The Creepiest Story I’ve Read on Teachers Who Paddle
I have to give Teachers Who Paddle a smidgen of credit. They speak with conviction and assurance, something often lacking in these days and times. But at the same time they speak with enthusiasm and fervor when telling those creepy spanking stories. Last week I ended my first blog promising to share with you the creepiest story I’ve read on the creepy weblog Teachers Who Paddle.
It’s about a principal who spanked a fourteen year old girl. Are fourteen year olds cute? Most are beginning to shape up and become a woman. The writer of this story was very deliberate and careful not to reveal the gender of the principal. My dad said–don’t ever assume anything. It could make you look like, “You know what,” but here I think it’s safe to assume the gender of this principal is male. It read: I sung the paddle briskly. She cried and I hugged her. Creepy! Creep! Creepy! Maybe we could say at least he didn’t kiss her. Or he may have. The story ends with the principal telling his victim, I will never tell anybody. Of course he won’t tell anybody. I wouldn’t either. If I got behind a closed door, gave a hard spanking to a cute teenage girl and then hugged her. I wouldn’t tell a soul.
There’s a group page on Facebook entitled Bring Back Spanking In Schools. They want to bring back spanking but they want to promote pornography. I’m not 100% sure, but I’m ninety nine and nine tenths sure the pictures they are using come from porn sights. Log into it and see what you think. If you would like, write to the administrater of the group and give them a piece of your mind.
A WORD TO FAKE RENEE, FAKE JENNY, FAKE WENDY AND FAKE MICHELLE:
This is a new website, designed to oppose your weblog. Don’t you dare sabotage it. I think you’ve already sabotaged some things on Paula Flowe’s website, The Hitting Stops Here!
Teachers Who Paddle Vs Spanking Fetish website
Jestin Samson from safepass
Hi everybody! When Teachers Who Paddle started up, they were connected to a website entitled, “Spank With Love.” As a student and concerned American citizen, working hard to have this abusive treatment of students brought to an end, this website sounded familiar to me. That same year, when I found this blog, where they happily tell their paddling (spanking fetish) stories, our organization was dealing with a school in Memphis called Memphis Academy For Health Sciences.
(Next week I will talk more about their spanking practices and how Teachers Who Paddle feels about the situation)
The president of the school, Bernal Smith referred us to Spank With Love to justify the beating ritchual occuring at Memphis Academy. With the help of Tom Johnson, one of the leaders of Tennesseans for Non-Violent School Discipline, we soon discovered that the website, “Spank With Love,” is a adult website oriented for those with child-spanking fetishes. Below is a portion of that website and a sample of Teachers Who Paddle’s recommendations for paddling students and the position of the paddler and paddle. Clearly, this sounds like something that comes from a BDSM movie rather than helping students redirect their behavior.
Comments are in parentheses, but I’m not going to say much.
Can you tell the difference?
One more thing, if you would like to bring this social ill known as school corporal punishment to an end, please sign the petition that will call our congressional leaders to bring corporal punishment of American school children to an immediate end.
Before placing the child over your lap, you may want to remove any keys or
other hard items from your pocket. You might also wish to remove the rings
or other jewelry from your spanking hand. Many parents prefer to roll up
their sleeves prior to the spanking. It’s important that there be no
obstructions preventing you from spanking safely.
If you’re going to sit on a chair, place it in the center of the room. If
you’re using a bed, keep a safe distance from any bedposts so the child
will not get hurt from uncontrolled movements; sitting on the side of the
bed usually works best. Seating yourself in the middle of a couch in order
to administer an over-the-lap spanking is even better still.
Placing an uncooperative child into over-the-lap position
(Reader’s contribution, June 2002): “If the child won’t lie across your
lap on a bed or couch, try this. Right-handedness is assumed. If
left-handed, replace left with right, and vice versa.
Find an armless chair which, when you sit in it, your thigh is above the
child’s knee, ideally at about the middle of the child’s thighs. Take the
child’s left wrist in your right hand and take him/her to your selected
chair. Sit down, with the child on your right side. For this to work, you
must spread your knees. The child’s weight will be supported on your lap,
and by spreading your knees, you gain stability. Transfer the child’s
wrist to your left hand and pull him/her over your lap. Pull him/her to
your left, and lean, if you must. The child has to lean forward against
your right thigh, and once you’ve pulled his/her center of gravity past
your thigh, he/she will “trip” over your right thigh and instinctively
will catch himself/herself with his/her right hand on your left thigh.
