini Teacher talking to the parent.
 
|| Mini teacher says,
 
|| Mini teacher says,
−
"I only slapped him once, that too not hard – how can that be Corporal Punishment?
+
"I only slapped him once, that too not hard. How can that be '''Corporal Punishment'''?"
  
−
Vivek does not pay attention in the class".  
+
"Vivek does not pay attention in the class".  
  
−
"In the last term exam he got very poor marks in all the subjects.
+
"In the last term exam, he got very poor marks in all the subjects".
  
−
He disturbs other students too. All teachers complain about him".
+
"He disturbs other students too. All teachers complain about him".
 
|-  
 
|-  
 
|| Image 6
 
|| Image 6
Line 73: Line 71:
  
 
|| Parent says,
 
|| Parent says,
−
"He does not understand anything in the class. He complains that, teacher slap and tease him for not completing the homework".
+
"He does not understand anything in the class."
 +
 
 +
" He complains that teachers slap and tease him for not completing the homework".
 
|-  
 
|-  
 
|| Image 7
 
|| Image 7
Line 80: Line 80:
 
Mini teacher says to the parent
 
Mini teacher says to the parent
  
−
||"We have to manage many students in a class. We are liable to complete syllabus on time.
+
||"We have to manage many students in a class."
  
−
Betterment of the child is the only intention of every teacher".  
+
"We are liable to complete syllabus on time".
 +
 
 +
"Betterment of the child is the only intention of every teacher".  
  
 
|-  
 
|-  
Line 89: Line 91:
 
Vivek’s father talking.
 
Vivek’s father talking.
  
−
|| "He may be inattentive due to the boring teaching methods.  
+
|| "He may be inattentive due to the boring teaching methods."
  
−
We are unable to help him complete his homework".  
+
"We are unable to help him complete his homework".  
 
|-  
 
|-  
 
|| Image 9
 
|| Image 9
  
−
Mini teacher says to the parent
+
Mini teacher says to the parent.
−
||"We provide extra coaching for poor performers, after school hours.  
+
||"We provide extra coaching for poor performers after school hours."
  
−
Still, they are unable to improve themselves, what should we do?  
+
"Still, they are unable to improve themselves. What should we do?"
  
−
Basic discipline should start at home".
+
"Basic discipline should start at home".
 
|-  
 
|-  
 
|| Image 10
 
|| Image 10
  
−
Conversation between Parent and Mini teacher
+
Conversation between Parent and Mini teacher.
−
|| "It is true.We as parents are responsible for our child’s behavior and discipline.
+
|| "It is true. We as parents are responsible for our child’s behaviour and discipline".
  
−
Teachers should also treat them with care, love and respect.  
+
"Teachers should also treat them with care, love and respect".  
  
−
Each child wants special care and attention in the class".
+
"Each child wants special care and attention in the class".
 
|-  
 
|-  
 
|| Image 11
 
|| Image 11
  
−
Mini Teacher is taking to parents.
+
Mini Teacher is talking to parents.
 
|| "We will try our best to improve the standard of our students".
 
|| "We will try our best to improve the standard of our students".
  
Line 129: Line 131:
 
|| Mini teacher says,
 
|| Mini teacher says,
  
−
"Today Vivek’s father came to meet me. I told him about his naughty behaviour and low academic performance.  
+
"Today Vivek’s father came to meet me".  
  
−
But he is not ready to admit his child's mistakes.  
+
"I told him about his naughty behaviour and low academic performance".
−
He is complaining about teachers and their teaching methods".
+
 
 +
"But he is not ready to admit his child's mistakes".  
 +
 
 +
"He is complaining about teachers and their teaching methods".
 
|-  
 
|-  
 
|| Image 14
 
|| Image 14
Line 139: Line 144:
  
 
(Sharma sir and Mini teacher)
 
(Sharma sir and Mini teacher)
−
|| Sharma teacher says  
+
|| Sharma teacher says,
−
" I used to scold him but he remains the same.
+
 
 +
" I used to scold him but he remains the same".
  
−
Similarly another student Sushil also disturbs other students in the classroom".  
+
"Similarly another student Sushil also disturbs other students in the classroom".  
 
|-  
 
|-  
 
|| Image 15
 
|| Image 15
Line 150: Line 156:
 
( Depressed teachers)
 
( Depressed teachers)
  
−
|| Rema teacher says  
+
|| Rema teacher says,
  
−
"No use of scolding and beating them. I am fed up with my job.  
+
"No use of scolding and beating them. I am fed up with my job".  
  
−
Last week principal called me.
+
"Last week principal called me".
  
−
He got angry with me due to the poor performance of the students in my subject".
+
"He got angry with me due to the poor performance of the students in my subject".
  
 
|-  
 
|-  
Line 162: Line 168:
  
 
Discussion between teachers.
 
