In theory, national law prohibits the use of corporal punishment in all public and private schools, but in practice we At this stage of the study, the general definition of corporal punishment will be any physical. These will include interviews, observations, questionnaires and document analysis to explore the mental models and perceptions of teachers, students and parents and other conditions prevailing on the ground that enable the continued use of corporal punishment.
PROBLEM STATEMENT
A neglected explanation is that corporal punishment continues because parents use it in the home and support its use in school. Among other things, it found that children from rural and low-income environments were subjected to the most severe forms of physical punishment at home and at school. We must not overlook the role of mental illness in the perpetuation of corporal punishment.
THE SIGNIFICANCE OF THE STUDY
For some adults, spanking or hitting children of the same or opposite sex is a source of sensual or sexual satisfaction. The consequences for the girl were not only physical pain from the beating, but also menstrual bleeding and long-term trauma. This study intends to reveal the feelings, views, attitudes and mental models of teachers, students and other people about the prevalence of the practice in schools. the experiences of the recipients of corporal punishment could enlighten many adults about the unintended negative consequences of the practice.
LIMITATIONS OF THE STUDY
When punishment seems fair to an individual, questions remain about its form and severity. Questions about the effectiveness of punishment as a deterrent must take into account empirical evidence and psychological theory. It is unfortunate that my employer, the Department of Education, does not provide us teachers with scholarships to improve ourselves beyond a basic degree.
DEFINITION OF TERMS
For others, it is more associated with 'discipline' and 'disciplined thinking' which indicates the essence of civilized behavior and characterizes a lifestyle that distinguishes human society from the life of the jungle. Mental models (or paradigms) are constructed from experiences of life, that never-ending process of trying to make sense of the world in which we live. It can refer to responses of the nervous system to external stimulation. sensations), or to primitive awareness - as in 'I perceived a sudden movement out of the corner of my eye.'.
LITERATURE REVIEW
INTRODUCTION
Most of them are still trapped in the illusion that corporal punishment is an effective deterrent. I will present both sides of the argument regarding the use of corporal punishment. Second, I will look at the justification of corporal punishment in schools today by so-called 'right-wing authorities' and their utilitarian position.
HISTORY OF CORPORAL PUNISHMENT
- Biblical punishment: the Book of Proverbs and Deuteronomy
- Texts contradicting the proverbs
- Corporal punishment in ancient schools
- The ancient Greeks
- The Ancient Romans
- The Middle Ages
- The Renaissance
- From the Seventeenth to the Twentieth century
I will first provide historical evidence for the existence of corporal punishment in the Bible, then from ancient civilization to the twentieth century, and end with the South African legislation that regulates the use of the practice in education. Philip Schwarzerd Melanchton recommended corporal punishment as an essential disciplinary measure, but considered it an unpleasant aspect of the teacher's duty (Verster et al, 1982:58). Johann Heinrich Pestalozzi, an exponent of the psychological movement, declares: 'I considered love to be a fundamental element in the educational process.' He was convinced that the love and trust of children must be gained before they can be instructed successfully.
THE SOUTH AFRICAN LEGAL POSITION ON THE BAN IN 1996
- Sources of law
Any act of corporal punishment imposed had to be recorded in a criminal book in accordance with Regulation 704 of 1990, Ministry of Education and Culture, March 1990.
Common-law Principles of Reasonableness and Fairness For punishment to be fair and reasonable
Rules of Natural Justice
- Regulation 704 of March 1990
- JUSTIFICATION OF CORPORAL PUNISHMENT IN SCHOOLS
- Right-wing authority figures
- Utilitarian position
- PSYCHOLOGISTS AGAINST CORPORAL PUNISHMENT
- Bandura's theory of social learning: modelling
- Erikson's theory of personality development
- Maslow's theory of motivation
- Piaget's cognitive development theory
- Stress in the learning situation
- Some teachers' stressors
- Some school management personnel stressors
- Some learners' stressors
- Psychologists' guidelines for teachers
After the guilt has been proven to the satisfaction of the principal in a full investigation in which a pupil has presented his or her case. By the principal, or by an authorized person, or by another teacher in the presence of the principal. If a discretion to apply corporal punishment is exercised in an arbitrary or capricious manner, without proper investigation or without due consideration of the nature of the offence, the person who inflicts the punishment is guilty of assault (Prinsloo and Beckman.
