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Multi-Media Educational Resources on Child Protection and Corporal Punishment in Schools in Tuvalu: Animation Scripts and Storyboard

Drafted by: Sonali Wijesinghe 30/03/2019 1

Animation Scripts and Storyboard

Purpose: ‘These resources will outline the Tuvaluan laws with regards to corporal punishment, the harmful

impacts on corporal punishment on children and alternative positive discipline methods. The resource

is both persuasive, making an argument for abandoning corporal punishment and empowering,

providing realistic, practical positive behaviour management techniques’.

Additional Note: - Consultations indicated a preference for narration/voiceovers to occur in Tuvaluan

language/s. It would aid accessibility if this could be achieved.



Animation One Contract specifications

• Time: 5-8 minutes

• Purpose: to guide Tuvaluan teachers and school stakeholders on their obligations to provide a

safe environment for children in schools and in the community in accordance with Tuvalu child

protection laws and policies

• Target audience: target audience comprising Tuvaluan teachers, school management, parents

and community leaders

Storyboard & Script

RRRT Title/Introductions

SCENE – 1A

Setting/Location: N/A

Script/Audio: *Background schoolyard noises

Additional Notes:

Animated view of Tuvaluan School (see

Appendix 1), Tuvaluan children playing

Volleyball. Beach in background

SCENE – 1B

Setting/Location: School yard, children

interacting, include child with disability

interacting with other children in the

background.

Script/Audio:



Animated view of Tuvaluan School (see

Appendix 1), Tuvaluan children (mixed

gender) playing volleyball. Beach in

background

SCENE – 2A

Setting/Location: School yard

Script/Audio: *Childs voice – voiceover

In 2017 the Government of Tuvalu made a

stand to protect the rights of all children in our

Country. Corporal punishment in all its forms,

is no longer allowed in schools.

Additional Notes:

- Use of female voice in child voiceover is

suggested

Continue with images of children playing

volley ball

SCENE – 2C


Script/Audio: *Voiceover changes to adult

female voice

This is a big change and it is important to talk

about why this decision has been made. To

explain this change, I would like to tell you a

little bit about a child called Esala.

Additional Notes:

Image of teacher hitting a child with X

over the image

SCENE – 2B

Setting/Location: Classroom

Script/Audio:

This means schools cannot physically

discipline children or threaten to physically

discipline children and if they do, there will be

big consequences which may include

involvement of Police and Courts.

Additional Notes:



Zooms past volley ball game to Esala

(upper primary school aged boy) sitting

under a Pandanas/coconut tree by the

ocean side of school, he appears sad

SCENE – 3A


Script/Audio:

Esala is 10 years old and is very disrespectful

to teachers in class, he swears, makes jokes,

distracts the other children, doesn’t seem

interested in lessons and sometimes fights

with other students.

Additional Notes:

Picture zooms out so as to show roots

above and below surface of the tree

SCENE – 3B


Script/Audio:

It is tempting to punish Esala physically when

he displays this behaviour however if we do

this, we only react to what is happening on the

surface. If we want to see long lasting change,

we need to help Esala deal with the root

causes of his behaviours.

Additional Notes:

Thought cloud appears and grows above

Esala’s head which grows to the size of

the screen. It shows him hiding outside

his house with loud shouting and

breaking of glass coming from inside

SCENE – 3C


Script/Audio:

What we don’t see is that Esala is not as

confident as he appears. Actually, most of the

day he feels quite afraid.

Things are difficult for him at home, he has to

hide from his dad most nights because he

never knows whether his dad will come home

angry and hurt him and his mum. One time,

Esala asked an uncle for help but his uncle

didn’t believe him, Esala doesn’t talk about

what happens at home anymore.

Additional Notes:



Esala stands up and starts walking to

class again slowly, head bowed, dark

cloud appears over his head and follows

him

SCENE – 3D


Script/Audio: *sound of bell ringing, noises of

children playing continues

Esala feels scared and alone most of the time,

he doesn’t think anyone would understand and

sometimes blames himself for his father’s

scary behaviour.

Esala carries the weight of this with him,

sometimes in ways even he doesn’t

understand.

As a result of this, Esala has learning

difficulties and may be unable to follow

lessons in class

Additional Notes:

Zoom out to other children also walking

to class, half of children on screen also

having dark clouds over their heads.

SCENE – 3E


Script/Audio:

The weight of sadness and fear that Esala

carries can impact his ability to participate in

school and other areas of life.

Like Esala, many children for different

reasons, can struggle to manage their

emotions and this can lead to children

presenting with difficult behaviour in the

classroom

Additional Notes:

Esala standing up in class disrupting

teaching, teacher standing uncertain at

front of class and other students

laughing

SCENE – 3F


Script/Audio: *noise of children laughing in

background.

