Scolding in Basic Schools: What the Counsellor Must Know?

Mr. Ndoye, Joshua-Luther Ndoye
Lecturer
  +233244974097
  jlnupoalkpajor@uew.edu.gh
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Publications

Authors
Laryea, Prince, JOSHUA-LUTHER NDOYE UPOALKPAJOR & Okae-Anti, Rose
Publication Year
2019
Article Title
Scolding in Basic Schools: What the Counsellor Must Know?
Journal
Journal of Education and Practice www.iiste.org ISSN (Paper) ISSN 2222-288X (Online) Vol.10, No.32, 2019 90
Volume
10
Issue Number
32
Page Numbers
90-94
DOI
https://doi.org/10.7176/JEP/10-32-10
ISSN
2222-288X
Website Url
https://www.iiste.org/Journals/index.php/JEP/ar...
Abstract

The study aimed at exploring the experiences and perceptions of students and teachers on the use of scolding as a disciplinary measure and its counselling implications. The study was guided by the Kemmis and McTaggart model that proposed a spiral model of scolding comprising four steps: planning, acting, observing and reflecting. The study was qualitative in nature using the case study approach. Thirty six (36) respondents comprising twelve (12) teachers and twenty-four (24) students from two (2) Public Junior High Schools who were purposively selected. Data was gathered through interviews which was analysed thematically. The study findings revealed that, teachers used judgemental to subjective behaviours as well as evaluating the disciplinary measures to interpreting it as the appropriate measure to stop misbehaviour. Teachers start using verbal appreciation and stopped their habit of de-motivating students. Additionally, students experienced that teachers preferred to encourage students, who were not showing interest in classroom activities. It is recommended that teachers employ cooperative disciplinary measures as compared to punitive and harsh disciplinary measures to inspire children. On the flip side, counsellors should explore, develop, and implement classroom guidance and small group activities, as well as individual and group counselling interventions that can help students to better understand and adjust to classroom rules and expectations for behaviour.

Policy Contributions

Counselling in schools is a vital service in helping the stakeholders to understand themselves and their immediate environment in order to effectively function as members of that environment. This brings to fore, the role of school counsellor(s) or coordinator(s) in addressing and meeting the disciplinary issues in the schools. Thereby creating the needed awareness and atmosphere for effective classroom management practices. Scolding as a disciplinary measure or practice in schools, the school counsellor(s) ought to: Develop knowledge and skills in coping with problem behaviours not only in the classroom, but in all areas of the school. Consult with teachers who are trying to create more effective approaches to classroom discipline as well as with those who are struggling to respond to existing behaviour problems. A secondary benefit of these consultations is that the school counsellor systematically may examine the effectiveness of various discipline approaches and use this information as an additional resource for other teachers. Explore, develop, and implement classroom guidance and small group activities, as well as individual and group counselling interventions that can help students to better understand and adjust to classroom rules and expectations for behaviour. Research and document the effectiveness of disciplinary programs in the schools and evaluate the impact of these programs on students and their learning environment. Encourage educators to involve students in making decisions about disciplinary approaches and policies. This increases student "ownership" of the resulting programs and fosters a greater sense of responsibility for behaviours and their consequences.

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