Experiences of Students and Teachers Towards the Prohibition of Using Corporal Punishment in Giving

Discipline

Introduction

The word discipline is defined as imparting knowledge and skill, in other words, to teach (PMC, 2004). It

is action or inaction that is regulated to be in accordance (or to achieve accord) with a system of governance.

Discipline is commonly applied to regulating human and animal behavior, and furthermore, it is applied to each

activity-branch in all branches of organized activity, knowledge, and other fields of study and observation.

Discipline can be a set of expectations that are required by any governing entity including the self, groups, classes,

fields, industries, or societies (Grote, 206).

Discipline is used by parents to teach their children about expectations, guidelines and principles. Children

need to be given regular discipline to be taught right from wrong and to be maintained safe. Child discipline can

involve rewards and punishments to teach self-control, increase desirable behaviors and decrease undesirable

behaviors. While the purpose of child discipline is to develop and entrench desirable social habits in children, the

ultimate goal is to foster sound judgment and morals so the child develops and maintains self-discipline

throughout the rest of his/her life (Smenyak, 2014).

One of the most common traditional way of discipline is corporal punishment. Corporal punishment or

physical punishment is a punishment intended to cause physical pain on a person. It is most often practiced on

minors, especially in home and school settings. Common methods include spanking or paddling. It has also

historically been used on adults, particularly on prisoners and enslaved persons. Other common methods include

flagellation and caning. According to Millichamp, parents in many cultures have historically had the right to

spank their children when appropriate. A 2006 retrospective study in New Zealand, showed that physical
punishment of children remained quite common in the 1970s and 1980s, with 80% of the sample reporting some

kind of corporal punishment from parents, at some time during childhood. Among this sample, 29% reported

being hit with an empty hand. However 45% were hit with an object, and 6% were subjected to serious physical

abuse. The study noted that abusive physical punishment tended to be given by fathers and often involved striking

the child's head or torso instead of the buttocks or limbs.

Throughout the history of education, the most common means of maintaining discipline in schools was

corporal punishment. While a child was in school, a teacher was expected to act as a substitute parent, with many

forms of parental discipline or rewards open to them. This often meant that students were commonly chastised

with the birch, cane, paddle, strap or yardstick if they did something wrong. Around 69 countries still use school

corporal punishment (Davies, et.al., 2015). However, School corporal punishment of students by teachers or

school administrators has been banned in many countries, including Canada, Kenya, South Africa, New Zealand

and all of Europe. It remains legal, if increasingly less common, in some states of the United States (Ghosh, et.al.,

2014) Most mainstream schools in most other countries retain punishment for misbehavior, but it usually takes

non-corporal forms such as detention and suspension.

School discipline is the actions taken by a teacher or the school organization towards a student (or group

of students) when the student's behavior disrupts the ongoing educational activity or breaks a rule created by the

teacher or the school system. Discipline can guide the children's behaviour or set limits to help them learn to take

care of themselves, other people and the world around them (Chadsey, et.al., 2016). Disciplining children is

important to create a safe and fun learning environment. Discipline requires knowledge, skill, sensitivity and self-

confidence; like any art, it is something that one will acquire through training and experience; it becomes easier

with practice. Many people confuse discipline with classroom management; discipline is one dimension of
classroom management and classroom management is a general term (Scarlet, 2015). Discipline can also have a

positive influence on both the individual and classroom environment. Utilizing disciplinary actions can be an

opportunity to reflect and learn about consequences, instill collective values, and encourage behavior that is

acceptable for the classroom. Recognition of the diversity of values within communities can increase

understanding and tolerance of different disciplinary techniques (Scarlet, 2015).

Some scholars think students misbehave because of the lack of engagement and stimulation in typical

school settings, a rigid definition of acceptable behaviors and/or a lack of attention and love in a student's personal

life. Recently, scholars have begun to explore alternative explanations for why students are being disciplined, in

particular the disproportionate rate of discipline towards African American and Minority students (The

Huffington Post, 2016). School discipline practices are generally informed by theory from psychologists and

educators. There are a number of theories to form a comprehensive discipline strategy for an entire school or a

particular class. Positive approach is grounded in teachers' respect for students. Instills in students a sense of

responsibility by using youth/adult partnerships to develop and share clear rules, provide daily opportunities for

success, and administer in-school suspension for noncompliant students. Based on Glasser's Reality Therapy.

Research (e.g., Allen) is generally supportive of the PAD program (Cotton, 1990).

In the past, harsh discipline has been the norm for families in society. However, research by psychologists

has brought about new forms of effective discipline. Positive discipline is based on minimizing the child's

frustrations and misbehavior rather than giving punishments. The main focus in this method is the "Golden Rule",

treat others the way you want to be treated. Parents follow this when disciplining their children because they

believe that their point will reach the children more effectively rather than traditional discipline. The foundation

of this style of discipline is encouraging children to feel good about themselves and building the parent's

relationship with the child so the child wants to please the parent. In traditional discipline, parents would instill
fear in their child by using shame and humiliation to get their point across.

