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Contents and introduction
Contents
Acknowledgements
Foreword
Who shoud use this book
Introducation
What the international community says
What the law says
Is the law followed
Why do teachers beat
Why caning should be abolished
What should we do?
What can the community do?
What is the goal of education?
Evaluation
WHO SHOULD USE THIS BOOK
This book was produced br those dealing with discipline in
schools: the teachers. It discusses the relationship that is
expected to exist between teachers who educate and discipline,
and children who learn and are disciplined.
This book invites and challenges teachers to reflect on the need
to observe the rights and welfare of children when in control of
school discipline, and to avoid corporal punishment which harms
children physically, psychologically and emotionally.
The book is intended as a guideline for heads of schools,
teachers in charge of discipline and all other teachers. It has also
been written for the students of teachers' training colleges,
education officers and school inspectors, so that all can make
sure that discipline is maintained in schools without the use of
corporal punishment. Children, too, are encouraged to read this
book to be able to understand their rights while at school. Finally,
parents, guardians and lawyers will also find this book
stimulating.
We encourage all readers to read this book carefully and to
discuss it with others. We need to have a debate on children's
rights and discipline.
I NTRODUCTION
RELATIONSHIPS BETWEEN TEACHERS AND PUPILS
In any society and indeed in all cultural settings, teachers have
an upper hand in molding children's behaviour. This could be in
traditional informal settings, on-the-job training or in formal
academic learning. Whatever the case may be, teachers try to
impart skills and knowledge to their pupils. In all cases the
teachers must demonstrate love and warmth to be able to play
their role effectively
An effective teacher is one who understands children well.
Teachers must know that children are human beings. They have
feelings. They have power to think and learn, and like all human
beings, they can grow mentally depending on what is available in
their environment. Teachers have to realize that it is the
environment that differentiates one child from the other. If for
instance, one child performs well or badly at school, the teacher
is expected to show interest in the child either by encouraging
the child for better future performance or leading the child
through special assignments as corrective measures towards
successful end. For better results, children themselves have to
participate in setting and following school rules and regulations.
In this context it is crucial that punishments at school are
administered only when necessary and not whenever the teacher
desires. Full consideration must be given to the magnitude of the
mistake, the circumstances surrounding it, age and sex of the
child, and whether or not the punishment shall help the child
learn at all. It is even more important for the school to think of
alternatives rather than the use of a stick. Professionals believe
that school discipline cannot be brought through beatings, which
humiliate children and push them away from the rule of law.
Corporal punishment is not only a violation of children's rights, it
is also an ineffective method of discipline.
Unfortunately, the relationship that exists between teachers and
pupils is commonly hostile. In most cases it does not help children
learn or improve school discipline.
Too many teachers still use sticks and other severe physical
punishments such as slapping, kicking, knocking heads against
walls, forcing pupils to walk on their knees and the like.
Fortunately there are also teachers who adhere to their
professional code of conduct. They have the love, the courage
and the care necessary to sustain school discipline. We need to
applaud them and follow their example.