Psychology of teachers giving physical punishment

Psychology of teachers giving physical punishment
  1. When a teacher loses his patience to understand the child, then he gives physical punishment.
  2. When a teacher is not possessing sufficient knowledge to teach, then he opts for a physical punishment.
  3. When a teacher drags his personal problems and questions into the classroom, then he attempts to release his anger and frustration of those problems on innocent children.
  4. When a teacher faces confrontation with the school management and/or parents, then he attempts to raise his arm to punish the children.
  5. When a teacher fails to understand the reason that makes a child naughty in the classroom, then he opts for a punishment.
  6. When a child goes against the expectations of the teacher, then he gives a punishment.
  7. Frustration, depression, lack of enthusiasm or workload can also generate anger in the teacher that often ultimately makes him to punish the students.
  8. Not fulfillment of his desire or failure to conduct classroom as per his will, often leads to raising of his arm to beat the children.
  9. To prove that he is stronger and more capable than the child, he raises his arms for beating.
  10. Just like in cricket, a wicket keeper makes an appeal to divert the umpire’s mind from noticing the wide ball, the teacher attempts to hide his weaknesses by diverting the minds of children by punishing them.
  11. When a teacher is lacking the capacity to make children understand his teaching, then he attempts to conceal his failure by punishing them.
  12. If the teacher is lacking command over proper words and language required for teaching or lack of such personality, then he attempts to raise the bar of his personality by giving bodily punishments to the children.
  13. When a teacher suffering from the psyche that, “Whatever I say is always true.”, he often tries to suppress the classroom. As a result of this any reaction from the children lead to a punishment.
  14. Physically and mentally weak teachers are more prone to deliver a punishment to the children.
  15. Teachers having lack of control on themselves are found having tendency to punish the students.
  16. The teacher suffering from prejudice, feeling of revenge and confrontation are more prone to give punishment to the children.
  17. The teachers having weaker socio-economic background often take shelter from their frustration by punishing the students.

– Jaydev Sonagara (Excerpt from his book “Parvarish – Making Children Successful”)


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What is important, teaching or testing?

What is important, teaching or testing?

When the ancient Guru Dronacharya took the test of Kauravas and Pandavas, it was a test of their CONCENTRATION. And only Arjun had passed it! When Udgupt, a great Buddhist Monk of 3rd century B.C., took the test of The Great King Ashoka, it was a test of his CONSISTENCY. And to pass this test, King Ashoka had to give up everything that he had! Similarly, when Swami Ramkrishna Paramhansa took the test of Narendra to become Swami Vivekananda, he had to abandon his home. The pages of history are filled with hundreds of such instances of tests conducted by the Gurus for their disciples or students.

Our ‘Examination System’ of today is more than half-century old. In this system, we are just testing memory power of a student and we feel very happy to confer a certificate of percentage on the basis of this memory test. And therefore, the test has become more important than teaching itself.

Can’t it be possible to have a testing system that is freeing a child from any written test? Isn’t it possible to have an examination that does not create fear in a child? Is it not possible to have an assessment system that scales the qualities of a child rather than his memory power?

To logically understand the difference between TEACHING and TESTING, we must compare them:

TEACHING

TESTING

It focuses on shaping up the child. It is a method to satisfy the educationists.
It constantly keeps the child normal, active, and happy. It initiates a sense of fear, tension and pain in the child.
It transforms the classroom into the haven. It turns the classroom into the hell.
It is a medium that constantly drives the child further towards growth. It is an obstacle set on the path of development of the student.
It is a system that teaches the art of living to a human being. And teaches how to find an answer to a problem. It breaks the confidence of a child and converts him into a Contest Machine.

This doesn’t mean that there should not be an examination or test; and also does not mean that the examination is a problem. But, surely it is a concern that demands for an immediate pondering if the children are ending their lives by hanging themselves just because of the fear of this examination system or its results. The assessment system requires changes. It should be teaching ‘LIFE MANAGEMENT’ to the children and it most certainly should generate sense of satisfaction among the children.