Wilson (2000:2) raises interesting questions regarding the prohibition of corporal punishment in schools and states that most of the material presented comes from academic or clinical sources. Repression is short-lived and often the behavior is repeated in the absence of the punisher. The potential and actual effect on a child's emotional health is another concern.
With punishment, the end of the inappropriate behavior is determined not by the child, but by the person externally. According to Bezuidenhout, Erikson's theory is often called a psychosocial one. theory of personality development due to the interdependence of society and the individual. Biehler and Snowman point out that behaviorists ignore the impact of the teacher's attitude.
Do your best to provide learning that will lead to the development of the habits and attitudes you want to encourage.
Extinction
Time-out
Time-out is contingent on the following factors
Satiation
- HUMAN RIGHTS MOVEMENT
- The history of children's rights
- International law
- Human rights education (HRE)
- European commitment to human rights
- The convention of the rights of the child (CRC)
- Amnesty International
- World Vision International
- The Human Rights Movement in South Africa
- SOUTH AFRICA'S PRESENT LEGAL POSITION
- Court challenges against the ban in South Africa
- SUMMARY
World leaders gathered at the UN and pledged to promote universal respect and observance of fundamental rights and freedoms. The Assembly spoke of the inherent dignity and inalienable rights of all members of the human family, and of the protection of human rights as the foundation of freedom, justice and peace in the world. The 1992 Treaty of European Union (Maastricht Treaty) begins with a preamble setting out the fundamental objectives of European Unity (Osier and Starkly, 1996: 5).
The drafting of the United Nations Convention on the Rights of the Child began in 1978 and was completed in 1989. Freeman (1992:70) says 'It represents what is currently the world consensus on the status of the child.' (Cited by Parker-Jenkins, 1999). The first decade of implementation of the Convention on the Rights of the Child ended in 2001.
The African Charter on the Rights and Welfare of the Child commits its member countries to the same measures. Kader Asmal, the then education minister of South Africa, has said that "no one noticed how strongly the language of the resistance movement was linked to the language of human rights". (Lohrenscheit. In his State of the Nation address, Mandela, then president of South Africa, said:
The nature of the punishment is determined by the parents at their own discretion. Under the South African Schools Act, each school must draw up its own code of conduct. In its ruling, the court ruled that corporal punishment was unconstitutional and a violation of basic human rights upheld by the South African Bill of Rights.
RESEARCH METHODOLOGY
- INTRODUCTION
- SURVEY RESEARCH DESIGN
- RESEARCH SITE
- SAMPLE POPULATION
- DATA COLLECTION TECHNIQUES: TRIANGULATION
- RELIABILITY
- VALIDITY
- Triangulation
- Searching for discrepant evidence
- ETHICAL CONSIDERATION
- SUMMARY
The issue of corporal punishment in schools remains a sensitive issue due to the legal implications of the South African Schools Act 1996 and other national legislation. I explored the perceptions and attitudes of teachers regarding the prohibition of corporal punishment, but because part of the answer lies in the attitudes and perceptions of parents and students, I included them as well. This allows you to gain a better estimate of the validity and generality of the explanations you develop.'
This book is highly confidential, and therefore I have respected the integrity of the school at all times and conducted my research with an acknowledgment of the sensitivity of the data. I explained what the study was about, its importance, what would be done with the results of the study, and why the study was appropriate for them. Cazja and Blair (1996:20) argue that 'pre-rehearsal', such as a dress rehearsal before opening night, is one of the most important components of a poll.
Bingham and Davies say that the mere act of observing can change the behavior of the people in question. Being aware of the 'Hawthorne effect', I avoided changing the behavior of teachers and management at all costs. I asked the same question in two different parts of the questionnaire or interview, asked different respondents the same questions, and asked the same questions using different instruments to minimize reliability threats.
I therefore informed each subject about the purpose and procedures of the study so that the person could make an informed decision.
