As teachers you should be encouraged to be aware of ways society as a whole reinforces violence. As you become aware of specific societal practices, you can analyze how such practices might influence individual behaviors and how individual behaviors might influence societal norms. The following represents a condensed version of a position paper written by the authors of the Instructor's Resource Manual, for the Lamanna and Riedmann's, Marriages and Families, Paul O'Brien and Margaret Schlaug, that was reprinted in a newsletter distributed to State of Florida Protective Services counselors (those who accept calls of abuse and neglect of children and adults in the State of Florida) in February 1991. The article addresses the practice of Corporal Punishment in Schools.
Every day on the news, we are made aware of the increasing crime, juvenile delinquency, and violence that exists in our society. Why do we see such a growing trend in crime and violence? Many scholars and practitioners have tried to address this question, and their reports show there is no one simple explanation. In search of answers, it may be worthwhile to examine the ways in which we, although frustrated by crime, repeatedly sanction aggressive behavior in our daily lives. For starters, we watch violent movies, videos, and television programs. We cheer the "slaughter" of athletic opponents. We celebrate when "criminals" are executed. We watch popularity soar when presidents act aggressively and violently against potential enemies, and we support corporal punishment in the home and in the school.
Many Americans support corporal punishment in schools. As of September 1, 1985, only eight states-Massachusetts, New Jersey, Hawaii, Maine, Rhode Island, New Hampshire, Vermont and New York-forbade teachers and other school employees to hit or hurt children in their care (Cryan, 1987). The Bible is often quoted as a rationale for corporal punishment: "Spare the rod and spoil the child. "Cryan states that for as long as the Bible has been used to rationalize corporal punishment, so has the legal system of "loco parentis." "Loco parentis" gives the responsibility to the teacher and school staff to act "in place of the parent. " So far the courts in our country have failed to reach common interpretation of this "loco parentis" notion as it pertains to the discipline of children in the schools. Consequently, students across the nation continue to be beaten.
There are other reasons given to justify corporal punishment in the schools. One is that it is time efficient compared to other methods of discipline (Henson, 1986). According to this view, a teacher should not have to use class time to figure out what is causing the misbehavior of a particular child. Many feel the well-behaved students should not have their instruction time taken away because a teacher must deal with a disruptive child. So the student is sent to the office for a paddling (that usually requires witnesses to be present) and the problem is taken care of (at least for the moment).Others argue that some students understand and obey only when they are given threats of physical harm, and that reasoning with them or applying other sanctions against them is worthless (Benson, 1986). Many believe that the fear of physical punishment is an effective deterrent to inappropriate behavior, especially for those students whose parents use this technique at home.
Furthermore, many teachers like corporal punishment because they believe their job is to teach, not manage student behavior. Many prefer to leave the tasks of disciplining and counseling to administrators and counselors. Nonetheless, disciplining children by using corporal techniques produces harmful effects. When canes, paddles, and belts are used on children, the potential exists for numerous physical injuries, including ruptured blood vessels, nerve and muscle damage, and hemorrhaging. Ears, eyes, and brains can be permanently damaged as a result of paddling (Cryan, 1987).
Psychological effects are many and may be just as, if not more, harmful. Children who are beaten lose self-esteem, and any attachment between child and teacher/administrator is weakened. Children who are beaten exhibit increased classroom anxiety and dependency and many feel humiliated as they lose respect
for teachers, administrators, and the entire school process. They may lose interest in school and become frequent truants. Some demonstrate self-destructive behaviors, which over a period of time could lead to suicide (Cryan, 1987).
If these are not enough, there are other arguments against the use of corporal punishment in schools. Teachers who rely on paddling to solve their discipline problems rarely learn more effective classroom management techniques that encourage appropriate behaviors. Often, the disruptive children continue to be disruptive day after day, week after week, and nothing is ever really resolved. Paddling does not teach a child what good behavior is or the internal rewards one can receive by being cooperative. Rather, it teaches children that adults support the use of force whenever they are in a situation they are not happy with. Students fail to develop an internal locus of control where they behave appropriately because it is the right thing to do but develop an external locus of control in which they behave appropriately for the sole reason of avoiding punishment. Children who are paddled see themselves as the "victim" and come to feel sorry for themselves rather than those whose time was taken away because of their disruptive behavior.
Not all children dislike paddling. Some say they would rather go to the office and get a ten- second swat than stay after school for an hour in a quiet study hall or have school privileges taken away. Although fear of physical harm may serve as a deterrent to some student's misbehavior, many children become less receptive and less enthusiastic toward learning in the classroom.
I believe that corporal punishment must be banned in all school settings. We must strive to discipline children in ways that they learn the rewards of self discipline, rather than the rewards of aggression. Parents and educators must work to understand the physical and environmental factors that could contribute to inappropriate behavior and then learn classroom management techniques and strategies that promote and reward good behavior. We must listen to the research that increasingly suggests a link
between the use of corporal punishment and subsequent violent activity in society, and then support legislation that aims to protect the children who will be the adults and parents of tomorrow.
References
Cryan, JR. (1987). The banning of corporal punishment. Childhood Education. February, 146-
153.
Henson, KT. (1986). Corporal punishment: Ten popular myths. The High School JournaL January, 107-
109.