Callionimi @callionimi - Tumblr Blog

This image has been stuck in my head since I first watched episode 76 back in early January but I was busy with uni so it had to wait

yuumei-art

Pressed Flower Wings

lambily-deactivated20200702

moonwatcher13

As someone who ran track and cross country for 4 years in high school, this always fucking mystified me the most out of all the insane shit PE had us do.

Track and field club taught all new runners how to properly warm up, stretch, pace, etc. Its a process, and doing it properly takes 15-20 minutes to make sure your body is ready so you dont hurt yourself.

PE didnt do jack shit, they just said "go run a mile" so 70% of the fucking kids sprinted flat out the first lap and basically walked the other 3. Multiple people did it in boots or tennis shoes. I'm amazed more of them didnt pull a muscle or worse in the process.

I dont know what the purpose of PE was, but it sure as shit wasnt proper exercise. And I think a lot of people suffered for that. If they spent the time teaching us about the importance of physical health, proper nutrition, how to safely stretch/exercise, etc, we would all be better off now.

renthony

Let's be real, PE exists to shame and torture the fat kids, and for pretty much no other reason.

genderfluid-and-confuzled

*Insert that thing with all the people who dread gym*

homemade-potato

this one?

sea-glass-and-fire

the purpose of PE, as it currently exists in the American school system, is to prepare kids to join the military. that's not some sort of moral-panic hyperbole. that's...pretty explicitly the purpose.

most of the prominently nightmarish features of PE, such as running the mile or doing sit-ups, originate with the Presidential Fitness Test. This test, which president Eisenhower implemented in schools in 1956, was created after a different fitness test (the Kraus-Weber test) revealed that Americans were less fit than Europeans -- specifically the Swiss.

The difference between the Kraus-Weber test and the Presidential Fitness test is that the Presidential Fitness test was specifically designed to test military fitness. While the Kraus-Weber test measured total fitness by testing things like core strength and flexibility, the Presidential Fitness test doesn't really make much sense in the context of ordinary fitness -- only in the context of military fitness. Do you remember being tested on how far you could throw a softball? That test mimicked throwing grenades. And it's pretty easy to see why Eisenhower went this direction. In 1956, the Cold War was in full swing and WWII was barely in the rear-view mirror. There was a real possibility that we would be at war with parts of super-fit Europe in the near future. Eisenhower wanted the nation's children ready to fight in that war.

The main issue with the Presidential Fitness test is that, as pointed out above, it really doesn't teach kids how to stay fit or incorporate physical activity in their day-to-day lives. A soldier at war might need to run a mile with no warm-up, or perform a pull-up, but for the average middle-schooler? The tests were just kind of...pointless exercises in misery. You're only really good at the Presidential Fitness Test if you've been practicing the specific exercises tested. And what 12 year old child is doing pull-ups for fun and pleasure? So instead of inspiring America's children to train themselves into a super-fit army, it just humiliated kids who didn't perform well.

There's been a recent push for PE classes to focus more on life-long fitness (things like actually teaching kids to warm up, exposing them to different types of physical activity, etc). Unfortunately, the Presidential Fitness test has already done its damage. It continued to be used in schools until 2013. That's 60 years of teaching kids to associate physical activity with shame and dread. The idea of military PE classes is pretty much baked into our cultural memory, giving us all a background dread of physical activity. and guess what, eisinhower?? that's just going to make people less likely to be physically active!! Maybe if we're trying to emulate the fitness of the SWISS, we shouldn't have gone with MILITARY TRAINING FOR CHILDREN!!

anyways. take some comfort in the fact that nobody will ever judge you for your mile time again. and if they try, ask to see them run a mile. directly away from you.

anarchistmemedistro

fucked up onion my belothed

elkpoint

I remember that after 9/11 the military started spending money to send soldiers to host events during PE at our school. One time it was setting up repelling gear that we used to go down the side of the school building. Another time they flew out a big rock climbing wall and had us do rock climbing. There seemed to be no cost they weren't willing to pay to get kids to sign up for the military for Iraq and Afghanistan. Our area was pretty poor and was recruited heavily. I got calls multiple times a week for years.

obsob

i am a being capable of immeasurable love and whimsy

vanessagillings

Feeling wintery ❄️

grecoromanyaoi

PUNIC WARS THREE

PUNIC WARS FOUR

Serena Malyon on Instagram

technofeudalism

smacked right in the mouth

sosuperawesome

Emily Dunlap on Instagram

tofupixel

heart eye cat meme

julykings

dreaming of you

cult-hopper

People who don’t understand the difference between punishment and discipline should, like, never have kids

clown-butch-deactivated20240919

hey op i dont understand the difference could you please explain?

cult-hopper

Yeah ofc!! Sorry for being vague I was just venting and didnt expect reblogs haha

I’m gonna try to explain my point through examples.

