Impact of Corporal Punishment on the Students in Primary and Secondary Schools

Disobedience, Mother And Son, Boy, Mess
Although current policy regarding violence in schools says that corporal punishment is prohibited, we find that it’s being practiced in schools as a frequent tool for discipline with hardly parents’ ability to report or stop it. Reporting is usually for extreme cases reported concerning severe injuries or even death of kids that are printed to the public like the death of a child in one of Punjab schools because of a teacher’s beating. There’s very little record on child abuse or child death caused by violence.
Possible reasons for expanding the use of corporal punishment in schools despite its legal ban may be administrative approval represented by the faculty and societal approval represented by parents. This occurrence is stirred by administrative approval represented by the faculty through not executing the policy efficiently; lack of communication with family; inability to find alternative way of discipline to teachers; and marginalizing the role of social workers. Social acceptance is exemplified by parents’ endorsement; lack of consciousness; implementing CP on their kids at home; and refrain from reporting actively their kids’ exposure to attack believing that the school won’t take deterrent action.
This study demonstrates that CP is prevalent in schools especially in public schools. This failure of execution was mainly attributed to administrative and societal acceptance. We’ll consider in this chapter how to decrease the gap by handling factors involved. We introduced earlier what strategies are adopted in different countries to apply the ban of corporal punishment. In this section, we’ll create a professional approach to correcting student behavior which is most suitable for the Egyptian context for a strategy for combating corporal punishment in schools, in addition to specifying alternatives to corporal punishment.
Generally, policy enforcement can’t be the responsibility of a party. Rather, all organizations and entities involved in policy making and policy implementation must collaborate to successfully reduce and then eliminate corporal punishment from universities to accomplish the best interest for the child. Traditionally, the Ministry of Education represents the policy makers concerning education legislation and policy formulationnonetheless, empirical experience indicates a vital need for different entities and associations concerned with child rights to interfere with new applications for child protection that operate in accordance with the ministry’s policy. To develop an approach to fighting corporal punishment in schools in Pakistan, other approaches which have been successfully employed by other countries should be taken into consideration and evaluated with terms of the Pakistani context.
In this regard, the following proposed strategy would reflect a blend of different states’ experiences in combating corporal punishment regarding the overall atmosphere in Pakistan.
To get started with the school-based elements, professional applications designed by specialized NGOs such as Save the Children and UNICEF must be introduced and encouraged by the Ministry of Education. The pilot implemented by Save the Children in Alexandria shows a way forward in this respect.
The practical experience of this latter project demonstrates that successful projects can’t avoid going through the long path of bureaucracy so as to scale up their strategy. There has to be full awareness that policy enforcement won’t be achieved without providing required facilities which quicken program initiations by organizations and entities assisting in policy implementation. In regards to the UNICEF module, the schools in which the program has been piloted ought to be tagged with a different name such as”child-friendly school” to differentiate them from regular colleges, as experimental public schools are distinguished from regular public schools. As explained previously, the project is in need for appropriate financial support to continue since it depends heavily on outside donations.
One approach to overcome the budget problem, might be to devote part of their education budget to fund these programs so long as the final outcome will be directly related to developing education system in schools. Data findings and other research indicate that removing CP from schools will need the MOE to invest some money as a partial step to develop education. This budget allocation wouldn’t exceed the cost required to offer annual training to teachers, social workers, and school principals across the lines of the yearly training for schools in preparation for the yearly school competition sponsored by the USAID.
To put it differently, a social worker would signify a mediator or facilitator between pupils and teachers so as to oversee the connection between them, sustain policy enforcement, report coverage violation cases, and research students’ learning and behaviour problems in order to solve them. So as to incorporate this dimension to the social workers’ job, they need to be permitted by the ministry and get expert training through experts in NGOs concerned with learning and education processes. Activating the social worker’s role this way would take in the instructor the burden of correcting students’ deviant or violent behaviour and the use of teacher would be solely for reporting and teaching the pupils’ progress to their prosecution. So as to enable and activate the social worker’s assignment in tracking policy enforcement and reporting policy violation, they ought to report directly to the Ministry of Education. So, rather than having a general inspector who comes to school a couple of times per semester to assess teachers’ performance in class and be certain everything is going well, with the social worker’s assistance, the entire school would be always committed.
Concerning the teacher, it’s clear that most teachers lack appropriate qualifications as indicated in previous sections. The procedure for accredited teachers and continuing their development should begin at early stages. To begin from scratch, teachers ought to be familiar with options to non-violent disciplinary tactics and behavior-management techniques early throughout the school of education where they learn the fundamentals of teaching. The two decades of instruction they invest in schools before graduation are an ideal place to practice those techniques and talk with their professors the challenges they confront. Afterwards, upon real recruitment, they need to get routine training by the ministry or technical NGOs as part of a piloted program. Teachers who exhibit excellence and commitment in such training could be given a professional certification from a respectable educational organization. Based upon the size of policy violation, the sanction policy would say that those teachers would like have a permanent mark in their career document, have delay in their advertising, or be prevented from getting any sort of usual incentives.
Considering disciplinary methods, educators will need to find means of punishment which aren’t degrading or humiliating to pupils to convey a message to the students that it’s the misbehavior that has been punished not the pupil himself. Among the most proactive way of discipline is”Meaningful Work” that curbs the student’s misbehavior through delegating tasks to them such as raising the flag for some time, helping out at the school’s cafeteria or any other activities that require physical exertion. This strategy is apparently among the best ones because apparently it incurs punishment but it suits the student’s need to feel important by doing something useful. In-class time outs also are a fantastic alternative technique which targets temporary isolation for the student from the course to give them an opportunity to calm down and reevaluate their mistake. Moreover, the student could be punished by means of depriving his or her from engaging in any of the college’s actions or by taking a break.
The study findings demonstrated a positive connection between administrative approval and the use of corporal punishment in schools in the sense that college administrators themselves practice corporal punishment. Furthermore, they deal passively with parents’ complaints, don’t communicating with parents, barely apply sanction on educators violating law, and have neglected to activate the function the social worker. The study findings also proved a direct connection between social acceptance and the use of corporal punishment in schools concerning practicing corporal punishment in the home with kids, poor follow up with the faculty, approval of corporal punishment in school, and refrain from reporting knowingly their kids exposure to corporal punishment.
It may be concluded also in the research findings that corporal punishment isn’t seen by the majority of teachers or parents as an effective way of discipline, even though a minority view it as somewhat helpful. Therefore, there should be sufficient support for non-violent way of discipline if they’re properly chosen and implemented. This result denies the conventional assumption that corporal punishment helps pupils to study and acts well, and keeps the teachers’ respect in class.
In response to this study findings which conforms to our theory, recommendations were devised to take care of school-based variables and family-based motives for corporal punishment in schools. Regarding the school, it’s been recommended that policies should be enforced by implementing sanctions on professionals; the social worker should be involved in reforming pupils and coordinating activities; and that teachers need more training on disciplinary practices. Concerning parents, it’s been suggested that civil society organizations such as the media and religious communities might assist in raising parents’ awareness of the requirement to eliminate CP from home and school, specifying the perfect plan of action to report this, and clarifying the harm of CP on kids.

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