Esala may appear disrespectful or angry,

however this behaviour is often linked to

feelings that are harder to see. Feelings like

sadness, fear or anxiety.

Some children like Esala, have difficulties at

home, some are being bullied and others

might be struggling with health issues. There

are many other challenges children may be

struggling with that we may never see.

Additional Notes:



Teacher raising arms and appears to be

shouting, Esala sits down quickly and

looks afraid.

SCENE – 3G


Script/Audio:

As teachers, when we use corporal

punishment, we are adding to the fear and

insecurity children like Esala may already be

feeling.

When we physically punish children for bad

behaviour, they learn to fear discipline and

may react inappropriately. They don’t learn

how to manage their emotions and make

good choices.

Sadly, children that are frequently punished

physically may start to believe they are bad,

not believing they are capable of good

behaviour and good choices. They may have

low self-esteem and feel humiliated and

unwanted

Additional Notes:

Picture of a classroom operating in

harmony, children raising their hands (as

if to answer questions) and teacher

talking in an animated manner

SCENE – 3H


Script/Audio:

When Esala acts-out in class it impacts his

ability to learn and negatively impacts the

other children in his classroom. It is therefore

important that teachers are empowered to set

rules and boundaries about what is allowed

and not allowed in the classroom.

Classroom rules are important however, the

way we enforce these rules are even more

important.

The good news is we can help children learn

to manage their feelings and behaviour in the

classroom, we can make a positive difference.

Helping children to manage their feelings and

make good choices means we are also

creating classroom atmospheres that are safe

and allow all children to have opportunities to

learn and grow.

Additional Notes:



Talking head

EKT Church representative

SCENE - 4

Setting/Location: TBC

Script/Audio:

EKT Church representative – per quotations in

recommendation report – highlighting moral

obligation to protect children from harsh

punishments. Highlighting the importance of

transitioning away from corporal punishment.

Ask for commentary on Proverbs 13:24 ‘spare

the rod, spoil the child’

Additional Notes:

Picture of child growing into adult

SCENE – 4A

Setting/Location:

Script/Audio:

The Bible tells us in Proverbs 22 verse 6 that we

should ‘train children up in the way they should

go’. This is a good reminder that discipline and

guidance of children is very important.

Physical punishment, however, can lead to fear

and displays of behaviour that seem

disrespectful, disruptive and disobedient. So we

need to think about other ways to discipline and

guide children that will help them learn and grow.

Let’s take some time to consider what we can

learn from the way Jesus treated children.



Depict child handing Jesus a basket of

fish and bread, Jesus taking this, smiling

and picture panning out to large crowd of

people sitting behind him

SCENE – 4B

Setting/Location: Biblical times

Script/Audio:

Jesus valued children and treated them with

gentleness and kindness. Consider for

example, the young boy who shared his lunch

and the way Jesus used this to feed 5000

people.

When we look at the way Jesus interacted

with children, he showed us that we should

promote their freedom, give them a voice,

respect them and protect them from shaming.

Jesus modelled kindness and patience with

children and this is a great example for us to

follow.

Additional Notes:

Return to image of Tuvaluan classroom,

children in seats, smiling, teacher

smiling also at the front of the class.

SCENE - 5


Script/Audio:

Children learn through their experiences and

as such, children that experience and feel love,

respect, patience and kindness are more likely

to grow up to display these attributes.

By showing respect, we are teaching respect.

Additional Notes:



Picture of globe, spinning slowly. Around

it, pictures symbolising poor life and

learning outcomes as listed in script

SCENE - 6

Setting/Location:

Script/Audio:

When looking at children across the world,

what we see is that the use of corporal

punishment is associated with poor life and

learning outcomes for children. Use of

corporal punishment is associated with issues

later in life such as low school attendance,

unemployment, bullying behaviours, criminal

behaviour and use of violence against family

and community.

Choosing to use non-physical approaches to

discipline allows opportunities for children to

learn about how to make positive life choices

and consider the impact of their behaviours on

others. Corporal punishment only teaches

fear. Corporal Punishment is not the answer.

Additional Notes:



Draw picture of tree on screen and fruit,

focus on fruit – print each ‘fruit of the

spirit’ onto fruit.

SCENE - 7

Setting/Location:

Script/Audio:

*Return to voice of child used at start of

animation

In my classroom, we learn about the fruit of

the spirit. We are taught that it is important to

show love, joy, peace, patience, kindness,

faithfulness, gentleness, goodness and self-

control to our teachers and friends. We learn

that it is important to respect our elders and

each other.