Ex 1: toddler screaming and crying in the walmart

Punishment: I’m going to spank you or embarrass you or yell at you! Shut up! I’ll give you something to cry about!

Discipline: stop doing what you’re doing because it isn’t productive and it disturbs others as well as increasing your own upsetnes. I’m going to take you out of the environment that’s upsetting you until you’re calm and we can identify what upset you together so I can explain to you why it’s like that/help you find ways to productively express upsetness as you grow.

Ex 2: your teen is failing, like, all their classes

Punishment: you’re grounded! You’re not allowed to go out with your friends or play games or do anything fun or enjoyable until your work is satisfactory!

Discipline: it’s important to do well in school. You need to communicate with me when you are struggling so I can help you. You also need to learn to manage fun stuff and work as that’s an important life skill in adulthood. I’m going to monitor your work more closely so I can help you find that balance. And if this is a deeper mental or emotional issue, we can seek help for you together.

So basically, discipline is something you teach that requires time, communication, and sternness. Punishment is a single action meant to deliberately cause discomfort in an attempt to implement negative reinforcement. Not good.

deadmomjokes

Also:

Consequences can be part of discipline, as a form of teaching cause/effect, but should not be used as punishment, to coerce, or as an excuse to get rid of a child’s rights/autonomy.

Example: Toddler has been told repeatedly (and is old enough to understand the rules) not to color on the walls. Colors on walls again. No more crayons for a certain amount of time. That teaches respect for property that isn’t your own (the wall) and shows that you aren’t allowed to disregard the rules without consequences. It does not take away a child’s rights, just a privilege, and only temporarily. Another example for this age group: My daughter can’t yet turn paper pages without succumbing to the temptation to rip and eat them. So we only do board books and if she has paper page book time, we have to sit right there with her to monitor her (which she doesn’t appreciate). It’s a form of teaching and practice, not punishment.

Example: Teenager knows curfew is 11pm. Deliberately stays out til midnight and doesn’t call to explain why. Teen’s curfew either gets moved earlier, or (depending on how many times this has happened) doesn’t get to go out unsupervised for a certain length of time. This is a matter of the parent needing to see improved behavior in order to know the teen can be trusted with very important time and behavior management skills that are designed to keep the child safe.

Important aspects of consequences as part of discipline that make the difference between discipline and punishment:

Consequences must be a derivative of the broken rule. No taking away a favorite toy because the kid yelled at you. It has to connect to the rule and preferably be a natural consequence. For younger kids you may have to introduce some artificial ones, like the crayon example above, but it should connect directly to the action and lesson you’re trying to teach. Kid breaks rule about electronics in the bath and breaks phone or tablet? No immediate replacement/repair. Natural consequence.

Must NEVER violate the child’s needs or rights. Socially isolating your teenager is violating a need. Refusing to give them or allow them food is violating a need and a right. Never withhold rights or needs as a “consequence,” that’s just a punishment.

Consequences should be the result of an established rule. No making things up on the fly and then introducing a consequence right then. You didn’t give the child a chance to learn it or practice!

Consequences should be agreed upon (older kids) and warned about (all ages) beforehand. This ties in with the last one. Warn your child what the consequences will be before they break the rule. For the crayon example, the child should have been told many times that if they keep coloring on the walls, they don’t get to play with their crayons anymore for ‘x amount of time’. Expectations should be specific. For older kids, let them help decide appropriate consequences. This gives them a sense of autonomy and helps them make connections between their behavior and the results. For teens, they help decide curfew, and what privileges they lose if they break curfew, how they should go about earning them back, etc. All this should happen WAY before the consequences ever have to be implemented, so they know beforehand what’s at stake and have a tangible reason to abide by the rules instead of the more nebulous ones (to keep you safe, because you need sleep, because night is dangerous, etc).