He/she will now be lying across your lap, with his/her feet off the floor.
Now, use your left hand to hold his/her upper body. The right hand, of
course, is occupied with the now positioned bottom.
It is always preferable to get the child to cooperate, but if the spanking
is necessary and he/she won’t accept it, try this.”
(Sounds like the movie is about to start. The props are getting into position.)
Bare bottom or not?
The majority of parents who use spanking prefer to spank their children
bare-bottomed. It has a number of advantages:
it will hurt more than a spanking on the outer clothes or on the under
clothes. Therefore, it is best for spanking with the hand (spanking a
fully clothed bottom with the hand is fairly ineffective)
it allows the parent to gauge the severity of the spanking (visual feedback)
it feels more natural for parents to spank a child’s bare rather than
it is fairer: spanking on whatever garment the child happens to wear would
allow a random factor to play a major role – spanking on the bare treats
every child and every case equal
the smacking sound – much more pronounced than a spanking on pants – adds
to the psychological impact
the act of baring the bottom and presenting it for the spanking makes the
spanking more formal and ceremonial – it increases the important “ritual”
aspect of the punishment experience
Some people feel that bare bottom spanking should be discouraged because
it is too painful or too embarrassing for the child. Of course, it depends
on cultural differences and the individual family. But if spankings are
given as recommended here (only by parents, only in privacy, only with the
hand, and in a loving and non-humiliating manner), this argument cannot be
(They’re right, the argument for spanking will never be upheld because spanking is always embarrassing. Ask 10 people with spanking fetishes who were spanked children and a majority would attest to such treatment at home and/or school. Spanking is also sexual. If it is not, then why is it in some districts it is not okay for male teachers and administraters to paddle female students and vise versa? I would advise people to read and listen to the following to learn more.
THE SEXUAL DANGERS OF SPANKING CHILDREN
Corporal Punishment And Its Effects On Women
Corporal punishment and its Effects on males
A good alternative – a middle course – between spanking fully clothed and
spanking bare-bottomed is spanking on the underpants. This retains most of
the bare-bottom advantages listed above. While denim jeans estimatedly
absorb about 70% of a spanking’s impact, underpants absorb only 10-20%.
Psychologically, the exposing of the child’s underwear constitutes an “act
of baring” too, albeit less powerful than the exposing of the bare bottom.
Feb-2001: A reader recommends yet another solution: “If you are hesitant
to spank a bare bottom, have the child wear a thin pair of panties or the
tight spandex shorts they wear these days, then either get them wet before
the child puts them on or have the child get them wet in the sink, shower
or bath after being put on. This makes the fabric cling to the buttocks
making a good view for the spanker and still protects the skin. The child
feels the pressure of the fabric on the bottom before the spanks begin
which seems to remind them of what is coming. An older child can lay on
the bed with 2 pillows under the hips and pull the pants tighter with both
hands. This method makes the child very aware of their bottom raised in
the air and poised for the spanking to come (…) This method still stings
and reddens the bottom a great deal.”
Oct-2001: Another reader suggests a way to bare a child’s bottom without
removing or pulling down his/her underwear. “All you have to do (after
pulling down the pants) is to place the child on your lap with his
underwear still on. You take both edges and pull them to the center and
tuck them in the crack. Although this is not a complete baring, it does
show a large portion of flesh and will leave the sit spot available for
Dec-2002: Another idea is to tell your child to prepare for his/her
spanking by putting on a pair of drop-seat pajamas without underwear (see
reader’s feedback, Dec 6, 2002). Opening the rear flap gives the parent
easy access to the bare bottom without frontal nudity. Drop-seat pajamas
may be a little difficult to find nowadays but if you can sew you can try
using these old sewing patterns, or try shopping for drop-seat
pajamas/long johns here, here, or here.
(I’m still wondering if this advice is for parents and educators or sadists.)
Taking the pants down
The pants can either be taken down to the ankles, to the knees (half way
down), or to just below the buttocks, although the latter is less
advisable (taking the pants a bit lower than absolutely necessary
increases the ritual aspect of the baring). They can also be removed
completely; then they won’t be dangling somewhere. For reasons of modesty,
the pants are best taken down just before the child gets into position.
