The mentality of Reward and Punishment in Education
He was too scared at being wicked to remind her. Fanthorpe Our memories of school are tinted with anecdotes which, hopefully for the most part, would bring a nostalgic smile to our faces. Dark memories, though, always seem more vivid and punishments we received are sometimes hard to forget.
Is it because we learnt a valuable lesson and can now see how effective that was or is it that marks to our pride are indelible? Do we remember praise as easily?
The debate on reward versus punishment as the most effective way to educate children is ongoing. It reflects the global mentality of a given education system. The case for Action-Reaction Punishing children for bad behaviour is present in all schools. It reflects how society works and teaches them that for every action there is a consequence. Prevention works wonders. Imagine you have already told a group of children they will only have 2 sweets each so that it is fair.
The important thing is to give a clear explanation for the punishment, so that the child can associate it with the bad behaviour. Teachers work to understand what causes bad behaviour in an individual child because it is sometimes leads to a deeper issue which requires attention rather than punishment.
These days, we have obviously moved away from corporal punishment. Sanctions more often than not take the form of detention. In cases of bad behaviour, time alone at break or after school serves as an opportunity for reflection and a cooling off period; detention given for missed homework will eventually help the student take responsibility for their own learning.
Discipline can be enforced without punishment Catch them being good. Praising children for good behaviour has been proven to reverse bad behaviour. Praising boosts self-esteem and a confident individual is more likely to be tolerant of others, calm and willing to comply. Bad behaviour does, indeed, often stem from frustration and a feeling of social inadequacy. Punishment works by instilling fear and aims to force students to conform and obey, but it does not necessarily help educate them.
Punishment and negative feedback demotivate people. Surely, the role of schools is to help students find their own motivation to learn and behave in a socially acceptable manner.
Too much punishment breeds bitterness and resentment, which in turn prevent learning from taking place effectively. Most schools will find a balance between positive and punishing discipline. This is most obvious in the common point system, where points are taken away for bad behaviour very much like driving licences but also added to reward good behaviour. This leaves the door open for children to redeem themselves and so, rather than feeling discouraged by a definite punishment, they seek to put things right all the time.
Some schools, especially British ones, only use the point system for rewards, whereas others, often more traditional French ones, use points solely as penalty. It is a philosophy that will seep into all aspects of the school life, including assessment methods. The local Swiss and French marking methods fall into the punishing category. Students are expected to match certain criteria in their assignments and marks are taken away where errors are made.
Pages riddled with their work crossed out and only their mistakes highlighted in red can only demotivate a child. The IB programme and English curriculum, on the other hand, base the assessment criteria on awarding marks for good work.
In such a system, feedback will mainly be given on what has been done correctly. This is so the student can reproduce what he has done right, and will be given advice on how to boost his marks in future assignments. Ultimately, what works for one child may not work for another, and the success of an education system will depend on the quality of the balance between reward and punishment, which most teachers naturally provide, regardless of culture.
Punishment suits children who seek firm guidance, reward helps fragile individuals blossom. The role of parents, teachers and schools is to find the right approach for each particular situation. When children grow up, they go out in life as the product of their education. As the late poet U. Fanthorpe illustrates in her poem, the way we were disciplined at school marks us deeply and the puzzled child we were remains within us, wide-eyed and seeking answers. More from International School Parent Find more articles like this here: www.
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Discipline and Detention: Looking Back at School in the 1950s
This was just one of the anecdotes which three alumni from the s—60s shared with current Year 7 pupils to help them with a project looking at the history of the School. There was an opportunity for the Year 7 boys to ask them questions, which typically focused largely on the disciplinary regime of the time! The hapless young ice-cream buyer was ordered to write lines when he was caught bare-headed one hot weekend making his purchase from a shop near his home in Southgate.
Although the older pupil was within his rights — prefects of the time were authorised to dole out such punishments and boys were supposed to wear their caps even when not at school — the visiting alumni recalled that he was considered by his classmates to have gone too far, even by the strict standards of the day. The three visitors reminded the boys that the School was much smaller in the s and s, with a roll of only about boys, split into four Houses, not the current six.
The School was very much less diverse and boys typically lived very locally. The lunches themselves were reported to have been dreadful. Later, an unheated, open-air swimming pool was built; boys were expected to swim in it in all weathers. The whole School met each morning for assembly, addressed by the Headmaster in his gown: all masters teachers wore gowns daily, while prefects wore half-length undergraduate-type gowns.
