why does one have A natural inclination to avoid discipline?
+1 class English book A Panorama of life
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Answer: ForewordFor children in many countries, corporal punishment is a regular part of the school experience; it is also a form of child abuse. Corporal punishment is deliberate violence inflicted on children, and it takes place on a gigantic scale. Legal defenses for teachers who hit or beat children still exist in most countries of the world. Corporal punishment, however, has not been shown to be effective, especially in the long-term, and it can cause children shame, guilt, anxiety, aggression, a lack of independence, and a lack of caring for others, and thus greater problems for teachers, caregivers and other children.One of the major reasons why corporal punishment persists is that teachers do not understand that it is different from “discipline.” While corporal punishment seeks to stop a child from behaving in a certain way, positive discipline techniques can be used to teach a child learn new, correct behaviours without the fear of violence. Another major reason is that teachers are often not taught why children misbehave and how to discipline them positively based on those behaviours. Many times, when a child feels his or her needs are not being met, such as the need for attention, he or she misbehaves. The frustration that a child’s misbehaviour causes, and a lack of skills to handle it, leads some teachers to strike out at their children and use corporal punishment or humiliating forms of emotional punishment. This guide for teachers and teacher educators enriches the UNESCO publication “Embracing Diversity: A Toolkit for Creating Inclusive, Learning-Friendly Environments” (ILFE Toolkit). It is a specialized booklet intended to help teachers, school administrators, and education officials to effectively manage students in the classroom by giving non-violent ways to deal with behavioural challenges positively and pro-actively. It presents positive discipline tools that are concrete alternatives to such punishment practices as caning, spanking, pinching, threatening, pleading, bribing, yelling, commanding, name-calling, forced labour, and other even more humiliating actions.
ivThis guide is truly a collective product. It was first drafted and then revised by George Attig of the Institute of Nutrition, Mahidol University, who has also served as a UNESCO consultant on inclusive education and gender, as well as a consultant to UNICEF East Asia and Pacific Regional Office (EAPRO) and Save the Children for the development of child-friendly schools. This guide also benefited from the comments and suggestions of educators around the world. UNESCO Bangkok would like to thank all of them for their contributions. Every single input was thoroughly considered and contributed to the enrichment of this guide, as well as to the ILFE Toolkit. Ochirkhuyag Gankhuyag, as Programme Assistant at UNESCO’s Asia and Pacific Regional Bureau for Education, coordinated the process.