Discussion between teachers.
−
|| Raji teacher says
+
|| 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.  
+
"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".
+
"No one understands our situation. Neither students, nor parents, nor the management".
  
 
|-  
 
|-  
 
|| Image 17
 
|| Image 17
  
−
Teachers are sitting in the staffroom.
+
Teachers are sitting in the staff room.
−
|| From the above conversation, we learn that teachers too work under difficult conditions.
+
|| 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'''
 
|| '''Slide Number 3'''
  
 
'''Perspectives from Teachers'''
 
'''Perspectives from Teachers'''
−
|| Large teacher to student ratio makes managing a class difficult.
+
||Let us understand teacher’s perspective on '''Corporal Punishment'''.  
  
−
Some students may push a teacher beyond limits.
+
* Large teacher to student ratio, makes managing a class difficult.
  
−
Completion of the syllabus on time.
+
* Some students may push a teacher beyond limits.
  
−
CP guidelines discourage interaction with students.
+
* Completion of the syllabus on time.
  
−
Pressure from management for good results.
+
 
 +
|-
 +
|| '''Slide Number 4'''
 +
 
 +
'''Perspectives from Teachers'''
 +
 
 +
||
 +
*'''Corporal punishment''' guidelines discourage interaction with students.
 +
 
 +
* Pressure from management for good results.
  
 
|-  
 
|-  
Line 204: Line 219:
 
||Staff representative Mr.Arun says,
 
||Staff representative Mr.Arun says,
  
−
"There is a need to appoint a Counselor in our school.
+
"There is a need to appoint a Counsellor in our school."
  
−
Counselor would be the apt person to analyze each child individually".
+
Counsellor would be the apt person to analyze each child individually".
 
|-  
 
|-  
 
|| Image 21
 
|| Image 21
Line 212: Line 227:
 
Mini teacher says in the staff meeting.
 
Mini teacher says in the staff meeting.
 
|| 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 the suggestions.
 
|| All the teachers agreed to both the suggestions.
  
Line 222: Line 237:
 
|| Image 22
 
|| Image 22
  
−
Principal Says to teachers
+
Principal Says to teachers,
−
 
+
−
|| The principal says
+
  
−
"I am happy with your suggestions.  
+
|| The principal says, "I am happy with your suggestions."
  
−
I request  you to take necessary steps to maintain child-friendly environment.
+
"I request  you to take necessary steps to maintain child friendly environment."
  
−
We will work together to make our school child-friendly.
+
"We will work together to make our school child friendly".
 
|-  
 
|-  
−
|| Showing the link and open it in a web browser.(https://www.unicef.org/publications/files/Child_Friendly_Schools_Manual_EN_040809.pdf).
+
|| Showing the link and open it in a web browser
−
||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
 +
||Here is the link for '''UNICEF''' manual on how to achieve child-friendly schools.
 +
 
  
 
I will open this link in a web browser.
 
I will open this link in a web browser.
Line 240: Line 255:
 
|-  
 
|-  
 
|| Cursor on the document.
 
|| Cursor on the document.
−
||  
+
|| Details on how to create child friendly environment in school 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 arranged under different headings.
 
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 and point the features of child friendly school
  
−
Show page 37 in the document.
+
given in the 37th page of the document.
−
|| Here are some suggestions for '''Child friendly schools .
+
  
  
−
Brightly painted rooms, clean floors and colorful displays on walls .
+
||Brightly painted rooms, clean floors and colorful display on walls.
  
−
Child-appropriate furniture arranged flexibly .
+
Child-appropriate furniture arranged flexibly.
  
−
Adequate ventilation,  water and sanitation facilities .
+
Adequate ventilation,  water and sanitation facilities.
  
−
Activity centers 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.
  
 
|-  
 
|-  
−
|| Show page 45.
+
|| Show page number: 45.
−
|| The document also puts emphasis on the concept of ‘Putting children first’ .
+
|| The document also puts emphasis on the concept of ‘Putting children first’.
  
−
Some important points to note in this section.
+
Some important points to note in this section-
  
 
Learning is central to education and, in line with the child-centered principle.
 
Learning is central to education and, in line with the child-centered principle.
Line 273: Line 285:
 
It should be an interactive process in which children are active participants.
 
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.
+
This is at the heart of the classroom process in child-friendly school models.
  
−
It is critical for teachers to be well trained in this pedagogy'''.  
+
It is critical for teachers to be well trained in this pedagogy.  
  
 
|-  
 
|-  
 
||Scroll down the page.
 
||Scroll down the page.
 
|| Scroll down to read all the sections of this document.
 
|| Scroll down to read all the sections of this document.
 +
 +
 
Download this document by clicking on the download icon on the top-right corner.
 
Download this document by clicking on the download icon on the top-right corner.
  
 
|-  
 
|-  
−
| |  
+
||  
−
| |This brings us the end of the tutorial.
+
||This brings us to the end of the tutorial.
−
Let us summarize,
+
 
 +
Let us summarize.
 
|-  
 
|-  
−
||Slide Number 4
+
||'''Slide Number 5'''
  
−
'''Summary slide'''
+
'''Summary '''
−
||In this tutorial we have discussed about,
+
||In this tutorial, we have discussed about,
  
−
Some common classroom incidents'''
+
* Some common classroom incidents
  
−
Teacher’s perspective on corporal punishment.
+
* Teacher’s perspective on '''corporal punishment'''.
  
