Samenvatting

Nepal and the Netherlands are two different countries. The Netherlands is lying in Europe and Nepal is a part of Asia (z.a. 2008). Also the education is a little different. In the Netherlands there are many types of schools; primary education, secondary education, special need primary education, special need secondary education. Almost all of the schools in the Netherlands are public. Even though the schools are public there is a compulsory education law. It says that on the first month of the fifth birthday until the age of 16 a child is compulsory to go to school. The secondary education is divided into 3 levels of ability: VMBO (Average technical studies), HAVO (Higher secondary education) and VWO (Higher scientific secondary education) (z.a. 2008).
In Nepal there are two types of schools: Public or local schools and private schools. The way of teaching in Nepal is very strict and structural (Jha, 2000).
Not only the types of schools are different, but also the way of teaching. Daisy van den Berghe (1987) and Eline Lindeman (1987) did also experience this during the final intern ship in Nepal. Especially the way of rewarding and punishment is different. So it is interesting to know how teachers reward and punish in Nepal. If the teachers use it in a positive way and if there is a possibility for change.

This research about reward and punish in the right way took place on the Global Collegiate School in Nepal, where Daisy and Eline did the intern ship. The Global Collegiate School is an English boarding school, which means the teachers have to teach al the subjects matter in English, expect the subject Nepali. The staff at the Global Collegiate school is well educated, which is an exception in Nepal (Panta, 2007). The school is open minded and is improving the education, the communication between students and teachers during the lessons and the way of evaluation. Although the teachers expect a lot of discipline from the students, the main objective is to prepare the students for the society students have to cope with (Panta, 2007).
The students of the Global Collegiate School feel comfortable at school. 95% (N=265) feels good to very good inside school and about 85% (N=266) feels good to very good inside class (graph 8.2, last chapter). About 82% (N=266) feels good to very good about friends inside school (table 8.3, chapter results). The student feels also good about the treatment of the teacher. 84,6% (N=267 of all students think that the treatment of the teacher is good to very good, but still 54,5% (n=266) of the students is scared of some teachers

During education the teacher will arrange some limits about what is possible and not possible. The students need these limits for the development to know what is the good behaviour and what is not aloud. So is it important to reward the students. Rewarding is react at the positive behaviour of the student, so that the good behaviour stays or increases (z.a., z.j.). There is material, activity and social rewarding. The social rewarding is an important rewarding. If a student gets attention from a teacher, the self-esteem of that student will increase. The attention via positive feedback of the teacher has more influence than giving a mark. With the social reward the teacher stimulates the student and it will be more clear about the relation, the rules and agreement (z.a., z.j.).
There are also moments when students cross limits, but that's a normal thing. It is part of the learning process (z.a. 1999). When somebody crosses a limit, a punishment will follow. Punishments will help a student by adapting to the rules and agreements. The teacher will try, with punishment, to let the students know that the students have to changes the behaviour to the norms, rules and agreements (z.a. 1999). The pedagogical slap is an example of a punishment. There is still a big discussion whether the slap is helpful or not. In the Netherlands the pedagogical slap isn't aloud (Levering, 2008 and Louis, 2006 and Truijens, 2006).

The teachers of the Global Collegiate School also use hitting as a punishment (attachment V: interviews). 100% (N=5) of the teachers, who were interviewed, slap the students. Teachers use it different. Some use it sometimes, others every time. Some with another hand in-between and other teachers as a last solution. The punishment is working, because 82% (N=268) of the students learned from the punishment and 75% (N=201) of the students didn't make the same mistake ever again (table 19 of attachment III). Only most of the students, about 60% (N=268), don't feel happy about the punishment in general.
The teachers of the school also use rewards, when students show good behaviour (attachment V: interviews). The most used manner of reward was to give a student the attention of the class. 60% (N=5) of the teachers use attention as a reward. So that the child has to stand, or has to come to the front. The teacher says nice things or the other students give a big clap for the student. 80% (N=5) of the teachers of the Global Collegiate School uses attention as a reward. 83% (N=266) of the students feel good to very good about it and 90% of the students learn from the reward.