However, studies show that this type of punishment ultimately causes the children to have more

psychological problems in their adolescence and adulthood. Physical and harsh punishment shows the child that

violence and negative treatment is acceptable in some circumstances, wheres, positive discipline demonstrates

the opposite. In positive discipline the parents avoid negative treatment and focus on the importance of

communication and showing unconditional love. Feeling loved, important and well liked has positive and

negative effects on how a child perceives themselves. The child will feel important if the child feels well liked

and loved by a person (Savage, et.al., 2014).

Corporal Punishment in the Philippines

In a published article by Castillo, R. of inquirer, there appears to be a thin line between domestic corporal

punishment of children and physical abuse. In our country, our culture still considers it as part of parental

responsibility to discipline the child. According to a study conducted by Save the Children Philippines, a

nongovernmental organization crusading against child abuse, Filipino children experience punishment at home

85 percent of the time and that 65 percent of them have received spanking as a form of punishment. Not only do

the majority of Filipino children experience unreasonable corporal punishment, they are also subjected to verbal

or emotional punishment, such as being scolded and humiliated in front of other people. This, no doubt, leaves a

lasting imprint that can impact the child’s behavior when they grow up. In a 1996 study, the researchers reported

that children who experience corporal punishment are more likely to become angry as adults, and also use

spanking as a form of disciplining their own children. They have more tendency to strike their spouses, and

experience marital discord. In another study, it was also similarly reported that children who receive corporal

punishment may resort to more physical aggression, substance abuse, crime and violence later on in their lives.
Experts like Dr. Manalo warn that inflicting pain or injury, fear and intimidation on children will result in lasting

negative behavioral effects on these children, especially if the reason for which they were punished is not properly

explained to them. Although Dr. Manalo is definitely against corporal punishment, she has her concerns regarding

any law penalizing parents for inflicting corporal punishment on their children. We might just end up with

thousands of children without parents as they have already been imprisoned as a consequence of the law, Dr.

Manalo says in jest. She emphasizes that what we need instead are “programs that would educate parents how to

be parents.” She suggests that parenting classes could be added to the prerequisites before being able to get

marriage license. Considering that one reason corporal punishment is still being used is the perceived lack of

alternatives, Dr. Manalo therefore thinks it imperative to institute ways to make alternatives be known and

accessible to them through parental education.

In the Philippines, we aim to put an end to the practice of corporal and other humiliating and degrading

forms of punishment. Gone are the days when teachers are allowed to inflict physical pain and other forms of

abuse to the students as form of discipline. On the year 2012, a legal basis was established for prohibiting corporal

punishment and the practice of positive Discipline. The Department of Education (DepEd) supports the

prohibition of corporal punishment and practice of positive discipline in public and private schools. DepEd Order

No. 40 s. 2012, known as “Policy and Guidelines on Protecting Children In School From Abuse, Violence,

Exploitation, Discrimination, Bullying And Other Forms Of Abuse” entitled as Child Protection Policy. DepEd

has adopted the aforementioned policy to provide special protection to children who are gravely threatened or

endangered by circumstances which affect their normal development and over which they have no control, and

to assist the concerned agencies in their rehabilitation. Moreover, DepEd aims to ensure such special protection

from all forms of abuse and exploitation and care as is necessary for the child’s well-being, taking into account

the primary rights and duties of parents, legal guardians or other individuals who are legally responsible and
exercise costudy over the child. DepEd recognizes the participatory rights of the child in the formulation and

implementation of policies, and in all proceedings affecting them, whether they be victims or aggressors, either

directly, or through a representative. Accordingly, DepEd reiterates a zero tolerance policy for any act of child

abuse, exploitation, violence, discrimination, bullying and other forms of abuse. In addition, other policy

measures protecting children in school are DepEd Order No. 55, s. 2013 which supports the implementation of

Republic Act No. 10627, known as the Anti-Bullying Act of 2013; and DepEd Order No. 18, s. 2015 or the

Guidelines and Procedures on the Management of Children-At-Risk and Children in Conflict with the Law.

Purpose of the Study

The purpose of this study was to determine the experiences of students and teachers in the implementation of

DepEd Order 40, s.2012 known as “Policy and Guidelines on Protecting Children In School From Abuse,

Violence, Exploitation, Discrimination, Bullying And Other Forms Of Abuse” entitled as DepEd Child Protection

Policy issued by Department of Education which prohibits the use of corporal punishment and promotes the use

of positive discipline in both private and public schools.

Specifically the study sought to:

1. Ascertain the impact to students towards the Prohibition of Teachers from using Corporal Punishment in

giving discipline to them.

2. Identify the challenges of teachers in the prohibition of using Corporal Punishment in giving discipline to

students.