Once upon a time in a jungle, all the birds and animals decided to set up an examination system to decide who is the most superior among them? The lion said that the test should be only for roaring. The monkey recommended that the test should be only for jumping. The snake said that they should be tested only for sliding on the ground. The fish responded that everything else is useless if you don’t know how to swim. The discussion went on and on. Finally they decided to conduct different test for each animal according to their natural skill and talent gifted by the God! After the tests everyone was amazed to find out that every animal had secured first rank in their respective fields of ability. To conclude that matter, the fox questioned that, “If we animals have such common sense to understand this simple thing, why can’t the humans understand it?”

The existence of exam-fear among the children, in fact, is more of fear of the parents and friends. They (children) have fear of their teachers too. The ratio of fear has reduced among the children since the day we have stopped announcing results of the students in the classroom and stopped writing the ranks, First, Second and Third, on the board or in the report card.

– Jaydev Sonagara (Excerpt from his book “Parvarish – Making Children Successful”)


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A Challenge: Adulthood Training to Teenagers

A Challenge: Adulthood Training to Teenagers
  • The occurrence of genetic and biological changes in the body due to adolescence age amongst the teenagers are often bring changes in their behaviours, that often give a false impression of indiscipline and unknowingly invite punishment for that.
  • The natural attraction towards opposite-sex due to adolescence age amongst the teenagers, often resulting into behavioural changes thus creating an atmosphere of ‘indiscipline’ in the class-room.
  • The psychological influence of movies, television and other medias like internet, channels, CDs, DVDs, etc. on the teenagers ultimately create an atmosphere of ‘indiscipline’ in the class-room.
  • The psychological changes caused due to adolescence age are often resulting into an atmosphere of ‘indiscipline’ in the class-room.
  • The happening of physical, behavioural and mannerism changes among the teenagers due to adolescence age are often causing problems in maintaining the discipline in the class-room.
  • The psychological influence of family environment, society, and religious identity on the mind-set of the teenagers and their adverse impact on the class-room atmosphere.
  • Lack of training to teachers on psychology of the teenagers, the methods of punish adopted by the teachers for the teenagers and remedial measures taken to prevent physical punishments.
  • The transformation period from childhood to adolescence age among the students, particularly in the girl-students, naturally brings large-scale behavioural changes due to changes in their body-hormones. The girls are becoming more aware and conscious about their clothes, hair-style, appearance and body-look. Moreover, sometimes they become less-attentive in the class-room study. When these things come to the notice of the teachers, they often make comments; sometimes even very sharp verbal comments or punitive actions. The girls are mostly not capable to discuss their womanhood problems openly with the teacher. They try to share these problems with only their girl-friends. As a result often the teacher is experiencing an atmosphere of indiscipline in the class-room.
  • The teenagers mostly preferred to make jokes, fun, comments etc. within the same aged groups of friends. The boys are becoming aware of their physical growth and often try to exhibit their physical power to prove that they are more strong compared to others. Their nature is becoming more enterprising, aggressive and risk-taking, which are often being reflected or witnessed in the class-room. It becomes more visible in behaving with the neighbouring friends or class-mates. Often they are found indulging into making fun, jokes and small mischief in the class-room. The teachers have to be very cautious, restrained and refrained in dealing with them (teenagers).
  • In the Teenage-years, it is natural amongst the boys and girls to get physically attracted towards each other. Particularly, students of Std. 8, 9, and 10 are acting with each other like they are the open competitors or rivals to each other. In the class-room, they make accusation on each other about their respective mistakes, attitudes and behaviours. Sometime they even get indulged in the verbal duels or exhibit aggressive attitudes or behaviours towards each other. All these are very natural happening because of their reformation age span. Therefore, the teacher should handle them with care and caution with the adoption of the practical However, without understanding the mind-set of teenagers few teachers are getting up-set and taking panelizing steps!