For girls who wear dresses or skirts, the skirt can simply be turned up
after the girl is over the parent’s lap.
(Reader’s contribution, Mar 2005) “When taking the pants down, the parent
should not just yank them down. This not only eliminates the ritual aspect
of the baring, but in case of a boy, could cause injury to his genitals.
The procedure should be done slowly, but deliberately. With the child
standing in front of you, slide the outer garment (pants or shorts) down
to the desired position, leaving the underwear in place. Then take down
the underwear to the desired position, preferably slightly higher than the
outer garment, but low enough to bare the entire bottom. If the child is
wearing a garment that does not require underwear, such as pajamas, take
the pants down to the same position as if it were underwear. During this
procedure the child may be whining or crying; promising not to do it
again. Maintain eye contact, but do not reply verbally, continue to take
the pants down. This will not only increase the ritual aspect of the
baring, but will insure the child understands the parent is in complete
control. When the spanking is over; with younger children, 2 to 5, the
parent should pull the pants up, even if the child was allowed to do the
baring as described below. This will give the child a sense of finality.
An older child may require more time to compose him or herself. It’s would
be okay for the parent to say “When you’re ready, pull up your pants and
come on out”. Then leave the room.”
Some parents ask/order their children to take down their pants,
allowing/forcing them to cooperate. Others prefer to do the act
themselves. Both approaches have advantages and disadvantages. It also
depends on the individual situation and the child. If children refuse to
cooperate, it may help to let them put their hands on their head for the
procedure – this will minimize the hassle. If children are penitent and
cooperative, it is okay to allow them to do the baring itself (see
(Added May, 2003) A spanking is exhausting for the parent, but even more
so for the child. It can actually compare to the physical effects of a
one-mile run. It promotes the circulation and increases the pulse. This in
turn requires breathing faster and deeper. In extreme cases it can lead to
Therefore it is a very important safeguard to make sure the child is
breathing normally before commencing the spanking. After checking you’re
sufficiently calmed down yourself, it is recommendable to ask a question
such as “are you ready for your spanking?” to find out whether your child
is both physically and mentally ready.
If your child appears out of breath, e.g. from running away in an attempt
to escape the punishment or from a heated discussion beforehand, give
him/her time to calm down to normal pulse and breathing before beginning
the punishment. If your child appears out of breath during the spanking,
Positioning: How to spank a 3 year old
(Reader’s contribution, Dec 2002): “Place the child over your lap. When
spanking a 3 year old it is not necessary to lift your arm high, you only
need to lift your wrist at the elbow. If the child tries to squirm out of
position than you can place your left elbow at the right side of the
child, level with the child’s shoulder. This should mean that your hand
will be positioned at the waist and you will be able to pull the child
closer to your body. This will trap the child between your body and your
left arm. This will stop the child from squirming and make the spanking
Readying your hand
There are basically two ways of spanking with an open hand. The first is
to stiffen your hand, flattening it like a paddle. This is less advisable
because it’s likely to make you feel aggressive and overly mechanical.
Besides, it creates an unfavorable impact.
Figure 1. Spanking with a stiffened hand.
The alternative is to have your hand relaxed and flexible (especially at
the wrist), like a strap. This figures to be the better choice. If you
have ever played congas, bongos, tennis or squash, you will know what it
means to keep your wrist flexible. Keep your four fingers together and
relaxed, too. Note that it will be mainly your fingers that do the work,
not your palm. Your thumb will not participate much, so you can move it a
bit out of the way. Concentrate on where and how your four fingers make
contact with the child’s bottom.
Figure 2. Spanking with a relaxed hand.
Cupping the hand while spanking the bare bottom of a smaller child reduces
the pain produced. At the same time, it produces a much louder sound –
this makes the spanking seem more severe than it acually is. This trick
can be very useful. It increases the psychologic effect while keeping the
physical pain to a minimum.
Figure 3. Spanking with a cupped hand.
Don’t lift your arm high. You would only sacrifice accuracy to apparent
Do not restrict the spanks to any one area, but try to distribute them
evenly over the whole of the buttocks. Determine just where you want each
spank to land. If the spanking is bare-bottom, you’ll be able to see the
skin redden as you smack it and direct your hand accordingly. Generally,
keep a safe distance from the kidneys, the coccyx and the genital area
(the latter especially when spanking a boy). Also, spank only the convex
part of the buttocks, not the sides.