*Return to normal adult voice-over

The best way for you to teach your students

about the fruit of the spirit is through being a

role model to them. They will learn as they

watch you interact with them and others in the

classroom. You have a great opportunity to

make a difference. Through showing children

kindness, patience, self-control and

gentleness, you are modelling and developing

positive behaviour in your classrooms.

Additional Notes:

If needed we could compare corporal

punishment to fruit of the spirit:

The ‘Fruit of the Spirit’ does not seem to be

aligned with use of corporal punishment that is

by its very nature, harsh, not-gentle, viewed as

unkind and often inflicted in moments of

anger.



Talking head

EKT representative

SCENE – 8

Setting/Location:

Script/Audio:

EKT representative (quoted in

recommendation report) talking about the

benefits of developing positive approaches to

managing challenging behaviour. Perhaps

concluding with quote relating to children

being ‘a gift from God’ and requiring protection

from physical punishment.

Additional Notes:

Length of scene: 30secs -1 minute

RRRT acknowledgment, logos,

reference to Ministry of Education Youth

and Sports Contact

SCENE – 9

Setting/Location:

Script/Audio:

Additional Notes:

RRRT to advise who should be listed in

acknowledgments (ie. Ministry of Education

Youth and Sports, EKT Church, reference

group)



Animation Two Contract specifications

• Time: 5-10 minutes

• Purpose: to empower school stakeholders to abandon corporal punishment and effectively use

positive behaviour management approaches

• Target audience: target audience comprising Tuvaluan teachers, school management, parents

and community leaders

Storyboard & Script

RRRT Title/Introductions

SCENE – 1A

Setting/Location: N/A

Script/Audio: *Background schoolyard noises

Additional Notes:

Animated view of Tuvaluan primary

school (see Appendix 1), Tuvaluan

children playing volley ball. Beach in

background

SCENE – 1B


Script/Audio: *sound of ocean and children

playing

*use same adult voiceover from previous

animation

When we last met, we talked about a change to

the Tuvaluan Education Act and the positive

difference this will make in the lives of all children

attending school in Tuvalu.

Stopping the use of corporal punishment

supports children’s rights and development,

allowing them to learn and grow in a safe

environment. Such children grow up to be adults

that contribute positively to their families and

community.

There are other ways of providing discipline and

guidance for children rather than through

corporal punishment.

We want to spend some time talking about what

alternative and positive approaches to behaviour

management in classrooms could look like.

Additional Notes:



Return to previous animation image of

Esala standing and disrupting classroom

with other children appearing to laugh

SCENE – 2A


Script/Audio:

To begin, let’s think about Esala again, his

behaviour in the classroom impacts his

learning and safety but also impacts children

around him. We talked about the importance

of creating clear rules and boundaries for

Esala, and the good news is that there are

very effective ways to do this that don’t involve

corporal punishment.

Additional Notes:

Depict seed being planted in ground and

then ground being rained on.

SCENE – 2B

Setting/Location: Seed being planted on sand

along beach

Script/Audio:

Encouraging change in Esala’s behaviour is a

little bit like considering a tree and how it

grows

Additional Notes:

Depict slow growing silhouette of tree

(Pandanas). Tree grows but whilst it is

still small it slowly withers and bears

withering fruit as wind blows and waves

strike it harshly.

SCENE – 3A

Setting/Location: Beach

Script/Audio:

A tree that is young and still growing requires

extra protection. When it is exposed to harsh

winds and strong waves it will wither away and

the fruit it bears may be damaged and unable to

be eaten.

In a similar way, children need extra protection

and care while they are growing up. Exposure to

harsh punishment and discipline can create fear,

uncertainty and other negative feelings which can

lead to displays of disruptive behaviour.



Return to image of slow growing tree.

This time the tree grows strong and

Pandanas fruit is healthy and large.

People approach tree and pick fruits

smiling and handing it to other people

also. Picture people eating the fruit.

SCENE – 3B

Setting/Location: Beach

Script/Audio:

When we see Esala’s disruptive behaviour it is

important we remember that Esala is like a

small seedling or tree, in need of extra

nurturing, gentle care and discipline to enable

him to grow and develop.

Positive approaches to guiding children help

children like Esala grow up strong and healthy.

If Esala grows up with good guidance and

discipline, this will positively impact his family

and community, this is a benefit for everyone.

Additional Notes:

Depict harmonious classroom with

children undertaking a group activity with

teacher watching and smiling

SCENE - 4


Script/Audio:

Corporal punishment teaches children to fear

the consequences of bad choices. Positive

approaches to behaviour management teach

children how to manage their feelings, make

good choices and help them understand why

respecting rules and boundaries are important.