Consequences should be specific, and should be stated explicitly. For the crayons example, you would tell the child “We have a rule not to color on the walls. I reminded you several times not to color on the walls, and I see you colored on them anyway. So now you don’t get to play with your crayons for two days. We have to be nice to the walls and not color on them, so we will play with the crayons another time.” When the child inevitably asks for the crayons back before the time limit is up, you remind them why they can’t have the crayons- “you colored on the walls after we asked you nicely not to do it, so you have to wait until tomorrow to have them back.” For the teen, it will be easier because they have a longer memory and were (hopefully) involved in deciding the consequences to begin with.

Consequences must be consistent. If the rule/consequence pair is “no TV before homework is done or else you don’t get your screen time after dinner,” you have to stick with it each time. Otherwise, it doesn’t teach anything except that you are inconsistent and they never know what they can expect from you.

Basically, anything designed to force the child into submission or compliance or make them afraid of you is punishment and is not going to teach them anything. Consequences have their place but only as teaching tools to help shape responsible behavior, not as a way to make your child obey you.

Oh! And grades, emotions, physical abilities, and anything else that isn’t a behavioral choice should NEVER be “rules.” Eg., no “all a’s” rules or “no crying about such-and-such.” Rules should be about choices, and so should consequences. Discipline applies to every situation, but consequences don’t.

enjambament

Here is the UN convention on the rights of the child - some of these may seem may seem basic when you’re already onto the higher levels of considering discipline: children have the right to be alive, children have the right to protection from abuse and neglect. However, though rights 2 and 4 state that all children have these rights and all governments should work as hard as possible to uphold them and right 42 says that governments have a responsibility to ensure children and adults are educated about the rights of children, these rights are violated all the time in both dire situations and in the course of ordinary life in ways that probably no one who is involved even realises.

Are all schools, parents and carers upholding right 15 (Children can join or set up groups or organisations, and they can meet with others, as long as this does not harm other people), right 16 (Every child has the right to privacy. The law must protect children’s privacy, family, home, communications and reputation (or good name) from any attack), right 31 (Every child has the right to rest, relax, play and to take part in cultural and creative activities) and right 17 (Children have the right to get information from the Internet, radio, television, newspapers, books and other sources. Adults should make sure the information they are getting is not harmful. Governments should encourage the media to share information from lots of different sources, in languages that all children can understand)? I KNOW that right 23 (Every child with a disability should enjoy the best possible life in society. Governments should remove all obstacles for children with disabilities to become independent and to participate actively in the community) and right 22 (Children who move from their home country to another country as refugees (because it was not safe for them to stay there) should get help and protection and have the same rights as children born in that country) are not being upheld consistently.

I work in a Rights Respecting school - as part of normal daily practice, we talk to children about their rights and teach them to use them in conversation with adults, especially if they need to stand up for themselves. You might ask, isn’t it annoying when you tell little Sally that they are going to stay in at playtime if they throw another pencil across the room at defenceless little Susie’s head and they say back to you in a snide little voice, “ha ha, you can’t stop me from having playtime because it says so in Right 31″ Well yes, it is annoying, but nevertheless, I am intellectually if not practically grateful for every one of the many times that has happened, because it reminds me that besides morality and ethics, there are plenty of other reasons children have the right rest, relax and play and one of them is that the quickest way for this behaviour to escalate from some light pencil throwing to some chair throwing and full-on, unwinnable defiance is if I prevent little Sally from having a goddamn minute to herself to run in a circle outside and scream her rage at the uncaring clouds above her. So instead, we let her have ten minutes to calm down and then we have a conversation about how I’m a duty bearer and I must uphold all the children’s rights equally and that in fact Sally does have a right to play, but she is also infringing on Susie’s right to an education (hard to concentrate when dodging pencils), an adequate standard of living and health. I have a responsibility to put a stop to Sally’s behaviour because I am a duty-bearer (as all adults who are around children are). And then we probably have a little restorative convo with Sally and Susie both present and then Sally probably is not allowed to have her pencil case on the desk for the rest of the day. Maybe she has to come up to my desk to get each item when she needs it and that’s pretty annoying, so that might be the end of that. Yes, I really have that whole conversation out with kids, even little ones, and yes, they understand it perfectly well (I don’t always use the word ‘infringing’ but sometimes I do). Maybe with some kids I have to have it a hundred times, because in the heat of the moment, it’s hard to remember that all children have rights and in this school we uphold them, but it sinks in over time.

More info with places where all the rights are written out for anyone who needs them not in a photo: https://www.unicef.org.uk/what-we-do/un-convention-child-rights/