School ran six days a week, with games on Wednesday and Saturday afternoons. Sport was a huge part of School life and was very popular: the best memories of many Old Elizabethans from that era are from sports on Stapylton Field, the visitors stated.
The rugby and cricket were both good, and QE established a very strong reputation in athletics. Fixtures against the top public schools had been established by Mr Jenkins pictured below , who modelled the School on such institutions during his long headmastership, which extended from — During his tenure, the strictness of the regime was seen in the use of corporal punishment. The three alumni reported, though, that they accepted this as being a normal part of school education and thought that there was usually good reason for the punishment!
Mr Todd recalled going to be caned and being asked to select which of three different canes should be used. He remembered being concerned that it would be very obvious that he had hidden a workbook down the back of his trousers to cushion the blows, although this was, in fact, not commented upon by the master. While much has obviously changed, the visitors reflected that in , just as in their day, expectations at the School are high, both in terms of behaviour and of academic attainment.
Although they had very positive memories of their time at QE, the three visiting old boys were in little doubt that the fabric of the School, the opportunities available to boys and the outcomes achieved are all very much better now. Year 7 will be continuing their work on the History project through the rest of this term.
‘It’s barbaric’: some US children getting hit at school despite bans
Mr Eason was also a ferocious caner and there was a lot of power behind his swings of the cane. Mr Eason on the left, Mr McGregor on the right He was replaced as deputy-head by Mr Dillon, who was also a bit lacking on the hair side, but he did not inherit the nickname.
What was it about Penrith High and hair challenged deputy headmasters? It would be fair to goi further and say that Mr Eason was even liked and admired by students and he was reputed to have done a very good job at St Marys High School.
Other forms of discipline The most common form of punishment was extra school work or detention.
The way we were: old boys share memories of the School from more than half a century ago
Detention meant staying after school for a given time under the supervision of a teacher. It was hard to know who was the most bored by this form of punishment — the offender or the supervising teacher. An alternative punishment, and a filthy one at that, was cleaning a part of the school grounds for a given time.
Picking up food refuse was not pleasant. Again, girls did not have to do this, although they could be sentenced to pick up papers in the schoolyard, as opposed to rotting sandwich crusts. Suspension and expulsion were rare. There were no assaults on teachers by students that I remember and while there were plenty of fights between students, they were schoolboy rough and tumble rather than violent.
As for the canings, they were painful and embarrassing but whether they did good or bad is a question for the psychologists. The old assembly hall had become an elegant dining room and the ordinary school rooms had become well appointed guest rooms. There were also the usual places associated with a hotel, including reception rooms, a bar and so forth.
The punishment system 1927-1961
Everyone agreed that the renovation had been an excellent job. It was splendid to see. Memories While we trooped around the premises, the men exclaimed about the changes of use.
There were memories of sports events, exams, the way assembly was run, particular teachers and eccentric classmates.
Another, presumably a bit of a tear-away, proudly claimed to have had over lashings over his time at the school. My husband said that he had had only one caning, for admitting that he had taken a second pudding, or dessert in American English, at lunch.
He had not been the only boy to do so — just the only one to admit it. Nobody remembered the head with any affection. Punishments might still be a strong component. Indeed, it brought back my own memories. I was generally a very well behaved little girl, but I still remember being called in to a head teacher when I was about eight for loudly singing the well-known Christmas carol about three kings in its inappropriate form.
The national numbers are likely to be a significant undercount, said Miriam Rollin, a director at the National Center for Youth Law. Every school district in the country self-reports its data to the federal government and they have long been accused of underreporting data on the use of restraint and seclusion.
The same is probably true with corporal punishment, she said. In Louisiana, where educators are generally allowed to strike students, state and federal data shows that children with disabilities continue to be subjected to corporal punishment in more than a dozen districts, despite a state law that banned its use on youth with special needs.
In one example, data show that children with disabilities were subjected to corporal punishment at Caddo parish public schools in Shreveport during both the and school years.
Penrith High School in the 50s (2): assault, imprisonment and forced labour
She said the district has since banned the use of corporal punishment on all students, including those without disabilities, and has trained educators to use restorative justice and recognize the effects of childhood trauma. District policy prohibits corporal punishment in Broward county schools and an education committee found probable cause of alleged battery, yet her only punishment was a letter of reprimand, according to the Miami Herald. Hendry county school district officials declined to comment.