VICTORY COLLEGE OF TEACHER EDUCATION, OLATHANNI

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EDU- 03 EDUCATIONAL TECHNOLOGY & COMMUNICATION IN EDUCATION

ONLINE ASSIGNMENT

Submitted by, ANNIE B.R 1st Semester B Ed NATURAL SCIENCE 2

TOPIC: ROLE OF THE TEACHER IN CONSCIENTIZING

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TABLE OF CONTENT

INTRODUCTION ------------------------------------------------------------------------------- 5 SIGNS OF CHILD ABUSE-------------------------------------------------------------------- 6 SEXUAL ABUSE -------------------------------------------------------------------------------- 7 WHAT CAN TEACHERS DO? --------------------------------------------------------------- 8 CHILD FRIENDLY TEACHER --------------------------------------------------------------- 8- 9 CHILDREN WITH DISABILITIES ---------------------------------------------------------- 10- 11 CONCLUSION ----------------------------------------------------------------------------------- 12 REFERENCE ------------------------------------------------------------------------------------- 13

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INTRODUCTION In education, teachers play a avery important role in pupil safety and child protection. This lies not only in the detecton and reporting of possible cases of child abuse but also in multi disciplinary teamwork and in contributing tot the ongoing support and monitoring of an abused child. They should know how to respond to concerns and keep up to date with policy and practoce, teach children and young people about staying safe in school. They should maintain an environment where children feel confident to approach any member of staff if they have a worry or a problem. Teachers can consider ways to promote respect respect, positive relations and order that helps prevent bullying in the classroom. It is good to develop rules with students so that they can set their own climate of respect and responsibility. They should use positive terms like what to do rather than what not to do. Always support school wide rules.

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SIGNS OF CHILD ABUSE Spotting signs of child abuse can be tricky and teachers rarely receive comprehensive training on what to look for. The most readily observable signs of abuse, of course, are abvious physical signs of maltreatment. This could imclude something as simple as a bruise or something more serius such as broken bones or bruises. Other physical signs of abuse and neglect maybe more subtle such as indications of malnutrition or a child wearing clothing inappropriate for the weather. Although children can sustain injuries in the course of normal play, this normal behaviour is most likely to affect the bony edges of the body such as knees, elbows, forearms or brows. Soft tissue areas such as cheeks, buttocks and thighs are not normally injured in this manner. Furthermore adults should be more suspicious of bruises distinctly shaped like an object such as hand, belt buckle or teeth marks. Many victims of abuse manifest their distress with behavoural indicators such as age-inappropriate sexual behaviours, aggression towards ounger children, oppositional or defiant behaviour, fear of adults, self-destructive behaviour,fear of going home, extreme rdk-taking or regressive behaviour. At times, teachers may just have a ‘gut feeling’ that something is wrong with a student or their home situation.

NEGLECT Child neglect, although a serious form of abus may not manifest physicalluy and as a result, can be more difficult to spot. Neglect is the most common type of child abuse, accounting for more than half of reported cases each year. Child neglect is also more likely to end in death of a child than any other formm of abuse. Adding to the confusion, it can be difficult for an outsider to distinguish between signs of living in poverty and true abuse. Neglect is defined as a caregiver’s inattention to the basic needs of a child, such as food, clothing, shelter, medical care and supervision. This form of abuse is typically chronic and as such will likely seem normal to the child, who may not ever reach out for help.

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For all these reasons, studies show that teachers are lesss likely to report neglect than any other type of child maltreatment. Some signs of neglect to look for are: children stealing or hoarding foods, chronic attendance problems, difficulty staying awake at school, or consistently poor hygeine.

SEXUAL ABUSE Sexual abuse is defined as inappropriate adolescent or adult sexual behaviour with a child. This means that the abuse can be commited by a person under the age of 18 who is either much older than the child or in some position of power over the child. Contrary to the stranger myth, the vast majority of child sexual about cases are perpetrated by adults close to the child. Recently more attention has been given to the growing problem of sexual buse of children via the internet. A recent study shows that 49% of youths solicited online did not report the incident anyone some signs that a child may be involved with a sexual predator online are: child prevents others from viewing the computer screen, has discs or files that others are not able to see, takes significant time away from schoolwork to use the computer, or begins exhibiting secretive behaviour while using the computer.

OTHER TYPES OF ABUSE In addition to physical abuse or neglect, children may be subjected to emotional maltreatment which may consist of blaming belittling or constant rejection. Children may show signs of this form of abuse through behavioural issues, developmental lags or speech disorders.

REPORTING ABUSE When making a report, specific descriptions are vital. The most important thins is to make reports as quickly as possible, so donot delay reporting to obtain further information. Aside from eorting abse that may have already occurred, schools can do a lot to help prevent child abuse. In providing a safe and positive environment for children an adolescents, teachers can help them to make informed decisions about their own health. Teachers provide positive role models andncan give students 7

opportunities for participation that can incease self esteem. Additionally, in building strong, trusting relationships with students, teachers can promote effective communication, which is one of the most iportant components of child abuse prevention.

WHAT CAN TEACHERS DO? Children can be subjected to neglect, abuse, violence and exploitation anywhere. There is some abuse that may happen inside the school premises, while a lot of it is what children suffer at home and in non-school environments. A child in your class may be a victim of violence/abuse/exploitation that happens outside the school. You cannot ignore it. Rather you must help the child. This too is possible only if you are able to identify that there is a problem and you spend time to understand it and explore possible solutions. Always remember that your duty to protect children does not come to an end once you are out of the school premises. The life of a child who is out of the school system can be changed with your positive intervention. You just have to prepare yourself for it and know more about their problems as well as what you can do to help. Once you are mentally prepared and equipped to tackle the problem you will be able to do many things you have never dreamt you are capable of doing.

