Week 5 - Discussion 1 EDU 372 Directions Your Initial Discus

Week 5 - Discussion 1 EDU 372 Directions Your initial discussion thread is due on

Effective teachers tend to use a variety of classroom management strategies to meet the developmental and learning needs of their students. Some states are still using corporal punishment as a form of behavior management. Watch the CBS Report Corporal punishment in schools and respond to the following questions: 1. Do you feel corporal punishment is an appropriate means of behavior management in schools? Why or why not? 2. How does corporal punishment impact a child’s psychological development? Do the ends justify the means? 3. How does corporal punishment align with any of the management models presented in our text? Be sure to provide reasoning for your response. Select one of the following management models that you would choose instead of corporal punishment. Describe the principal characteristics of your selected classroom model and why you think this model works well. List specific instructional strategies related to your selected management model · Roger’s Humanistic Model · Marland’s Caring Model · Kounin’s Teacher With-it-ness · Skinner’s Behavior Modification · Canter’s Assertive Discipline Guided Response: Review several of your classmates’ posts and respond to at least two who do not share your opinion. Provide evidence that supports your argument and point out any unsupported assumptions or problematic logic that may be apparent in their statements. You may ask them to clarify statements with examples. Be sure to respond to any queries or comments posted by your instructor. Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.

Paper For Above instruction

Corporal punishment remains a contentious issue in educational management, raising questions about its appropriateness and psychological impact. This discussion explores whether corporal punishment should be utilized in schools, its effects on children's psychological development, its alignment with classroom management models, and explores alternative strategies rooted in humanistic and behavioral theories.

Is Corporal Punishment Appropriate in Schools?

Many educators and researchers argue that corporal punishment is an outdated and often harmful method of discipline. While some proponents believe it provides immediate behavior correction, evidence suggests that it can foster fear, aggression, and a negative student-teacher relationship. According to Gershoff and Grogan-Kaylor (2016), corporal punishment is linked to increased aggression, antisocial behavior, and mental health issues in children. Furthermore, the American Psychological Association has condemned physical punishment, emphasizing that it does not teach appropriate behavior but rather models violence as a solution (APA, 2014). Therefore, the appropriateness of corporal punishment as a disciplinary measure is highly questionable, with many advocates favoring positive reinforcement and other management strategies that promote emotional and psychological well-being.

Impact on Psychological Development

Corporal punishment can have detrimental effects on a child's psychological growth. It can lead to increased anxiety, lower self-esteem, and difficulty forming trusting relationships (Snyder & Sickmund, 2018). Children subjected to physical punishment may develop aggressive tendencies, seeing violence as an acceptable way to resolve conflicts. Neurological studies reveal that physical punishment activates stress responses that can damage developing brain regions responsible for emotion regulation and impulse control (Shonkoff & Phillips, 2000). While some argue that strict discipline can instill respect for authority, the long-term psychological costs often outweigh any short-term behavioral compliance, making the ends unlikely to justify the means.

Alignment with Classroom Management Models

Corporal punishment primarily aligns with traditional authoritarian management models that emphasize obedience, conformity, and control. Skinner’s Behavior Modification theory, for example, relies on reinforcement and punishment to shape behavior, but emphasizes positive reinforcement over punishment. Using punishment such as physical discipline does not align with the principles of Behavior Modification, which aim to increase desirable behaviors through reinforcement rather than fear-based methods (Felce & Perry, 1995). Conversely, models like Rogers’ Humanistic Approach prioritize understanding students’ emotional needs and fostering intrinsic motivation, which would be incompatible with the use of corporal punishment.

Alternative Management Model: Rogers’ Humanistic Model

Among the listed management models, Rogers’ Humanistic Model offers a compassionate approach rooted in respect, understanding, and emotional support. This model emphasizes creating a classroom environment where students feel valued, safe, and motivated to learn. Its core principles include unconditional positive regard, empathetic understanding, and genuineness, which foster self-esteem and intrinsic motivation (Rogers, 1961).

Instructional strategies aligned with Rogers’ Model include student-centered discussions, collaborative problem-solving, and fostering open communication to understand students' perspectives. Teachers act as facilitators rather than authoritarian figures, promoting self-regulation and internal motivation. This approach not only minimizes behavioral issues but also cultivates a positive classroom climate conducive to academic and social-emotional development (Oja & Reiman, 2007).

Conclusion

In conclusion, corporal punishment is an ineffective and potentially harmful discipline method that conflicts with modern psychological understanding and ethical standards. Alternative models, particularly Rogers’ Humanistic Model, provide positive, respectful frameworks for managing classroom behavior while supporting healthy psychological development. Emphasizing understanding, empathy, and intrinsic motivation creates a learning environment that benefits both students and educators in the long term.

References

• American Psychological Association. (2014). Ethical principles of psychologists and code of conduct. APA.
• Felce, D., & Perry, J. (1995). Sensitivity to contingency: A feature of effective behavioral treatment. Journal of Applied Behavior Analysis, 28(2), 213-226.
• Gershoff, E. T., & Grogan-Kaylor, A. (2016). Spanking and child development: We know enough now to stop hitting our children. Child Development Perspectives, 10(3), 181-187.
• Oja, S. N., & Reiman, J. (2007). Learner-centered teaching: The importance of student–teacher relationships. Journal of Educational Research, 100(4), 232-242.
• Rogers, C. R. (1961). On becoming a person: A therapist's view of psychotherapy. Houghton Mifflin.
• Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
• Snyder, H. N., & Sickmund, M. (2018). Juvenile offenders and victims: 2018 national report. Office of Juvenile Justice & Delinquency Prevention.