Figure 4. The blue areas show the “prohibited zones”: the kidney (K), the
coccyx (C) and the genital (G) area. The orange areas indicate where
spanking is safe. The lower half of each buttock (the “sit spot”, just
above the place where the thigh and the bottom meets, shown in pink) is
particularly suitable for spanking. The drawing on the right illustrates
how to find the recommended area: keep about one inch (3 cm) lower than
the top of the crack. Never spank higher than that.
Since the bottom is divided into two cheeks, there are three options for
placing each spank – left cheek, right cheek, or both cheeks together.
Spanks that cover both cheeks can be particularly effective, but to ensure
a good distribution, it’s best to use all three areas in a random pattern
(e.g. l, r, b, r, b, b, l, l, r, b, b…).
(Still no answer, but I would like to say this advice is for child-spanking fetishists.)
Speed and rhythm
There are two schools of thought. One says to spank at a steady pace, with
roughly equal intervals between the spanks. The spanking rate can be as
fast as 2-3 spanks per second (quick slapping) or as slow as only one
spank in 3-4 seconds. Generally, spankings with an implement (e.g. a
paddle) – which are discouraged on this website – should be slower than
The “steady pace” style, however, is somewhat robotic. So, the other
approach is to vary the tempo all the time. Also, the location and force
of each spank should change in a random fashion. This will make each smack
unpredictable and the overall spanking more effective.
Imagine yourself giving (or receiving), say, five spanks of different
strength – very light, light, medium, hard, very hard. Does the order in
which these spanks are given matter?
Physically, the order should be irrelevant: the total effect is the sum of
the spanks, and the result of a sum does not depend on the order of its
components. This law applies to the physical aspects of the spanking, such
as the redness that results from the spanks. A spanking however is not
given for physical but for psychological reasons; and psychologically, the
order does matter. Spanks given in an increasing pattern have a stronger
effect than the same spanks given in a decreasing pattern. Parents can use
this effect to reduce the number of spanks (and their summed up physical
impact) needed to reach the desired result.
Of course, when giving a spanking that consists of more than 5 spanks, it
is neither practicable nor desirable to increase the strength throughout.
There are limits on both ends of the scale – too light spanks are
ineffective while too hard spanks are unsafe. For this reason, it is
recommendable to use sub-patterns of increasing strength – like an
(ideally, somewhat irregular) sawtooth function. If you’re familiar with
musical terms, think of a series of short crescendos. Many parents will
intuitively follow this principle when giving a spanking.
Note: increasing the speed of the spanking in a likewise manner
(accellerando) is not a very good idea. If the spanks come too fast, they
are actually felt less, not more. Generally, for maximum impact each spank
should be given sufficient time to “sink in” before the next spank.
(Does this advice work in the bedroom when my girlfriend and I get busy?)
The first spank is important
As an exception to the “building up” rule, the first spank should not be a
weak one. It is too psychologically important. Start with a good first
swat to get your child’s full attention, then decrease.
Changing the position
(Reader’s contribution, 2001): After spanking with the child in the usual
position, i.e. bottom to the right and head to the left, try reversing the
position and continuing the spanking with the hand applying the spanks
pointed downwards towards the base of the bottom.This enables the spanks
to land in a slightly different region and thus increases the coverage.
“I had the idea when I was watching my sister give a spanking to her young
son whilst in the standing position. For the reasons you give I don’t
favour that position but it occurred to me that her hand pointing downward
meant that she was making contact with the lower middle part of his bottom
in a way which my spankings did not. I then realised that the same effect
could be achieved by having the child’s bottom on the left hand side. This
method also introduces a little variety and additional ritual into the
proceedings which I rather like.”
(I will most definitely try that next time with my girl.)
When setting up house rules, some parents agree on fixed numbers of spanks
for certain offenses. This scheme is traditionally mostly used for canings
because the severity of the implement necessarily keeps the number of
strokes low; e.g. 3 or 6 strokes with the cane (“six of the best”).
For spankings given with the flat hand, it is appropriate to give at most
2-3 times as many spanks as the child’s age. In practice, many parents
don’t count the smacks – they just stop when they feel the punishment has
been sufficient. This flexible approach is preferable because it allows to
take the child’s reaction into account.
In addition, counting each spank makes the exercise cold and impersonal.
This may be something for judicial corporal punishment, but not for a
normal parent-child spanking.
