Teaching and Public Humiliation

Public humiliation is a destructive tool some teachers use to control student behavior. Yes, you might shame a child into conforming to your will but what have you done to the child? Have you really changed the cause of the behavior or have you just put a band-aid on it? I have struggled with coming up with the reason I know in my gut that public humiliation is wrong. I recently read a short story from the book Educating Esme; Diary of a Teacher's First Year by Esme Raji Codell, really struck a chord with me. It illustrates why I know in my heart it is wrong for teachers to publicly humiliate their students and why I hope to always remember to never participate in it.

From pg. 147
April 19
"I'm glad I didn't yell at Latoya today.

I almost yelled, "This is the fourth day in a row you're a half-hour late! You're missing important math instruction, and I don't appreciate repeating myself!" But then I remembered I promised myself to try not to single children out for public humiliation, which has been my modus operandi of late, but to talk--and listen-- privately instead.

"Is there a reason you have been late four days in a row!" I asked her, alone in the hall.

"We are in a shelter this week, and I have to drop my little sister off and take the train over. It takes longer than I thought. I'm sorry, I'll be with my aunt next week and then I can walk over."

"Don't apologize. I'm proud of you for coming each day. It wouldn't be the same here without you, don't forget that. And even though we can't wait for you, if you miss an explanation in math, just ask me or a classmate..."

For the rest of the day I was glad I listened instead of yelled, but I still burned with shame at the thought of what I almost said and at all the occasions I have spoken harshly."

This story is the perfect illustration of the fact that teachers need to take the time to find out the reason for the behavior. Sometimes there is an explanation and the child does not have control of the situation. Teachers need to listen first and make no assumptions. Only when we listen can we truly teach.