  • During the adolescence-years, body changes are occurring visibly fast among the teenaged students. The rise in sensations and growth of genial organs are becoming very lively and their growths are becoming easily visible on the body. The students are becoming more aware about their body. However, as they are not having the complete knowledge of adulthood, it is quite obvious that they are becoming inquisitive and curious! As a result, they mostly discuss about it among their groups of friends. Sometime these discussions are entering inside the four-walls of the class-room. In the modern times, the students are not able to restrain themselves from effects, particularly bad-effects, of sexual-knowledge presented through today’s mass communication gadgets and facilities like mobile, internet, CDs, DVDs, photos etc., sometimes such information even penetrate into the class-room. Bringing of such materials by one student in the class-room, generates curiosity among other students and causing problem of discipline. Some teachers are not ready to accept these as a natural course or trend among the teenage students, therefore such teachers consider those students as the wrong-doers and take disciplinary steps against them.
  • The Films, Television and other mediums like Computers, Channels, Internet, Newspapers, and Adult-Magazines are making very deep impact on the soft and adolescent minds of the teenagers. These mediums are affecting even the dress-code and styles of the teenagers. At this age, the teens are often seen expressing their heart’s feelings and sexual attraction for the opposite-sex through love-letters, cards, sehr-sayari (love poems) etc. Few teachers consider these behaviours as ill-doings and take disciplinary steps!
  • During the adolescent-period the girls and boy are becoming very sensitive about any personal comment, particularly downbeat one, in the presence of each other and such statements sometime make them Because of volatility of adolescence, the teenagers are quickly and easily grasping the negative things/habits. Owing to adolescence-problems sometimes they develop or assume bad habits. Disappointment in the contest during the adolescent-period often produce feelings of hatred, rebellion, despair and the feelings to take revenge and to establish that ‘I am competent of doing so!’ For e.g.: the students weak in learning frequently enter not on time in the class-room, making mischief, passing comments. He does all these to prove that he is capable of everything, which, in fact, is his mind-set. His, this attitude often causing situation of unruliness in the class-room.
  • During the adolescence-age, the body of teenage boys and girls are forming more muscles and stronger bony structure. Thus, they develop more interest in activities like out-door games, picnics, songs-music, dance and others. Sometimes boys and girls who are under more influence of the western civilization can’t prevent themselves from expressing their feelings through western customs like singing songs, playing music or making facial and bodily gestures. Even occurring of such incidents unknowingly (as a reaction of subconscious mind) in the class-room or within the school is often annoying some teachers who rather handling them tactfully than go for disciplinary punishment. Such sharp and harsh reaction from the teacher is erroneous, in fact, it is better to show more tolerance and soft approach.
  • In the teenage years, family circumstances are also playing a vital role in behaviour and mannerism of a teenager. The teenagers get more easily affected by different partitions of the society like Rich-Wealthy, Middle and Poor classes; a modern satellite family or traditional united family; different castes, tribes, religions. The frictions among all these divisions become in fact evident during their individual or groups talks, arguments, accusation, and competition and so on. As an outcome, they often make disorder in the atmosphere of the class-room.

– Jaydev Sonagara (Excerpt from his book “Parvarish – Making Children Successful”)


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Training Changes the Person’s Perception

Training Changes the Person’s Perception

A change in the Perception to looking at the problem, often finds a solution within the problem! The change in perception, finds an answer within the question. Change in the perception is changing the situation itself!

A man’s perception can be changed with a proper training. Therefore, the Training should be such as that it changes one’s Perception.

When I was governing the D. P High-School, in the year-2000 I had attended a lecture on ‘MAKE YOURSELF A LEADER’ delivered by a well-known speaker on the subject as a training programme at a handsome fees of Rs 25,000.

That Leadership Training Programme had entirely changed my perception on ‘Governing an Institution’. As a result of newly found perception, I decentralized the entire administration. Most of my responsibilities were relegated to the teachers of the high-school division.