Using positive approaches to guiding children

takes time and creativity, and may feel like a

big change, but don’t give up. You are making

a big difference in the lives of children in your

classrooms. In fact, it might be easier than you

think…

Additional Notes:

Text on screen:

Teacher’s Wisdom:

SCENE - 5

Setting/Location:

Script/Audio:

In 2018, the Ministry of Education Youth and

Sports asked teachers in Tuvalu to share

some of the positive approaches to behaviour

management they have found helpful in their

classrooms. Here are some of their strategies:

Additional Notes:



Visually depict children sitting in their

chairs, closing their eyes, relaxing and

smiling with teacher standing at the front

of the classroom. Include child/ren with a

disability

SCENE – 6A

Setting/Location: School classroom

Script/Audio:

If the classroom is starting to get too noisy,

encourage children to play an imagination

game. Ask children to close their eyes and

pretend they are flying like airplanes,

imagining what they might see out of the

window as they fly. This helps the class calm

down and be focused.

Additional Notes:

**Use different (voiceover) voice for each

scene relating to teacher ideas.

Visually depict younger female teacher

squatting down to floor to be at eye level

with student, teacher smiling (student

sitting crossed legged on floor playing

with building blocks)

SCENE – 6B


Script/Audio:

Communicating at eye level with a child is also

good. Try sitting next to them and explaining

why their behaviour is not appropriate.

Additional Notes:

Visually depict classroom and older male

teacher clapping as student stands and

smiles

SCENE – 6C


Script/Audio:

Be consistent with offering recognition and

commenting on positive behaviour observed in

a classroom. Look for ways to encourage all

students

Additional Notes:



Visually depict older female teacher

giving student a piece of paper and pen

SCENE – 6D


Script/Audio:

Provide the child with a different task to do,

distract them from the current challenge

Additional Notes:

Visually depict child sitting on mat

holding a book with other books placed

around on the ground

SCENE – 6E


Script/Audio:

Provide children with a space in the room they

can go to calm down. Have books available for

them to read or other tasks there for them to

keep occupied. Encourage them to return to

the rest of the classroom when feeling better.

Additional Notes:

Visually depict younger male teacher in

a wheelchair sitting at the front of the

classroom and reading from a large

picture book. Include child/ren with a

disability

SCENE – 6F


Script/Audio:

If the whole classroom becomes loud, try to

create a calm environment. This can be done

by changing your teaching plan, for example

decide to read a story to the class. This will

help you regain the focus and attention of

students, allowing you to return to lessons

again later.

Additional Notes:



Visually depict a group of children

standing at the front of classroom and

rest of class, including teacher (younger

female) giving applause. Include

child/ren with a disability

SCENE – 6G


Script/Audio:

If children seem bored or uninterested,

consider delivering your teaching material in a

different way. For example, involving children

in role plays, class discussion, debates or

dramas. Create opportunities for children to

interact with each other and be active within

lessons.

Additional Notes:

Visually depict teacher (female, older),

parents and child sitting together in a

classroom, parents arms around their

child, teacher smiling kindly

SCENE – 6H


Script/Audio:

Be willing to work with a child’s parents if you

think a child’s family could help with ideas and

strategies for supporting good behaviour in the

classroom. This isn’t about getting a child in

trouble, this is about working as a team.

Additional Notes:

Talking Head/voiceover

(1-2 minutes)

SCENE - 7

Setting/Location: TBC

Script/Audio:

*Consider a Ministry of Education, Youth and

Sports representative sharing about the

benefits of alternate approaches to corporal

punishment (Consider approaching Dr Tufoua

Panapa – CEO Ministry of Education Youth

and Sports; or perhaps Teimana – PEARL

program, Ministry of Education Youth and

Sports) for testimonial/deidentified narrative.

Additional Notes:



Picture of teachers sitting together

smiling and talking. Use teachers from

previous scenes

SCENE - 8

Setting/Location:

Script/Audio:

There are so many creative ideas and

approaches to positively guiding children and

we don’t expect you to develop ideas and

strategies on your own.

Please speak with other teachers, community

leaders and the Education Department for

more ideas and don’t be afraid to ask for help.

Additional Notes:

Return to first image in first animation of

children playing volley ball in front of

school.

SCENE - 9

Setting/Location:

Script/Audio:

As we can see, positive approaches to

behaviour management make a positive

difference in a child’s life. Let’s work together

to see children grow and develop into all they

were created to be.

Additional Notes:

RRRT acknowledgment, logos,

reference to Ministry of Education Youth

and Sports Contact

SCENE – 10

Setting/Location:

Script/Audio:

Additional Notes:

RRRT to advise who should be listed in

acknowledgments (ie. Ministry of Education

Youth and Sports, EKT Church, reference

group)



Appendix 1: Photos of Nauti Primary School and Motufoua Secondary School (Tuvalu)

[Photos property of Consultant]

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