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• W2237046430 abstract "Inculcating self-discipline is important for systematic pursuit of learning. Punishments involve employing a noxious or painful stimulus that generates a variety of problems and negative side effects to the child. Corporal punishments severely affect the human dignity of children. This study throws light on the various disciplinary practices adopted by the upper primary school teachers. Sample was 100 teachers and students each from schools of 2 districts of Kerala. Teachers are using undesirable disciplinary practices more than constructive disciplinary practices. Main consequences of disciplinary practices according to students are low self-esteem, feelings of shame, anger, sadness, fear, pain, tension, mental fatigue and hate towards teachers and subject.. © 2014 Guru Journal of Behavioral and Social Sciences Education aims at shaping the behavior in a desirable way, creating good citizens, bringing about all-round development of personality and evolving morally oriented human beings. Discipline denotes a decent and decorous conduct that contributes to harmony, respect for authority, love for orderliness, eagerness to discharge duties with regularity and efficiency, and an exalted sense of responsibility that develops a sense of social conscience. Seen in this way, discipline is important in the school system. Nevertheless, indiscipline among school students is a major problem of the day. The Education Commission (Government of India, 1964-66) had expressed serious concern over growing indiscipline among students, raising violence, hatred, drug abuse and other social problems that enter the classrooms. The International Commission for Education in the 21 st century has emphasised the importance of the role of teachers as agents for promoting understanding and tolerance among students. The discipline cannot, however, be developed in vacuum, it is the fruit of co-operative work, willingly undertaken and efficiently completed. The school must aim at strengthening the desire for co-operation and afford students opportunities to translate it into practice (Education Commission, 1964-66). Discipline must enable the performance, freedom, choice and autonomy for both the teacher and child. Such disciplinary practices are very necessary in schools. Punishments involve employing a noxious or painful stimulus generates a variety of problems and negative side effects to the child. Those who implement punishment rarely question the rules and their effects on overall development, self-esteem and interest in learning. Corporal punishment severely affects the human dignity of a child, as it not only inflicts physical pain but also mental harassment, feeling of helplessness, hopelessness and worthlessness. It reduces self-esteem and self-confidence of students. The desire to escape punishment may lead students to dropout or other personality problems. Corporal punishment shatters any semblance of a classroom-climate in which mutual respect, co-operation and seriousness of purpose prevail (Cangelosi, 1990)." @default.
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• W2237046430 date "2014-01-01" @default.
• W2237046430 modified "2023-09-23" @default.
• W2237046430 title "Student and Teacher Perception of Disciplinary Practices: Types, Reasons, Consequences and Alternatives." @default.
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