The booklet ‘Discipline without Thupa’, which translates to ‘discipline without the rod’, was officially launched last week at Nhabe Museum in Maun. According to the publication’s author and Skolo organisation founder, David Tregilges, the project was inspired by the ministry of Basic and Child Welfare’s decision to abolish corporal punishment in schools.
He noted that the directive, which sparked public debate, questions, and minor chaos, required immediate support strategies. While some sectors vehemently opposed the transition, claiming that abolishing corporal punishment would worsen classroom indiscipline, other stakeholders strongly supported the move, arguing that physical punishment only inflicts fear and physical pain on students.
The author expressed that, to a certain degree, he agreed with the logic behind the policy change. He added that indiscipline has always existed and has escalated over time, a reality which explicitly proves that corporal punishment was fundamentally ineffective.
The author indicated that he firmly believes physical correction becomes ineffective if used inappropriately and too frequently, as children eventually get accustomed to the pain. Tregilges stated that though irreversible, the ministry’s policy could be dealt with constructively through positive alternatives. He mentioned that his booklet serves as a positive, non-violent approach to child guidance.
Tregilges alluded that moving away from physical punishment replaces fear with teaching. The alternative approach focuses on emotional regulation, empathy, and personal responsibility to correct problematic behavior. He highlighted that his booklet outlines practical non-corporal disciplinary measures, including detention, manual work, and assigning students extra educational tasks during free periods. These strategic methods can be adopted across academic institutions and private homes as alternatives to traditional corporal punishment.
He mentioned that the text is open for public review, urging readers who find the information relatable to their daily lives to freely adopt the techniques and test them in their schools and households. Tregilges concluded that public opinions, comments, and constructive criticism regarding the book are open for interaction at the www.skolo.org.bw website.
Meanwhile, commenting on the publication, Sedie Junior Secondary School (JSS) Schoolhead Same Saudu applauded Tregilges for producing an eye-opening guide. He mentioned that the abrupt abolishment of corporal punishment initially brought confusion to teachers and support staff, who wondered how they would effectively discipline and manage students. Saudu commended the timing, noting that the booklet comes at an opportune moment.
The Sedie JSS Schoolhead noted that alternative disciplinary measures often encourage students to reflect on their actions more deeply than physical punishment does. He mentioned that in his experience, students sometimes prefer a quick physical punishment over the more involved process of sitting with the consequences of their actions, which indicates that there are indeed better alternative ways of handling and disciplining students.
Saudu indicated that it is advisable and crucial for modern educators to replace standard physical punishment with logical consequences. The Sedie principal concluded that, unlike corporal punishment, logical consequences give teachers and students a valuable chance to converse and better comprehend a subject matter and the ways in which it could be addressed.
He elaborated that before assigning a consequence, for instance, a teacher or principal is obliged to inform the student of the specific reason for the intervention, such as missing school. The student, in turn, can calmly explain if they missed class due to an emergency like a funeral service, unlike the old system where physical punishment was administered without such dialogue.