3. Determine the advantages and disadvantages of Anti-Corporal Punishment to students and teachers.
Significance of the Study

The findings of the study will have a significant value to the following:

Department of Education. This study can provide information to the DepEd officials and administrators on the

experiences of students and teachers towards the prohibition of using Corporal Punishment in giving discipline.

This will provide the agency an opportunity to benchmark the effectiveness and impact of the policy.

School Heads. The results of the study can serve the school heads as guide in finding out the challenges of

teachers as they implement and practice the Anti-Corporal Punishment to students.

Teachers. This will provide guidance to teachers on the different perspectives of students towards Anti-Corporal

Punishment which will help them in giving the right discipline to their students.

Researchers. The result of this study will serve value to the future researchers for it will guide them in pursuing

a study related to positive discipline.

Contribution to Policy. The study will allow the lawmakers within the public school system in understanding

deeper the various effects of DepEd Order 40, s.2012 known as “Policy and Guidelines on Protecting Children In

School From Abuse, Violence, Exploitation, Discrimination, Bullying And Other Forms Of Abuse”, specifically

the experiences and challenges of teachers as they strictly observe the abovementioned policy as well as the

different responds and reactions of students in this kind of discipline.

Scope and Delimitation

The location of the study is at Southern Davao National High School, Brgy. Southern Davao, Panabo City Davao

del Norte. The respondents include grade eight students from Section Apito (40) and Acacia (35) having a sum

of 75 students and all the Junior High School teachers in Southern Davao National High School (42).
The study is anchored legally on DepEd Order 40, s.2012 known as “Policy and Guidelines on Protecting Children

In School From Abuse, Violence, Exploitation, Discrimination, Bullying And Other Forms Of Abuse” entitled as

DepEd Child Protection Policy issued by Department of Education which prohibits the use of corporal

punishment and promotes the use of positive discipline in both private and public schools. However, this study is

only focusing on the prohibition of Corporal Punishment which will be clearly defined on the next part of this

study, definition of terms. Specifically, the study focuses on two points. First is the experience of teachers as they

prohibit themselves from doing the illegal acts and they strictly observe and practice Anti-Corporal Punishment

to their students (refer to the provision of corporal punishment defined in definition of terms). Second, the impact

of the policy to the students.

Definition of Terms

To understand and clarify the terms used in the study, the following are hereby defined:

Student– the one who is enrolled in the basic education system who is in the school or learning centers premises

or participating in school-sanctioned activities

Teacher – one that teaches especially in the classroom; facilitator of learning

Corporal Punishment – Based on DepEd Order 40, s.2012 Section 3, it refers to a kind of punishment or penalty

imposed for an alleged or actual offense, which is carried out or inflicted, for the purpose of discipline, training

or control, by a teacher, school administrator, an adult, or any other child who has been given or has assumed

authority or responsibility for punishment and discipline which includes physical, humiliating or degrading

punishment, including but not limited to the following:

1) Blows such as, but not limited to, beating, kicking, hitting, slapping, or lashing, of any part of a child’s

body, with or without the use of an instrument such as, but not limited to a cane, broom, stick, whip or

belt;

2) Striking of a child’s face or head, such being declared as a “no contact zone”;

3) Pulling hair, shaking, twisting joints, cutting or piercing skin, dragging, pushing or throwing of a child;

4) Forcing a child to perform physically painful or damaging acts such as, but not limited to, holding a weight

or weights for an extended period and kneeling on stones, salt, pebbles or other objects;

5) Deprivation of a child's physical needs as a form of punishment;

6) Deliberate exposure to fire, ice, water, smoke, sunlight, rain, pepper, alcohol, or forcing the child to

swallow substances, dangerous chemicals, and other materials that can cause discomfort or threaten the

child’s health, safety and sense of security such as, but not limited to bleach or insecticides, excrement or

urine;

7) Tying up a child;

8) Confinement, imprisonment or depriving the liberty of a child;

9) Verbal abuse or assaults, including intimidation or threat of bodily harm, swearing or cursing, ridiculing

or denigrating the child;

10) Forcing a child to wear a sign, to undress or disrobe, or to put on anything that will make a child look or

feel foolish, which belittles or humiliates the child in front of others;

11) Permanent confiscation of personal property of pupils, students or learners, except when such pieces of

property pose a danger to the child or to others; and

12) Other analogous acts.

Positive and Non - Violent Discipline of Children – is a way of thinking and a holistic, constructive and

proactive approach to teaching that helps children develop appropriate thinking and behavior in the short and

long-term and fosters self-discipline. It is based on the fundamental principle that children are full human beings

with full basic human rights. Positive discipline begins with setting the long term goals or impacts that teachers

want to have on their students’ adult lives, and using everyday situations and challenges as opportunities to teach

life-long skills and values to students. (DepEd Order 40, s.2012 Section 3)