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
- INTRODUCTION
- FINDINGS
- Observation (March to July 2006)
- Questionnaire Responses
- King Shaka High teachers' responses to a questionnaire
- Interviews with teachers (n=15)
- Teachers' reasons for not supporting the ban
- Learners' preferred forms of punishment
- CONCLUSION
- RECOMMENDATIONS
- WHAT THE STUDY MEANS TO SCHOOLS AS ORGANIZATIONS
Of the 15 teachers from five Umlazi schools:. a) 40% support the ban/ban on corporal punishment (b) 60% want corporal punishment back. The teachers' files also show that not once has a teacher been reprimanded for the use of corporal punishment. It seems that in theory all the teachers at my school know that corporal punishment is illegal and unconstitutional, but in practice most of them were seen administering corporal punishment.
It is true that the use of corporal punishment is gradually declining, but it is all due to external pressure exerted by the media and pressure groups, rather than internal pressure. Corporal punishment affects the conscience of teachers or becomes a topic of discussion in schools only after a media event involving corporal punishment. It seems that parents hold the belief that corporal punishment is an effective deterrent to misbehavior, because in many cases they ask teachers to punish their children.
Banning corporal punishment only in schools and not extending the ban to families seems self-defeating. The Constitution of the Republic of South Africa, the 1996 National Education Act and the 1996 South African Schools Act all prohibit the use of corporal punishment in schools. It is neither a right nor a duty for a teacher to impose illegal and unconstitutional corporal punishment on students in school.
Finally, teachers have the guidelines on misconduct and disciplinary proceedings in place which the Department of Education (2001) refers to as the Alternatives to Corporal Punishment.
BOOKS
JOURNALS
ELECTRONIC DOCUMENTS
A SAFE WORLD FOR CHILDREN: An end to abuse, violence and exploitation, retrieved at orq/image/pdf/SafeWorld. Corporal Punishment and Child Abuse: Why We Continue to Sanction Child Abuse in the Classroom. http://www.info.gov.za. The History of Education and Childhood: A Study of Attitudes to Corporal Punishment as an Educational Procedure from Ancient Times to the Present.
The history of education and childhood: a study of attitudes towards corporal punishment as an educational procedure from the earliest times to the present.
LEARNERS' VIEWS
INSTRUCTIONS
SECTION A
Are you male or female?
How old of age are you?
Grade you are in 6-7
SECTION B
- Is corporal punishment practiced in your school?
- Tell us the forms of corporal punishment practiced in your school (a) Caning
- Common forms of punishment practiced (a) Caning and pinching
- How do you feel after being punished? Elaborate please
- Corporal punishment improves my academic performance (a) Strongly agree
- Corporal punishment makes me never to repeat the same mistake (a) Strongly agree
- Corporal punishment creates in children respect and discipline (a) Strongly agree
- Learners like the teacher who uses corporal punishment (a) Strongly agree
- Teachers use corporal punishment out of love and good reason (a) Strongly agree
- At home corporal punishment is used (a) Yes
Corporal punishment creates respect and discipline in children (a) Strongly agree (a) Strongly agree. b) Agree (c) Not sure (d) Strongly disagree (e) Disagree. Students like the teacher who uses corporal punishment (a) Strongly agree (a) Strongly agree. b) Agree (c) Not sure (d) Strongly disagree (e) Disagree. Teachers use corporal punishment for love and good reason (a) Strongly agree (a) Strongly agree. b) Agree (c) Not sure (d) Strongly disagree (e) Disagree.
SECTION C
Does the law in South Africa allow the use of corporal punishment in school?
Do you support the ban of corporal punishment in school?
Are there bad things about corporal punishment?
If so, what alternatives would you like to practice in your school?
A TEACHERS VIEWS
- Years of teaching experience 0-5 years
- To spare the rod is to spoil the child
- Is corporal punishment still used in your school to maintain discipline?
- Do you administer corporal punishment in your school?
- What are the common forms of punishment practiced in your school?
- Does it feel good in you to administer corporal punishment?
- Corporal punishment is an effective deterrent guaranteed to ensure that a learner never repeats the same mistake
- Without corporal punishment there is no discipline and respect Strongly agree
- Corporal punishment is abusive and unnecessary violence Strongly agree
- Corporal punishment breeds revenge and hatred for teachers Strongly agree
Corporal punishment is an effective deterrent to ensure that a student never repeats the same mistake a student never repeats the same mistake.
