FEATURES FOR TEACHERS
Features For New Teachers
Volume 5, Issue 9
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statements are frequently spoken by abused students, many of which are
few of us; because sometimes, we mislay our heart under the pouch and
forget to bring it to our classrooms. Why would a teacher use corporal punishment in
a classroom? It is maybe that the teacher was beaten by his/her own teacher when
he/she were young or the teacher feels there are no other alternatives.
28 of the UN Convention on the Rights of the Child says that all
children have a right to education, and that discipline in schools
should respect children’s human dignity. A school that is not safe is
not a good place to learn. In most countries, children spend more time
in schools than anywhere else outside of their homes. Schools have an
important role to play in protecting children from violence.
in many countries, physical punishment is a routine part of school life.
Teachers can be cruel, humiliate children, physically abuse them, or even
use sexual violence. Teachers do so because they think it makes pupils
work better or because they want to show their power. Violent discipline
teaches children to fear, but it doesn’t teach them to use their own
initiative. It teaches them that violence is a good way to solve
conflicts, but it doesn’t teach them values like tolerance and
justice. It can also make them feel bad about themselves. Bullying
between children may not be seen as a serious problem. Many countries
have no laws to protect schoolchildren and students from discrimination.
the recent years, corporal punishment has widely spread in the world,
more than it was ever practiced. Recent movements have,
however, identified corporal punishment as a form of child abuse, but it
is still practiced and will be practiced, unless some laws are enforced against using it in
The reason could be any to punish students; but mostly, when teachers are not trained, they cannot think of any alternatives, so they usually give punishment to maintain discipline in his/her classroom.
The majority of corporal punishment incidents result in minor to major injuries, such as soreness and redness of the skin, pierced body parts, etc. Although injuries requiring medical attention are rare, the use of corporal punishment has the potential of causing injuries such as ruptured blood vessels, nerve damage, muscle damage and brain hemorrhage. Such injuries may result in permanent structural damage and disability.
Moosa shares her bitter experience in the following words:
I was in class 5th, once, my classmate didn't bring her
workbook. Everybody knew that our teacher would kill that girl. She
begged me to give my workbook to her. I did so as I thought that she
might be rescued if I could help her out. Teacher checked her workbook,
which was, actually of mine, and she was praised by the teacher. When
teacher came towards me, I informed my teacher that I hadn't done my
work. She slapped me non-stop 8 times on my cheek. But I sacrificed for
my friend. I lied to my teacher, because she was a wild beast. She never
listened to the students with love. I hate that teacher! For me, she was
ill. Currently, I am a professional teacher, and I always try
alternatives. I care for my students and students respect me a lot."
Korji, student of Higher Secondary says,
was punished by my teacher when I was in 6th class. Actually my fee was
not paid due to some financial crisis. Our Head Mistress forced the
teacher to warn me. My teacher warned me that if I would not pay my fees
then I would not be able to take exams... When my exams started, but my
fee was not paid, the teacher didn't give me permission to take the exams... I
stood for 2 hours out of the classroom and that’s a story from one of
the best reputed schools. At
that time I felt very bad because I learned very hard for my exams but
can't take them just because my fees were not paid... I felt that instead
of giving me punishment, the teacher should have understood my feelings
and my problems, and should have asked me why my fees were not paid or
was there any problem...
in View: On
A 13-year-old Pakistani
boy who was beaten by his teacher for not completing his
homework is preparing to undergo a third surgery.
Aslam, a Class
IX student of Himayatul
in Hyderabad, has already undergone two major intestinal
surgeries after his teacher beat him.
was rushed to Liaquat
21 after he complained of severe abdominal pain. His teacher, Buland
Iqbal, trashed him with a stick after tying him up. The boy told the
newspaper: "I was beaten with a stick after two other students
tied my hands. He (Iqbal) also ordered I do 100 sit-ups which caused
pain in my stomach."
was not allowed to leave for home even after he complained of
excruciating pain. His elder brother Owais
said he took Aslam
to the hospital when he noticed his abdomen was swelling like a
"balloon". The doctor attending on Aslam
said his blood pressure and his pulse rate were very high
when he reached the hospital and he could have suffered a brain stroke.
