Je adhabu mashuleni hurekebisha tabia

[BUMIJA]

 

[bampami]

hapana si lazima sana.

 

[BUMIJA]

Ila mi muhimu

 

[mankachara]

hapana si lazima sana.

Azabu inaongeza urafiki baina ya mwalimu na mwanafunzi

 

[BUMIJA]

Ni kweli na mwanafunzi anajua unamjali

 

[baphie]

Azabu inaongeza urafiki baina ya mwalimu na mwanafunzi

Adhabu

 

[baba ye2]

aaaagr

 

[BUMIJA]

Wanafunzi wazamani walikua na heshima mana walipata adhabu stahili

 

[mankachara]

Adhabu

Asante

 

[Sisera]

Marekebisho ya tabia hayaanzii shuleni! Yanaanzia nyumbani, kunapaswa kuwe na stream iliyokamilika otherwise adhabu za shuleni zinaweza zisiwe na mchango mkubwa sana au zinaweza kuzalisha UNEXPECTED BEHAVIOR IN REACTION TO PUNISHMENTS. So kuna namna nyingi sana za kudeal na tabia mbaya za wanafunzi ( kwa definition ya mwl) Maana kitu ambacho mwanafunzi nyumbani hakatazwi au hakemewi upande mmoja yaani shuleni pekee hawataweza. Kizazi cha sasa kina changamoto nyingi tokana na ufahamu mkubwa wa mambo ya haki na sheria. Kwa hiyo si kila mara mwanafunzi akipewa adhabu anaona ana jambo analohitaji kujirekebisha (kwa sababu kunakuwa na forces zitazokinzana na hii inatokana na personality development process aliyopitia).

Adhabu inakuwa meaningfull if there is consensus between the two parties. Simaanishi mwl na mwf wa negotiate namaanisha kama mwanafunzi yuko full aware of what he is supposed not to do in the first place then adhabu inamkumbusha. Kinyume na hapo mwanafunzi anajengwa kuwa Violent (silently) au anaweza kulipuka kabisa kupigana na mwl kama ambavyo tumeshuhudia mara kadhaa. Mimi ni mwl kuna siku mwanafunzi alinikingia ngumi kabisa. Nikamwomba msamaha kwanza afu baadae alipojua kosa lake alilia sana na akaja ofisini nikampa adhabu vizuri. So utoaji wa adhabu usifanywe emotionally when a teacher is angry because of a sudden unusual behavior, he/she should take time before doing it, and then take time to explain the scenario to induce punishment concent then it will be meaningful. Madhara ya kuwa violent when punishing students sisi sote tunajua na ndio maana kuna utetezi wa kuondoa adhabu but essentially adhabu ina uwezo mkubwa wa kubadili tabia itegemee mazingira. najua sijakidhi haja yako, watakuja wengine waendelee ku shirikisha wanavyofahamu. karibu.

 

[Kiraka Kikuu]

Marekebisho ya tabia hayaanzii shuleni! Yanaanzia nyumbani, kunapaswa kuwe na stream iliyokamilika otherwise adhabu za shuleni zinaweza zisiwe na mchango mkubwa sana au zinaweza kuzalisha UNEXPECTED BEHAVIOR IN REACTION TO PUNISHMENTS. So kuna namna nyingi sana za kudeal na tabia mbaya za wanafunzi ( kwa definition ya mwl) Maana kitu ambacho mwanafunzi nyumbani hakatazwi au hakemewi upande mmoja yaani shuleni pekee hawataweza. Kizazi cha sasa kina changamoto nyingi tokana na ufahamu mkubwa wa mambo ya haki na sheria. Kwa hiyo si kila mara mwanafunzi akipewa adhabu anaona ana jambo analohitaji kujirekebisha (kwa sababu kunakuwa na forces zitazokinzana na hii inatokana na personality development process aliyopitia).

Adhabu inakuwa meaningfull if there is consensus between the two parties. Simaanishi mwl na mwf wa negotiate namaanisha kama mwanafunzi yuko full aware of what he is supposed not to do in the first place then adhabu inamkumbusha. Kinyume na hapo mwanafunzi anajengwa kuwa Violent (silently) au anaweza kulipuka kabisa kupigana na mwl kama ambavyo tumeshuhudia mara kadhaa. Mimi ni mwl kuna siku mwanafunzi alinikingia ngumi kabisa. Nikamwomba msamaha kwanza afu baadae alipojua kosa lake alilia sana na akaja ofisini nikampa adhabu vizuri. So utoaji wa adhabu usifanywe emotionally when a teacher is angry because of a sudden unusual behavior, he/she should take time before doing it, and then take time to explain the scenario to induce punishment concent then it will be meaningful. Madhara ya kuwa violent when punishing students sisi sote tunajua na ndio maana kuna utetezi wa kuondoa adhabu but essentially adhabu ina uwezo mkubwa wa kubadili tabia itegemee mazingira. najua sijakidhi haja yako, watakuja wengine waendelee ku shirikisha wanavyofahamu. karibu.

Thank you.