Corporal Punishment And Its Effects On The Classroom

1553 WordsAug 13, 20177 Pages
Punishment vs. Positivity For as long as there has been an educational system, teachers and administration have used various forms of punishment to manage student behavior. In America today, there are fifteen states that that expressly permit the use of corporal punishment and seven more that do not prohibit the use of corporal punishment in schools (Turner, 2016). At the same time, the U.S. Department of Education has established the National Technical Assistance Center on Positive Behavior Interventions and Supports. This variance in the condoning of punishment by the U.S. Government and promotion of Positive Behavior Intervention from the U.S. Department of Education leads to the question of the best way to manage student behaviors in…show more content…
Punishment alone fails to show the correct behavior; thus the child is being punished for something, but fails to understand what he should have done. More severe forms of punishment, such as corporal punishment reinforces violence as a solution to a problem (National Association of School Psychologists, 2014) consequently continuing the patterns of violence and disorderly behaviors outside of school. Furthermore, the combination of punishment and lack of positive social interactions, puts children “at risk for later life adjustments such as antisocial behavior.” (Walker, Colvin, & Ramsey, 1995). Finally, the majority of children causing major disruptions in the classroom are lacking in one or more academic area, punishment alone overlooks the academic needs of the child. Positive Behavioral Interventions and Supports Positive Behavioral Interventions and Supports, here forth referred to as PBIS, is a systematic approach to behavior management through proactive interventions and positive interactions. PBIS is a framework that supports schools in developing common expectations and procedures to “promote positive changes in students and teacher behaviors.” (Barrett, Bradshaw, & Lewis-Palmer, 2008). The frame work consists of three tiers: Tier 1 to prevent unwanted behaviors through positive interventions for all students, Tier 2 to provide support for a select group of individuals, and Tier 3 to
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