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Rethinking discipline in schools
Xu Bocheng, Kwun Tong Government Secondary School
This academic year, our school launched a strict regulation regarding the use of mobile phones on campus. Anyone who is caught using a phone at school will receive two penalties: confiscation of the phone for five days and a demerit. I don’t know which penalty my classmates consider more serious. There was, however, a case in which a student with psychological challenges insisted on using their mobile phone during lessons. Despite appeals for leniency from the class teacher and the student’s parents, and even a medical certificate, the discipline teacher stuck to their decision to issue a demerit.
This incident reminded me of an old Singaporean television series, Good Morning, Sir. In one memorable storyline, a fire broke out at a school at midnight. One naughty student was at the scene, having secretly entered the campus for fun. Upon learning about the fire, the principal, who had secured his position through personal connections rather than professional qualifications, immediately demanded that the school report the student to the police and prosecute him.
With multiple pieces of evidence seemingly pointing to the student as the arsonist, this action would lead to imprisonment and the destruction of his prospects. Thankfully, other teachers at the school persisted in uncovering the truth and ultimately succeeded in proving the student’s innocence.
What struck me as surprising was that, although the teachers in the story loved and cared for every single one of their students, they also resorted to corporal punishment when tackling discipline problems. They never used disciplinary actions, which might seem to be a more civilised approach, to punish their students.
That contrast got me thinking: What is the difference between these two forms of punishment? With corporal punishment, teachers may believe they are helping their students correct behaviours that could harm their future interests. They don’t want students to lose precious career opportunities due to the habit of being late; they don’t want them to cry during the release of public examination results because of their mobile phones, and they don’t want students to regret their laziness in the future. Therefore, they confront their students to force them to correct such behaviours.
Disciplinary records will not cause any immediate pain to the students, yet students still fear them. Why? It is because all students know that this record will become an obstacle to their prospects. Ironically, instead of building a better future for students, this form of punishment threatens to destroy it unless they comply with school rules.
Corporal punishment is definitely a disaster that has no place in modern education, as it harms students both psychologically and physically. However, giving students demerits and adding to their disciplinary records can destroy their future. Perhaps it’s time for us to rethink how to handle discipline in school. Punishment should guide us instead of trapping us. After all, we’re still learning, and mistakes shouldn’t define our future.
Need for balance with technology
Ella Tung Lok-ching, St Catharine’s School for Girls
Whenever I enter my classroom, the first thing I see is my peers on their tablets. They seem to be attached to their devices, as if a strong glue is keeping them stuck to their tablets.
I know what they are doing: some are playing games, while others are scrolling on social media, discreetly hiding their tablets in desk drawers to avoid suspicion from prefects and teachers. Some are learning foreign languages using an app called Duolingo, which our principal encourages us to use alongside our textbooks. Others are unleashing their creativity by using digital drawing software.
Students who abuse electronic devices face negative consequences. Many now use artificial intelligence to help them with their homework. Over time, they develop the habit of not using their brains to study. In some cases, students can become addicted to their devices. When this happens, they can become inattentive in class and will not learn any new knowledge from their homework.
If students use their devices for educational purposes, they can learn more outside school. I support schools that require students to bring their own devices to class. It gives them access to online dictionaries, educational websites and more.
Technology is advancing rapidly, and virtual reality (VR) has even been added to the classroom.
Some schools use VR in physical education classes to let students engage in and enjoy sports using advanced technology. Turning the classroom into a metaverse can make students more interested in learning, as technology is trending among our generation.
Parents and guardians should ensure that students are using electronic devices effectively for their studies rather than as a distraction. But sometimes, parents get frustrated when it comes to controlling their child’s screen time. Students may be unwilling to cooperate with their parents, and these groups may not communicate well because adults are often busy with work, leading to arguments.
Parents and students should communicate to bond and set up boundaries for screen time. In some cases, parents may overreact and think that fierceness is the best way to solve the issue. However, students could become overstimulated by the stress and pressure. Instead, parents should approach the subject calmly and respectfully.