During the spanking
During the spanking, it is best to keep silent. For one thing, you can
concentrate better on each spank when you are not talking. Also, your
child’s thoughts should be focussed entirely on the spanking. You’re
probably familar with the “Now <spank> will you <spank> promise <spank> to
be <spank> good? <spank>” approach. Avoid this if you can. By asking
questions during the spanking you will distract your child. In effect,
neither your words nor your spanks will get the attention they need.
Use your voice during the spanking only to control your children verbally
when they have gotten out of position (see the next section). But don’t
use your voice to keep your children from crying. Crying is natural in
this situation and not an act of disobedience. Tears are good and
The “layer cake” method
(Added May, 2003) This method was suggested by a former public school
teacher who has been instructing parents with great success on how to
spank effectively. In this method, the spanking is split into a series of
intervals with a dialogue phase in between each “layer”.
“With the “layer cake” approach, the necessary preparation and explanation
are followed by sufficient spanking to ensure the child’s attention. Then,
with the child either repositioned so that he or she is standing at the
parent’s knee or still in position, the parent reasons with the child. The
parent then spanks enough to make sure that he or she has the child’s
undivided attention before pausing to reason with the child once more. A
little more talking is then followed by a little more spanking. (…)
All comments made by the parent during the punishment should be positive,
specifically addressing the parent’s faith in the child to fulfill the
parent’s reasonable expectation, since the spanking addresses the parent’s
displeasure with the child’s past behavior (as well as maintaining the
child’s undivided attention). The reasoning is meant to provide balance in
the child’s mind as the parent directs and amends the child’s thinking
process from the past and into the future. Repetition, ritual, and
reinforcement are key components of “layer cake”. So the lesson the parent
desires to teach is not likely to have to be repeated. (…)
The spanking and pauses for discussion should proceed at a pace with which
the parent is comfortable and the child is appropriately responsive. The
planned pauses allow both the parent and child to reflect on the
disciplinary process. In particular, it permits the parent to concentrate
on one task at a time while gauging the effectiveness. (…) The
alternating pattern of reinforcing “layers” spanking and dialogue
continues until the parent is absolutely sure that the child has “gotten
the message”. Then, the parent finishes the session with sufficient
spanking to bring the child to a full flow of cleansing tears and
repentance. Of course, it goes without saying that, unreserved
Note: Some children cry more easily than others. For this reason, crying
is not an objective indicator to judge whether the punishment is enough.
If your child doesn’t cry easily, you should not assume that a spanking
isn’t effective just because he/she isn’t crying. Tears are cleansing, but
they aren’t a must.
For more details on the “layer cake” method, see Reader’s Feedback, April
(This teacher is probably ignorant or probably a sadist too. I am starting to really believe that this website is for child-spanking fetishist.)
(Added May, 2003) When discussing the child’s behavior, try to use
positive statements addressing your faith in the child to fulfill your
expectations. The reasoning is meant to provide balance in the child’s
mind as the parent directs and amends the child’s thinking process from
the past and into the future.
Here are some examples for positive verbal reinforcement: “I know that you
can do better and you know it, too, don’t you? You are much better than
your recent behavior is telling the world that you are; isn’t it? Way
down, deep inside, you really are a good kid; aren’t you? You know, I
would not trade you for any child in the whole wide world. You are mine
and I am keeping you. Even now, I love you more than you know at this
moment. You really are a good kid. I am never letting you go. But, we are
here because we are not going to let the way you have acted get in the way
of who you are and what you can become! You really are bunches and bunches
better than you have behaved recently. Why just the other day your
grandmother (teacher, whoever, or I) was saying (praise, praise, praise)
To be avoided at all costs are guaranteed spirit-breakers such as, “You
are just like you father (or mother); how could you be so stupid?” or “Why
can’t you be like your sister (or older brother, cousin, etc.); she (or
he’s so perfect; why can’t you be just like her (him)?” Also to be
avoided are open-ended questions for which no real answer may exist. These
may include, “Why do you behave like that?” Often, the child has no idea.
For more details on positive reinforcement, see Reader’s Feedback, April
(Looks like these people have no clue on what positive reenforcement is. Try again if you dare. According to the University of Iowa’s psychology department glossery, positive reenforcement is defined as:
In an attempt to increase the likelihood of a behavior occurring in the future, an operant response is followed by the presentation of an appetitive stimulus. This is positive reinforcement.