"The intestines were jumbled and perforated and had turned blackish
due to blocked blood circulation for which the first surgery was
performed. But as it was leaking, another attempt was made," the
"A third operation to enable him to pass stool and urine will be needed after two to three months." The school is yet to take action against the teacher. And Aslam's family has not reported the matter to police because "they would get into trouble".
The boy's father, a daily wage laborer, has lost his job for
staying away from work to be with Aslam
in the hospital. 
Teacher of a school in
Teachers are role model for most of the students, so they want their teachers to listen to them. The days are gone when students accepted a staunch and dictatorial teacher. The time has come to rethink and change our pattern of teaching.
the next article, consequences of Corporal Punishment will be shared.
E. & Laws, S. (2006). United Nations Secretary-General's Study on
Violence Against Children Adapted For Children And Young People.
Angry Teacher Rips Student's Cheek Off. Retrieved
by teacher, Pakistani boy prepares for third surgery.
(2007). Retrieved on
child badly beaten for not doing homework in Multan.
(2009). Retrieved on
All teachers must present their lessons in a format that will be most beneficial for their students, as each student differs in how they process information. This is particularly true in a special education classroom, where children with varying disabilities learn new information most easily when it is presented to them in different formats. Some students must see the material (visual), others learn best by using their bodies to show information (kinesthetic), while others must hear and say the new information to best understand it (auditory). Unfortunately, it can be challenging for teachers to incorporate all of these strategies in only one lesson. American Sign Language can be used in your curriculum to address all of these.
Edgar Dale also states that “It often follows, then, that the more numerous and varied the media we employ, the richer and more secure will be the concepts we develop. Well-chosen instructional materials of various kinds can provide a variety of experiences that enhance the learning of a given subject for any student at any given point in his continuing development.” (http://www2.potsdam.edu/betrusak/AECT2002/dalescone_files/dalescone.html.ppt#275, 9, Possible Misconceptions about the Cone7 Conclusions)
Therefore, we can conclude that the more children use sign language in their daily lessons, the more they will retain the material they learn. By speaking and signing words to your students, and having them repeat it and sign it back to you; they are hearing it, seeing it, saying it, and doing it (90% recall according to the Cone of Experience). You will also address many different methods of instruction at once which helps auditory, visual, and kinesthetic learners.
Let’s look at an example to see how this can work. To teach a student the word “house,” show the written word, say “house” aloud, and teach the sign for “house”. (To sign the word house you use both hands to show the roof and the walls of the house). Have the student repeat it and sign it back to you. Continue this every time the new word is shown to them in a text or when you show them the new word. They will be able to easily recall words not only because of the movement required, but also because many signs are iconic, meaning they look like the actual object. This will enable students to visualize the word, therefore helping them better remember the information.
American Sign Language can be incorporated into your lessons by adding signs for new vocabulary or sight words. Students will be presented the material in visual, kinesthetic, and auditory forms. As the teacher, this helps you to utilize various teaching methods to accommodate students who have different styles of learning. Your classroom will benefit, being able to understand new lessons more quickly and easily.
Incorporating sign language
into your sight word instruction is very easy to do. Just look up
the ASL signs for the sight words that you want your students to learn
in an American Sign Language Dictionary (you can also use an online
dictionary that shows a video of how to do the sign.) Show your
students the sight word and the sign. Say it and sign it.
Ask the students to look at the word, and say it and sign it with you.
Repeat this a few times. Every time you are discussing,
practicing, or reading this new sight word, you and your students will
sign it when it is read. To make it easier on yourself and your
students, you may want to look into purchasing “My 1st 50
Sight Words in Sign”, where frequently used sight words are on a card
alongside their sign for easy learning/recalling. You can find
them at My
1st 50 Sight Words in Sign
be overwhelmed by all of the above mentioned signs if you don’t know
them. Just try one sign and then the next week add a new one. Start with
the positive and encouraging signs. Just one or two signs can start your
class on the way toward creating your ideal peaceful and positive
article from eSchool News written in March, the editors wrote about how
our country's global success will depend on improving our student's 21st
century skills. In the next several articles I'd like to examine what
these skills are and how we can integrate them into our classrooms.
While you're at it, here are a few great BLOGS to check out:
Characteristics of Autism:
There is a great diversity in the skills and behaviors of individuals diagnosed as autistic, and physicians will often arrive at different conclusions about the appropriate diagnosis. Much of this is due to the sensory system of an autistic which is quite different from the sensory system of other people, since certain stimulations can affect an autistic differently than a non-autistic, and the degree to which the sensory system is affected varies wildly from one autistic person to another.