−
Suggestions for '''Child Friendly Schools'''.
+
* Suggestions for child friendly schools.
  
 
|-  
 
|-  
−
||'''Slide Number 5'''
+
||'''Slide Number 6'''
  
 
'''Spoken Tutorial video '''
 
'''Spoken Tutorial video '''
Line 306: Line 321:
 
It summaries the Spoken Tutorial project.
 
It summaries the Spoken Tutorial project.
  
−
If you do not have a good bandwidth you can download and watch it.
+
Please download and watch it.
  
 
|-  
 
|-  
−
||'''Slide Number 6'''
+
||'''Slide Number 7'''
  
 
'''Forum for specific question'''
 
'''Forum for specific question'''
  
−
||Please post your timed queries on this forum.
+
||Post your timed queries on this forum.
  
 
|-  
 
|-  
−
||'''Slide Number 9'''
+
||'''Slide Number 8'''
  
 
'''Acknowledgment'''
 
'''Acknowledgment'''
−
|| Spoken Tutorial Project is funded by MHRD Government of India.  
+
||The Spoken tutorial Project is funded by NMEICT, MHRD Government of India.  
 +
 
 +
This tutorial is contributed by Snehalatha Kaliyappan, Viji Nair and Saurabh Gadgil from IIT Bombay.
 +
 
  
−
This is Snehalatha Kaliyappan, Viji Nair and Saurabh Gadgil from IIT Bombay Signing off.
+
This tutorial is reviewed by Dr.Bindulaksmi Patadath, from Tata Institute of Social Sciences, Mumbai.
−
This tutorial is reviewed by Dr. Bindulaksmi padath, Tata Institute of Social Science.
+
  
 
Thank you.
 
Thank you.
 
|-
 
|-
 
|}
 
|}

Latest revision as of 15:19, 31 January 2020

Visual Cue Narration
Slide Number 1

Title Slide

Welcome to the spoken tutorial on Perceptions on Corporal Punishment.
Slide Number 2

Learning Objectives

In this tutorial we will discuss about,
  • Some common classroom incidents
  • Teacher’s perspective on corporal punishment
  • Suggestions for child friendly schools
Image 1

Vivek beats a child while is teacher taking the class.

Here is a classroom in a school.

Vivek is a naughty boy in the class.

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

Image 2

Teacher is slapping Vivek.

The teacher slapped him and asked him to show his classwork.
Image 3

Vivek is showing his notebook.

His classwork was incomplete.

The teacher then insisted on meeting Vivek's parents.

Image 4


Vivek’s father is 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)


Mini Teacher talking to the parent.

Mini teacher says,

"I only slapped him once, 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 teachers 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.

"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 behaviour 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 talking 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 the 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 teacher 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 the 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 staff room.

From the above conversation, we learn that teachers too, work under difficult conditions.
Slide Number 3

Perspectives from Teachers

Let us understand teacher’s perspective on Corporal Punishment.
  • Large teacher to student ratio, makes managing a class difficult.
  • Some students may push a teacher beyond limits.
  • Completion of the syllabus on time.


Slide Number 4

Perspectives from Teachers

  • Corporal punishment guidelines discourage interaction with students.
  • Pressure from management for good results.
Image 18

Teachers are attending staff meeting in the staffroom.


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 Counsellor in our school."

Counsellor 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 the suggestions.
Image 22

Principal Says to teachers,

The principal says, "I am happy with your suggestions."

"I request you to take necessary steps to maintain child friendly environment."

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

Showing the link and open it in a web browser

https://www.unicef.org/publications/files/Child_Friendly_Schools_Manual_EN_040809.pdf

Here is the link for UNICEF manual on how to achieve child-friendly schools.


I will open this link in a web browser.

Cursor on the document. Details on how to create child friendly environment in school is given in this document.

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

Show and point the features of child friendly school

given in the 37th page of the document.


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

Child-appropriate furniture arranged flexibly.

Adequate ventilation, water and sanitation facilities.

Activity centers or learning corners around the classroom.

Provision of recreation kits and nutritious school meals.

Show page number: 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-centered principle.

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

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

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

Scroll down the page. 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 to the end of the tutorial.

Let us summarize.

Slide Number 5

Summary

In this tutorial, we have discussed about,
  • Some common classroom incidents
  • Teacher’s perspective on corporal punishment.
  • Suggestions for child friendly schools.
Slide Number 6

Spoken Tutorial video

Watch the video available at the following link.

It summaries the Spoken Tutorial project.

Please download and watch it.

Slide Number 7

Forum for specific question

Post your timed queries on this forum.
Slide Number 8

Acknowledgment

The Spoken tutorial Project is funded by NMEICT, MHRD Government of India.

This tutorial is contributed by Snehalatha Kaliyappan, Viji Nair and Saurabh Gadgil from IIT Bombay.


This tutorial is reviewed by Dr.Bindulaksmi Patadath, from Tata Institute of Social Sciences, Mumbai.

Thank you.

Contributors and Content Editors

Madhurig, Nancyvarkey, Vijinair

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