I don't have a problem with teachers punishing students, as long as it's a fair

punishment. Punishment should always be age appropriate. The classrooms

would be complete chaos if there were no consequences for bad behavior. I think
that teachers should consider giving extra school work as a punishment. Maybe
the children should be required to write an essay about respect, common
courtesy, good behavior, punishment, peer pressure or anything else that could
make them think about why the punishment needed to be issued.

What is your opinion about the punishment incidents that happened in schools nowaday?
student discipline problems,
Nowaday punishment incidents in school very serious especially
Corporal punishment or physical abuse is still allowed as a
method of discipline in public schools in 23 states include malaysia.
And some teachers still practice it. Corporal punishment can take many
forms, including paddling, spanking, grabbing, or shaking children. If a
teacher or administrator washes a child's mouth out with soap, forces
him to stand for long periods of time, won't let him go to the bathroom,
lifts him by his clothing or neck, or subjects him to other forms of rough
physical handling, this is also considered corporal punishment.

2.Do you allow to have punishment in school?(

No. Punishment is often accompanied by serious negative side effects.
1. Punishment merely teaches what NOT to do. When used alone, punishment does not
develop positive behaviors. If we wish to develop positive behaviors, we must use some
form of reinforcement (discussed in detail in the previous chapter). Strategies for combining
reinforcement and punishment into an integrated strategy are discussed later in this
chapter.







2. Likewise, some educators and critics of education contend that children approach our
schools with a great deal of eagerness and creativity, and then as they go through school
they are punished and told what not to do so often that they lose their spontaneity and
become apathetic. The problem is one of overgeneralization; the child learns not only to
avoid the specific undesirable behavior but also to avoid a large number of neutral or
desirable behaviors.

3. Punishment often results in undesirable modeling. If a child perceives that adults solve
most of their problems by employing punishment, that child is likely to resort to
punishment to solve his or her own problems. This vicarious learning (discussed in Chapter
10) becomes an especially serious problem when adults use such overtly aggressive tactics
as spanking, hitting, and verbal attacks as their punishment techniques. In such cases adults
should not be surprised when children engage in socially undesirable behaviors such as
hitting other children when these others annoy them. The fact that the parents feel that
they are "right" in administering their punishment, whereas the children are "wrong," is of
little relevance. What a child perceives is: "Mom and Dad solve their problems by hitting. I
have a problem now. So I should hit the person who is responsible for my problem."

4. Punishment often leads to retaliatory behavior. A person who has been frustrated through
punishment is likely to be upset. Depending on the person's level of maturity and the
degree to which the person holds the punisher responsible for the aversiveness of the
situation, the recipient of punishment is likely to want to get even. Many children "declare
war" in this way and nurse their need for revenge for remarkably long periods of time.

5. Punishment often leads to negative self evaluations. A person's self concept (discussed in
Chapter 8) is based on the person's self-evaluations; and these evaluations are derived, in
large part, from significant others in the person's environment. A person who is constantly
the recipient of punishment is likely to form a negative self concept, and to develop
perceptions of low self-efficacy and learned helplessness (discussed in Chapter 5). Learners
who perceive themselves as incompetent are likely to either avoid undertaking activities out
of a fear of failure or to engage in undesirable activities which are related to their negative
self evaluation.

1.

2.

3.
10

4.

5. 8

5









3.What are some punishments that you think are acceptable for a teacher to administer?
Effective Punishment:
Reward good behavior
Acknowledging good behavior is the best way to encourage your child to continue it. In
other words, "Catch him being good." Compliment your child when he or she shows the
behavior you've been seeking.
Natural consequences
Your child does something wrong, and you let the child experience the result of that
behavior. There's no need for you to "lecture." The child can't blame you for what
happened. For example, if a child deliberately breaks a toy, he or she no longer has that
toy to play with.
Natural consequences can work well when children don't seem to "hear" your warnings
about the potential outcome of their behavior. Be sure, however, that any consequence
they might experience isn't dangerous.
Logical consequences
This technique is similar to natural consequences but involves describing to your child
what the consequences will be for unacceptable behavior. The consequence is directly
linked to the behavior. For example, you tell your child that if he doesn't pick up his toys,
then those toys will be removed for a week.
Taking away privileges
Sometimes there isn't a logical or natural consequence for a bad behavior -- or you don't
have time to think it through. In this case, the consequence for unacceptable behavior
may be taking away a privilege. For example, if a middle schooler doesn't complete her
homework on time, you may choose to take away television privileges for the evening.
This discipline technique works best if the privilege is:
Related in some way to the behavior
Something the child values
Taken away as soon as possible after the inappropriate behavior (especially for
young children)
Time outs
Time outs work if you know exactly what the child did wrong or if you need a break from
the child's behavior. Be sure you have a time-out location established ahead of time. It
should be a quiet, boring place -- probably not the bedroom (where the child can play) or
a dangerous place like a bathroom. This discipline technique can work with children
when the child is old enough to understand the purpose of a time out -- usually around
age 2 and older, with about a minute of time out for each year of age. Time outs often
work best with younger kids for whom the separation from the parent is truly seen as a
deprivation.

- 2