This makes corporal punishment an ineffective corrective approach in Singaporean schools.
There are many different ways of disciplining a child. Corporal punishment is defined as intentionally inflicting pain on the body for purposes of punishment or controlling behaviour.
From an ethical perspective, corporal punishment involves the infliction of pain that results in emotional and psychological impacts on the child.
These impacts are mostly unpleasant and determine the socialization of the child. Conclusion Unfortunately, corporal punishment is replete with cases of physical damage, injuries and endangers the health of children (Human Rights Watch 2010).
Consequently there is an argument that such children cannot regain their dignity in the face of corporal punishment (University of Toronto 2011).
The result is that this creates resentment towards educators as children refrain from open communication with educators.
Conclusion There has been debate on the effectiveness of corporal punishment in the correction of misconduct in schools.
The practice is rooted in traditions that emphasize that sparing the rod spoils the child.
Consequently, they act as disciplinarians to children, a function that sometimes puts them at loggerheads with the virtues that they promote (UNICEF 2012).
Teachers have several alternatives in the instillation of discipline to ensure effective classroom management (Lwo and Yuan 138).