Scolding in Basic Schools: What the Counsellor Must Know?

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. Keywords: Scolding, Discipline, Student Behaviour, Kemmis and McTaggart model, Counselling Implication