CHILD FRIENDLY TEACHER Understand children’s rights as human rights and create such awareness in the community as well. Make children feel it is worthwhile attending your class. Be open to learning. Be a Friend, Philosopher and Guide to the child. Make the classes interesting and informative. Avoid one-way communication and give opportunities to children to come up with their doubts and queries. Learn to recognise and identify abuse, neglect, learning disorders and other not so visible disabilities. Create a

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relationship where children can express their views, concerns, anguish, fear etc. Try to engage with children in informal discussions. Be a good listener. Share and discuss various issues and problems which children are facing either in school or at home. Encourage children’s participation in matters that affect their lives. Build children’s capacities to participate effectively. Organise meetings of children with school authorities. Discuss child rights issues with the parents in the PTA meetings. Say NO to corporal punishment. Use positive reinforcement techniques like dialogue and counselling to discipline children. Say NO to discrimination. Take active steps to reach out to children from minority and other discriminated groups. Stop negative stereotyping and discrimination against working children, street children, child victims of sexual abuse, trafficking, domestic violence or drug abuse and children in conflict with law, to name a few categories of those who need protection. Stop use of child labour in your home and workplace. Be democratic but not unstructured. Ensure children are protected within the school as well as in the community, even if it requires calling the police and taking/facilitating legal action. Encourage them to put forward their views before the adults and the community. Involve children in organising events. Give them responsibilities and at the same time give them the required guidance. Take children to nearby places for picnics and pleasure trips. Engage children in discussions/debates/quiz and other recreational activities. Encourage education and participation of girls through creative measures within the classroom. Follow-up on girls who drop out or attend irregularly to ensure it does not continue. All teachers can help in creating and strengthening a protective environment around children. Your observations are important, as they alone will help you to assess the growth and progress of a child in your class. If you see a problem, your next step should be to explore what could be the possible reason. Next question to yourself should be whether the child is under any pressures from family, relatives or friends. Spend some time with the child privately, without being imposing, humiliating and creating an embarrassing situation for the child. Help the child express her/his problem either through drawing and painting or by writing a story or simply talking to you or the school counsellor/social worker or to a friend in the class. 9

IDENTIFY CHILD SEXUAL ABUSE Signs of sexual abuse in girls from 6-11 years are : they engage in explicit sexual behaviours with other children, verbally describes experiances of sexual abuse, excessive concern or preoccupation with private parts, sexually relating to adults, sudden fear or mistrust of males, females or specific places, age inappropriate knowledge of adult sexual behaviour, etc. Signs of sexual abuse in boys from 6-11 years are: they enganges in explicit sexual behaviours with other children, sudden fear of mistrust of males, females or other specific places, sleep distyrbances like night mres and night terrors, sudden aggressive behaviour or aacting out, loss of interest in previous interests, etc. Signs of sexual abuse in girls from 12-17 years are : sexually exploitive interactions with younger children, sexually promiscous behaviour or total avoidance of sexual involvement, eating disturbances, efforts to run away from home, sleep disturbances like nightmares and night terrors, etc, Signs of sexual abuse in boys from 12-17 years are: sexually exploitative or aggressive interactions with youner children, regressive behaviour, acting out and risk taking behaviour, effotts to distance from feelings of guilt, shame and humiliation, etc.

CHILDREN WITH DISABILITIES Prevent negative stereotypical attitudes about children with disabilities by avoiding negative words, such as “disabled,” “crippled,” “handicapped,” instead of “a child with a physical or movement disability”, or “retarded” for “a child with mental disability.” Depict children with disabilities with equal status as those without disabilities. Children with disabilities should interact with non-disabled children in as many ways as possible. Allow children with disabilities to speak for themselves and express their thoughts and feelings. Involve children with and without disabilities in the same projects and encourage their mutual participation. Observe children and identify disabilities. Early detection of disabilities has become part of early-childhood 10

education. The earlier a disability is detected in a child, the more effective the intervention and the less severe the disability. Refer the child whose disability is identified, for developmental screening and early intervention. Adapt the lessons, learning materials and classroom to the needs of children with disabilities. Use means such as large print, seating the child in the front of the class, and making the classroom accessible for the child with a movement disability. Integrate positive ideas about disabilities into classwork, children’s play and other activities. Sensitise parents, families, and caregivers about the special needs of children with disabilities. Teach frustrated parents simple ways to deal with and manage their child’s needs and help them to have patience to prevent abuse of the disabled child. Actively involve parents of young children with disabilities as full team members in planning school and after school activities.

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CONCLUSION Teachers play a key role in protecting children from sexual abuse. They can build student support for understanding and reporting abuse and foster students’ safety by establishing and enforcing preventive policies and procedures in school settings. Understanding yoyr role in the safety and suport of children can help keep them safe from abuse. A teacher may be the only and last persom\n who hears about child abuse. A teacher can be the last line of defense for a child being abused at home. A teacher’s actions can lead to increased reporting of abuse. A teacher should play their part to protect and care for children and young people in their community by building relations and showing that they value them.

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REFERENCE https://vikaspedia.in https://brainly.in https://www.childwelfare.gov.in Essentials of educational technology by SK Mangal and Uma Mangal Education technology and ICT for education by Vinod Kumar Kanvaria

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