The teachers had geared up themselves to take-on the new role of ‘An Administrative Officer’. In turns, every teacher was given an opportunity to administrate ‘Prayer and Stage Management.’

Thus, today my high-school section has not just ‘8’ teachers but all of them are like ‘8’ Principals as they all have a capacity to administrate the school “SUCCESSFULLY.”

As now I am less burdened, I have focused my entire energy in further expansion of my institution. As a result of change in my perception, the growth path of my teachers and institution has completely been changed.

After attending the training programmme ‘MAKE YOURSELF A LEADER’, it completely changed my entire perception for The Training.

I think, now first we need to the change perception of every institution for: The Training.

The private corporate-houses that have set-up a new benchmark for High Quality Administration for their employees, are now conducting Management Training Programmes for the government officials too at the regular intervals.

Today’s teachers’ mind-set are as such ‘To continue teach with the same methodology’, ‘Circumstances are adverse to implement any change in my teaching style or method’, ‘What is my interest or gain?’, ‘Is government going to confer me with any award?’, ‘Am I going to have any monetary benefits (mainly salary-rise)?’ ‘My fix income of the salary is secured.’ All these need to be changed as these mind-sets have simply killed our instinct of ‘competition’, ‘adoption of a new approach and novice ideas’. Therefore, any institution that has done a little change in its method and has gained better performance with it; is drawing an attention of everyone and thus making a giant stride in its progress.

This wave of change is taking place at the schools where the principal is having open mind-set. The changes are possible only at the schools where teachers have not lost their faith in the system.

A new perception that ‘The training is firstly going to benefit the individual teacher too, not just the institution’ should be developed.

If ‘A’ is given 1 mark and 26 to ‘Z’ than the total of ‘ATTITUDE’ will be 100-marks. That should be examined, understood, accepted and implemented.

– Jaydev Sonagara (Excerpt from his book “Parvarish – Making Children Successful”)


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Dawn Begins With Prayer-Peace Mantra

Dawn Begins With Prayer-Peace Mantra

A lady professor from one University had attended our school’s Training Programme and she delivered a beautiful lecture on the subject: ‘A Teacher must touch the heart of the students!’

During the Training Programme, she had narrated her own a true life experience.

During her lecture with the second-year students of B.A., one of the students was constantly looking out of the window with his eyes set on the sky. This simply annoyed and made her very angry, so, she instructed him to leave the class and see her in her office during the recess time.

Later, when the student entered into the staff-room to meet her, he disclosed that he is son of a farmer, hailing from an interior village of Sabarkantha District. And then he handed over a postcard, written by his father, to the lady professor.

On the postcard, the father had written, “Dear Son, I don’t have money to pay your fees. Nobody is lending me money even on interests as weather condition is like drought prone, however, if the rain starts, then anyhow I will arrange to borrow some money for you. Anyway, if your college authority doesn’t permit you to attend the class ‘due to non-payment of fees’, please come home for few days!”

“That is why I was looking at the sky with a hope that if the clouds could appear in the sky, then I will not have to leave my study halfway and return home. I am taking food only once in a day to save some money and having just one pair of clothes to wear”, he stated his condition almost with an emotionally choking voice.

The disclosure of this bitter reality, which is almost similar for the most Indian farmers and having the same fates, had touched my heart and softened me as my anger towards him had gradually evaporated with a thought crossing over to mind that “How much the fate of Indian farmers is depending on the ‘Good Monsoon’ season!”

However, often such hard struggling circumstances are toughening the child to groom into a strong man. Therefore, I believe that for grooming a person into ‘a man with a strong character’ adverse circumstances like lack of money and food, deprived of amenities, and others are sometimes proving to be ‘A BLESSING IN DISGUISE’!

Even the gold must pass through the fire to take a shape of jewellery!

