Question

Paragraph on teacher scolded
to student

Answer 1

All people need to be corrected at times. The person who generally does the correcting is the one responsible for ensuring that the individual is developing properly. There are different levels of correction, though.
Sometimes, the correction from the teacher only needs to be a small act, a look, a shake of the head, or a tap on the desk. These are used when the student just needs a quick, subtle, reminder that the action is incorrect. This allows for correction without issue. Many times, that is enough.
Sometimes, the correction needs to be made clear, either because the first did not work or the behavior required skipping to this level of intervention. An example would be if students were disrupting instruction with talking. Usually, respectfully asking the students to refocus their attention on the content is enough.
Sometimes, though, the behavior is so disruptive, dangerous, or disrespectful that the teacher has to stop it immediately. This will result in a raised voice, which greatly increases the chances of the directive being followed.
Additionally, there are students who repeatedly create distractions or disrupt the learning of others. Those students find themselves being scolded immediately, mostly because they have been given ample opportunities to self-correct, and they have been told what behavior is expected of them, but they continue to exhibit the disruptive or unwanted behavior. These students often respond with exhortations like, “why do you always pick on me?” The reality is, though, that by this point, almost every student in the classroom is tired of that student being a disruption. They may have even complained to the teacher to “do something” so that the student won't be in class. The teacher can't discuss discipline of other students, so those students stay frustrated. Additionally, the teacher can't tell the disruptive student that the other students are tired of his or her behavior. The only thing the teacher can do is direct the student to correct the behavior, scold the student, or ask the student to leave. How the student responds to a given level of intervention will generally dictate whether the teacher has to increase the level of intervention or not.
Hopefully, every teacher understands this. I believe that most students don't think about it because they don't find themselves in those situations. As a teacher, I want every student in my classroom, but I have to protect the ability of students to learn by ensuring the opportunity is there. Disruptive students reduce the opportunity of others (as well as themselves) to learn. I would prefer to handle things quietly and respectfully at all times. If a student were to repeatedly reject that level of intervention, I would have to “call out” the behavior, but I try, whenever possible, to do it privately, just outside the door. I explain the behavior and my options for addressing it; then I put it in the student's hands. How he or she responds/reacts is what determines the next actions. I rarely have to “scold” a student, though. When I have had to, it was something that required an immediate response.
My apologies for the length of the answer. I hope it was clear, as it was not concise.