With the outlawing of corporal punishment, many educators have resorted to humiliating and degrading punishments. Like physical punishment, humiliation and neglect are also types of emotional punishment. Humiliation and neglect manipulate students to abide by the rules instead of helping the child develop self-discipline and control. [1]
Humiliation:
“Humiliating punishment is any deliberate act that harms a child’s dignity and self respect and makes him or her feel stupid, small, or worthless.” [2] Humiliation can be considered a form of abuse as well. Teachers must remember that humiliating a child dissolves the learner’s trust and weakens his or her confidence.
How do I know if I humiliate learners?
Do I:
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Assert my power to demonstrate authority over the children?
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Punish children without explanation?
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Criticize the learner, especially in public?
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Yell at a learner in or after class?
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Call a learner names, like stupid, lazy, or irresponsible?
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Take my frustration out on a particular learner or learners?
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Announce a learner’s mistakes in front of the class?
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Make the learner stand or sit in uncomfortable positions in front of the class?
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Have the learner announce what they did wrong in front of the class?
Neglect:
Neglect is ignoring or refusing to acknowledge the presence or needs of a learner. Neglect is often harder to identify than humiliation. Neglecting a learner can be intentional or unintentional, conscious or subconscious. Many teachers neglect learners and do not even realize it. Teachers often neglect children who are quieter, less well dressed, or considered less good-looking. But regardless or whether a teacher means to or not, neglecting a learner can crumble a learner's self-esteem.
How do I know if I neglect learners?
Do I:
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Call on the same children in class most of the time?
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Allow each child to share their stories and ideas?
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Acknowledge some students’ good work more than others?
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Avoid children I find annoying?
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Refuse to help a learner or answer their questions?
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Give each child the opportunity for special jobs or privileges?
Teachers can be bullies too. By humiliating a child into submission, a teacher has breached their duty as educator. Are you bully or an educator?
Here is an indication:
“Educators let students know they care.
Bullies let students know who's boss.
Educators teach self-control.
Bullies exert their own control.
Educators set ironclad expectations.
Bullies rule with whims of steel.
Educators diffuse minor disruptions with humor.
Bullies use sarcasm to turn disruptions into confrontations.
Educators privately counsel chronic discipline problems.
Bullies publicly humiliate chronic misbehavers.
Educators are judicious
Bullies are judgmental.
Educators, aware of the power they wield over their students, choose their words and actions carefully.
Bullies wield their power recklessly, frequently resorting to anger and intimidation.
Educators help all students feel successful.
Bullies punish students for being unsuccessful.
Educators address misbehavior.
Bullies attack the character of the misbehavers.
Educators see each student's uniqueness.
Bullies compare children to one another.
Educators treat all students with respect.
Bullies make it clear that not all students deserve respect.
Educators highlight good behavior.
Bullies make examples of poor behavior.
Educators are proactive; they create classroom environments that minimize student misbehavior.
Bullies are reactive; they blame students for the lack of order in their classrooms.
Educators educate.
Bullies humiliate.
Educators exude confidence in their ability to maintain order in their classrooms.
Bullies barely conceal their terror of losing control.
Are you a bully?”
© Copyright 2003, EducationWorld.com[3]
Changing the tone:
Instead of: Everyone has to stay in their seats, including Billy.
Try: After the break, we need all need to stay seated for the next twenty minutes of class.
Instead of: We only have one bathroom break this morning. Remember that Billy.
Try: The next class bathroom break will be in twenty minutes. Everyone should go now, so you do not have to wait.
Instead of: After seeing all the good test grades, except Billy, I can see that everyone studied very hard.
Try: It seems that most of the class studied very hard for this test and did quite well.
Instead of: Billy, I hope you’re paying attention!
Try: Boys and girls, I need everyone’s attention.
What we say and how we say it is very important. Instead of embarrassing the child, try redirecting their behavior.
To avoid humiliating a child:
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Address problems in private
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Praise student aloud or with a note. If you encourage good behavior you are less likely to have to subdue bad behavior.[4]
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Call out random names to answer questions. This keeps children paying attention and redirects them if they are not.
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If a particular learner must be addressed by name, address every child in the class or groups of children, for instance every learner in that row of desks. This will not draw attention to one learner.
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Focus on the behavior not the child.[5]
[1] Porteus, Ruth, and Vally. “Alternatives to Corporal Punishment: Growing discipline and respect in our classrooms.” Heineman: Sandown 2001. p. 43-4.
[2] Soneson, Ulrika. Ending Corporal Punishment of Children in South Africa. Save the Children Sweden. Pretoria: Save the Children Sweden. 2005. p. 10
[3] Starr, Linda. “Are you a Bully?” Classroom Management. 2003. National Education Association. 13 Sept. 2007. < http://www.nea.org/classmanagement/ifc030805.html>
[4] Fischer, Max W. “The Power of Written Praise.” Classroom Management. 2004. National Education Association 13 Sep. 07. http://www.nea.org/classmanagement/ifc041207.html.
[5] “Students Welcome Reasonable Discipline”: Maintaining a Consistent Policy From North Carolina Association of Educators