We make a collective morning- prayer at 7:00 O’clock in the school precinct with an idea to interlink and converge the 50 individual mornings of each student to make it as a single morning and finally to link it with the morning of the teacher. That is why, it is called ‘Prayer, Peace-Mantra!’

– Jaydev Sonagara (Excerpt from his book “Parvarish – Making Children Successful”)


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Successful Principal Vs Unsuccessful Principal

Successful Principal Vs Unsuccessful Principal

Successful Principal

Unsuccessful Principal

A successful principal creates student friendly atmosphere. An unsuccessful principal prepares kind of students who adopts prevailing atmosphere.
A successful principal recognizes the potentials in the student and provides them opportunities to grow. An unsuccessful principal force the students to adjust themselves in available opportunities.
He instills ‘A Vision’ into the teachers; generate ‘Interest’ among the students and provides ‘Solution’ to the school. He creates ‘Division’ among the teachers, ‘Constrain’ the students and ‘Pollute’ the school.
He implants school’s potentiality on to the student sitting on the bench. He uses students’ talents for hefting treasury of the school.
He, who gives directions to the teachers and gives warmth to the students, can become a successful principal. In him the teachers see a directionless leader and the students feel an unlikeable captain of the ship, is an unsuccessful principal.
He who feels pain of the class-room (students) and has very strong sensibility to become a successful principal. He knows the pain of the chair (position of principal) but his sensitiveness has become null, so he is an unsuccessful principal.
The one who focuses on student’s difficulties and problems rather than propagating good results of the school, can become a successful principal. The one, who gives more importance to the propagating the results and turns his head away from the frustration of students, is an unsuccessful principal.
A person who guides students and their parents can become a successful principal. A person who keeps distances from meeting the students and parents is an unsuccessful principal.
A person who transforms efforts of the students, teachers and school into a success can become a successful principal. A person who after sitting on a peak of fames, ignores the development of the school is an unsuccessful principal.
One who discharge his duty first as a teacher, then as a father, and lastly as a principal can become a successful principal. After becoming a principal, who seizes to be a knowledge imparter and a fatherly figure of the school, is an unsuccessful principal.

Roots of generating interest in science stream

Roots of generating interest in science stream

The school authority took a serious note of the prevalent trend in 12th standard students, when only 20 out of 120 students opted for the Science Stream. This bitter reality was taken by us as a serious challenge and as a result we implemented few concrete remedial measures:

  • A weekly-visit to the Science Lab was made compulsory for the students from 7th – 9th
  • A series of science based tours, exhibitions and programmes were conducted on regular basis in the school.
  • A series of the lectures by the learned personalities from renowned institutions like ISRO & Community Science Centre were planned out at regular intervals.
  • Presentations and exhibitions showcasing the career opportunities in the Science stream were also done at frequent time gaps in the school.
  • ‘Science Quiz and Debate Competitions’ were organized among the students to generate their interests for the Science stream.
  • Science-Math carnivals were done at the regular intervals in the school.
  • The lectures from the former Science students who have made a successful career and life were also conducted in the school.
  • Counseling of the bright students, who are not opting for Science stream just because of psychological fear, were also done.
  • The Group Projects to generate interest for Science among the students were organized; and each of these groups was being headed by a teacher, who was assigned a responsibility is to finish the project successfully.
  • Competitions on Making Science Teaching Aids were organised for students of class 9th in the school.
  • ‘Making Robotics’ inter-school competition was organized which attracted participation from over 85 students of 24 other schools of the city.
  • ‘Career Awareness Programs’ had been organized for over 800 students of the 9th class to elaborate the benefits for opting for Science stream.

As a result of these measures, in the next academic year 70 pupils of total 120 students of the class 9th had opted for the Science stream If this result can be attained by the sincere efforts of a one-school teacher, then with united efforts of all the schools what cannot be achieved!

– Jaydev Sonagara (Excerpt from his book “Parvarish – Making Children Successful”)


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