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the anger. Another reason could be that the teacher did not feel it was necessary to apologize because she was the teacher and the student was just a student. Perhaps there are more reasons, but whatever they are, they do not justify the teacher’s actions.
    Any reasonable human being would stop to apologize and say “excuse me.” If a teacher is too angry to do that, she may be putting too much of herself into controlling student behavior. Such anger can push a teacher across that reasonable, litigious line separating appropriate and inappropriate discipline. The professional teacher with integrity would admit her mistake, and thereby eliminate any need to lie to parents to cover it up.
SCENARIOS 1.21 and 1.22
No Explanations, Please
    In the second grade I received a paddling for pinching a classmate. The classmate and I had made a bet to see who could pinch each other the hardest. I took my pinch. When I pinched her, she started crying and I got in trouble. I thought we both should have gotten in trouble because she pinched me too, but I didn’t cry.

    It was kindergarten, my first day, and boy was I in trouble. I was all tomboy and very used to being in charge. I punched a boy who was continuously picking on me and my friends. Well, I hit him so hard he fell over and began screaming. Here comes Mrs. M. “Who did this?” “I did, but he . . .” “That’s enough. We are going to have to call your mother.” So I sat in a chair in the corner scared to death until my mom came. From that day forward I remembered the “look” that my teacher had given me. Did I do it again? Well not in kindergarten—not until first grade. Even now twenty years later when I see her, she still gives me that “look.”
    In both of these worst experience scenarios, the teachers did not bother to ask for explanations or to hear both sides of the story. In these cases, justice was blinded by a lack of explanation and no consideration of circumstances. Such an authoritarian approach to discipline leaves no room for clarification, explanation, or illumination.
    Diplomatic professionals, who exercise sensitivity in dealing with all children, would listen to both sides of each story without hesitation. If they still felt that punishment was necessary, they would make sure that it was meted out fairly. This may mean that both children will be disciplined, rather than just one.
SCENARIO 1.23
Whodunit?
    In kindergarten, the teacher paddled me for sitting at a table where one of the girls called the other girl fatso. However, the teacher didn’t even ask if we had, she just took the girl’s word and paddled all of us because we were at the table.
    The teacher was not monitoring the students’ behavior as they sat at the table. She could not possibly know who actually committed the “offense.” Additionally, calling names is not acceptable but scarcely warrants paddling.
    It was inappropriate for the teacher to take one student’s word over that of another, considering that she did not know who was guilty. Resourceful practitioners would use this situation to discuss the hurtful effects of name-calling and would suggest that the students show some empathy for the victim. Punishment is out of the question because the teacher does not know who to punish. The teacher could begin by offering the students an apology and by admonishing the act in general. She could model a more prosocial approach by making a positive comment about the student. Empathy facilitates prosocial behaviors (Ormrod, 1998).
SCENARIOS 1.24 and 1.25
Sitting Ducks
    My math teacher in elementary school was calling on me. I didn’t hear him. To wake me up, he threw a piece of chalk at me.

    Ms. G. would throw erasers in class, hit students, and call students stupid and ignorant. She was very old and very crabby. She grabbed my arm once and it turned black and blue. My mom went to the school and complained to the principal.
    Throwing objects at students can be a very