Punishment and Learning
Introduction
Since time immemorial, human beings have used punishment as an intervention strategy for numerous issues. During the learning process, punishment has been used to correct children’s behavior or enhance their academic performance. Whereas punishment in learning has gained support from many protagonists, opposition towards the practice has been equally strong. A fine line separates the gains and costs derived from punishments. Supporters of punishment mostly subscribe to the old adage of ‘spare the rod, spoil the child’. (Coon, 2010)
On the other hand, opponents of corporal punishment encourage the use of non-physical tactics to correct children’s behavior. Consequently, there is the dire need to critically assess the issue of punishment and learning from both sides of the coin.
Thesis: Punishment is not an appropriate practice in the learning process
Arguments against the Use of Punishment in Learning
The negative implications of punishment in learning can be examined from different perspectives. To start with, punishment does not always guarantee positive results. Based on surveys in different parts of the world, punishment does not necessarily yield the desired results. Punishment is therefore widely considered as a gamble rather than an effective intervention mechanism. When children get used to punishment, they cannot behave appropriately until they are punished. (Chance, 2008)
This is because punishment has the capacity to cerate an element of rebellion among human beings. From another perspective, punishment might easily undermine the children’s confidence. When a child is subjected to any form of punishment, he or she is drained emotionally. Emotional drain is directly associated with minimal confidence. As a result, the child’s perception or attitude towards education is negatively affected. Some children are also likely to strain a lot in order to avoid punishment. (Coon, 2008)
Through these types of attributes, children are not provided sufficient room to harness their potential. Due to the nature of their cognitive ability, children might not understand the specific reasons for being punished. This element contributes negatively towards their emotional and psychological development. Punishment might also have negative implications upon the child’s behavior later in life. For instance, some children might resort to crime later in life. Consequently, it is clear that punishment might not only affect the victims but also the society in its entirety. Some tactics used in punishment might be injurious upon the recipient. This mostly occurs when children are subjected to extensive physical punishment. (Coon, 2010)
Arguments for the Use of Punishment in Learning
Punishment serves as a crucial correctional method not only for children but also adults. Through punishment, learners or children are discouraged from specific behaviors. Similarly, punishments are effective in encouraging specific behaviors among children. Most educationists have also argued that punishment is an excellent intervention for enhancing the behavior of future adults. (Chance, 2008)
When children learn good behaviors at a tender age, they transfer it to their adult life. Punishment is also widely considered as an excellent strategy for enhancing children’s academic performance. This occurs when a child is punished for failing to attain a certain grade or score. From a different perspective, children’s performance is directly affected by their behavior. When punishments are used to correct behavior, it also contributes directly towards improved academic performance. Apart from enhanced levels of discipline, punishments serve as platforms for learners to realize their potential. It would be difficult to harness a child’s potential if he or she lacks foundational discipline. (Coon, 2010)
Personal Perspective on Punishment and Learning
As outlined earlier in the essay, punishment is not an appropriate practice in the learning process. This is mainly because the shortcomings of punishment outweigh its benefits. Based on personal experience, Children are more likely to respond to non-physical correctional methods as opposed to corporal punishment. In most cases, the end-result of punishment is rebellion. This occurs when children have poor perceptions or attitudes towards punishment. Rebellion also results from the children’s low cognitive ability. Most children or learners are also strongly intimidated by punishments. As a result, interpersonal relationships between learners and teachers are negatively affected. Healthy interpersonal relationships are necessary for children to realize their academic potential. However, punishments only contribute towards weakening the student-teacher bonds.
The cost of punishment is also very high from a societal context. This is because some children might develop violent behavior as result of physical punishment. Later in life, such children resort to criminal activities and hence undermine societal values. There are numerous alternatives to punishment including motivational talks and performance-based rewards. These kinds of approaches are highly effective and do not undermine the student’s confidence.
Conclusion
The specific impacts of punishment can be assessed from numerous perspectives. Over the years, proponents and opponents have presented different arguments in support of their stance towards punishment. Whereas the negative implications of punishment are quite clear, the various benefits cannot be ignored. However, from a personal perspective, punishment should not be included in the learning process. Alternatives such as performance-based rewards and motivational talks are more effective. In order to enhance education standards, teachers must shun physical punishment.
References
Chance, P. (2008). Learning and behavior, Belmont: Wadsworth
Coon, D. & Mitterer, J. O. (2008). Introduction to psychology: Gateways to mind and behavior, OH: South-Western
Coon, D. & Mitterer, J. O. (2010). Psychology: A journey, OH: South-Western
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