Nevertheless, professionals within pediatric care and development often look for early indicators of autism in order to initiate treatment as early as possible. However, some people do not believe in treatment for autism, either because they do not believe autism is a disorder or because they believe treatment can do more harm than good.
By age 3, typical children have passed predictable language learning milestones; one of the earliest is babbling. By the first birthday, a typical toddler says words, turns when he or she hears his or her name, points when he or she wants a toy, and when offered something distasteful, makes it clear that the answer is "no." Speech development in people with autism takes different paths. Some remain mute throughout their lives while being fully literate and able to communicate in other ways—images, sign language, and typing are far more natural to them. Some infants who later show signs of autism coo and babble during the first few months of life, but stop soon afterwards. Others may be delayed, developing language as late as the teenage years. Still, inability to speak does not mean that people with autism are unintelligent or unaware. Once given appropriate accommodations, many will happily converse for hours, and can often be found in online chat rooms, discussion boards or web sites and even using communication devices at autism-community social events such as Autreat.
Those who do speak often use language in unusual ways, retaining features of earlier stages of language development for long periods or throughout their lives. Some speak only single words, while others repeat the same phrase over and over. Some repeat what they hear, a condition called echolalia. Sing-song repetitions in particular are a calming, joyous activity that many autistic adults engage in. Many people with autism have a strong tonal sense, and can often understand spoken language. Some children may exhibit only slight delays in language, or even seem to have precocious language and unusually large vocabularies, but have great difficulty in sustaining typical conversations. The "give and take" of non-autistic conversation is hard for them, although they often carry on a monologue on a favorite subject, giving no one else an opportunity to comment. When given the chance to converse with other autistic's, they comfortably do so in "parallel monologue"—taking turns expressing views and information. Just as "neurotypicals" (people without autism) have trouble understanding autistic body languages, vocal tones, or phraseology, people with autism similarly have trouble with such things in people without autism. In particular, autistic language abilities tend to be highly literal; people without autism often inappropriately attribute hidden meaning to what people with autism say or expect the person with autism to sense such unstated meaning in their own words.
The body language of people with autism can be difficult for other people to understand. Facial expressions, movements, and gestures may be easily understood by some other people with autism, but do not match those used by other people. Also, their tone of voice has a much more subtle inflection in reflecting their feelings, and the auditory system of a person without autism often cannot sense the fluctuations. What seems to non-autistic people like a high-pitched, sing-song, or flat, robot-like voice is common in autistic children. Some autistic children with relatively good language skills speak like little adults, rather than communicating at their current age level, which is one of the things that can lead to problems.
Since non-autistic people are often unfamiliar with the autistic body language, and since autistic natural language may not tend towards speech, autistic people often struggle to let other people know what they need. As anybody might do in such a situation, they may scream in frustration or resort to grabbing what they want. While waiting for non-autistic people to learn to communicate with them, people with autism do whatever they can to get through to them. Communication difficulties may contribute to autistic people becoming socially anxious or depressed.
More on Autism's Effects on Education in the next article.
Working closely with a mentor or collaborating teacher can be both
rewarding and challenging. The rewards include developing a positive
relationship with a professional educator and gleaning tremendous
amounts of insight and effective teaching tips and techniques. The
mentor has been working effectively for a considerable number of years
and has perfected both the art and craft of teaching. In the ideal
situation the mentor guides and provides feedback while allowing the
intern to develop style and work through different situations and
challenges. The intern has the opportunity to make mistakes and develop
strategies for improvement all under the guidance of a thoughtful and
Don't spend major time with minor people.
If there are people in your life who continually disappoint you, break promises, stomp on your dreams, are too judgmental, have different values and don't have your back during difficult times...that is not friendship.
To have a friend, be a friend.
Sometimes in life as you grow, your friends will either grow or go. Surround yourself with people who reflect values, goals, interests, and lifestyles.
When I think of any of my successes, I am thankful to God from whom all blessings flow, and to my family and friends who enrich my life.
Over the years my phone book
has changed because I changed, for the better.
Remember what your elders used to say,
"Birds of a feather
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