If you stroke a cat’s fur in a manner that is pleasing to the cat it will purr. The cat’s purring may act as a positive reinforcer, causing you to stroke the cat’s fur in the same manner in the future.
Also listen to this show I did on the topic of reenforcement
Keeping in position
Assuming a good position before the spanking begins is important, but
sometimes it can be difficult to maintain. The child may start kicking,
squirming, or trying to cover his/her bottom with his/her hand. If so, the
parent must counteract because such resistance jeopardizes the safety of
The best solution is to verbally get the child back into the proper
position. It can help to let the child grab the legs of the chair, or the
parent’s legs. This will make it easier to keep his/her hands in front and
give them some physical (and moral) support. If this still doesn’t help
and the child’s hand flings back, it should be held, “pinned down”, at the
small of the child’s back with the parent’s free left hand, allowing the
spanking to continue.
To prevent kicking, the best solution again is verbal instruction. As a
physical countermeasure if verbal instruction doesn’t help, the child’s
legs can be tucked under the parent’s right leg (see chapter “Positions”).
Also, the child’s pants, if they are bunched at the knees or ankles, will
limit the freedom to kick.
(So the spanker can get the full experience.)
After the spanking
Remember that after the spanking, the child has “paid” for his/her
misbehavior and should be fully forgiven, effective immediately. The slate
is clean again. Reassure your child, tell him/her how much he/she is loved
and that the punishment was necessary to keep him/her from repeating the
bad act. If he/she is crying, hold him/her on your lap until the tears
subside, and hug him/her. Have some tissue or a hanky ready to clean
his/her eyes and nose.
After the child has regained his/her constitution, help him/her to get
dressed again. You can let him/her apologize to you (or the offended
person, if different), and promise not to repeat the bad behavior. This
will strengthen the educational effect. Do not apologize for having given
the spanking. If you truly felt that such a punishment was deserved, it
was your responsibility to carry it out. You don’t want to undermine the
deterrence factor by suggesting that you spanked unfairly.
Let the spanking stand as the punishment for the offense, and do not
humiliate your child by mentioning the offense or its penalty in public.
The child has paid and the issue is settled. Fully reintegrate the child
to the family, and make sure all family members accept the punishment as
sufficient, so that they will reaccept the child as well. Do not tolerate
any further angry words (e.g. from your spouse) about the misbehavior. The
matter is to be considered closed.
(Great, I wonder if that also goes when someone has to spank their disobedient wife for misbehaving. What a good lesson to teach our children, there is moral justification to use violence under the vale of discipline and when you are not please with one’s behavior.)
(Added Nov, 2003) Some readers recommend to put lotion on the child’s
bottom after the spanking. Normally this shouldn’t be necessary, and
parents might also argue that doing so is not pedagogically desirable.
Still, it will do no harm and, like the hug, it might help in showing the
child he/she is fully forgiven.
Recommended lotions are after-sun lotions and aloe-vera-based lotions –
generally, any lotion which is cooling and soothing.
(Probably the creepiest thing I have ever read! This is truly a website dedicated for spanking fetishes.)
Teachers Who Paddle
August 22, 2008
IMPLEMENTS and TECHNIQUES
Dear Readers: The following blog may make some people very uncomfortable- especially those who are totally opposed to corporal punishment. While it is not our intention to upset anyone, the issue of the use of the paddle needs to include coverage of actual implements and frank descriptions of techniques. Those who might be offended by this should skip this blog OR CLICK ON THE BACK ARROW.
It has come to our attention by one of our dear readers that the link REB’s PADDLES is a “spanking fetish” consensual adult site. We at TWP understood this but wanted to set up a way that you, our readers, could see what various paddle types we talk about actually look like. Neither this blog nor the link in any way endorses or seeks to promote any fetish. Our purpose has been and will always be to give a different perspective on the issue of corporal punishment in U.S. schools.
(That’s a true telling that paddlers must buy paddles from sadomasochistic (S.M) pornography stores. If its such a great teacher’s tool, then teachers can find free reign to buy it at their local teacherr’s supply store.)
(02/07/2009) It has come to TWP’s attention that the “Reb’s Paddle” link no longer works. If we cannot re-set a link, then we will look for another similar link that meets our criteria. We will keep readers updated on future changes.
This section deals with the actual implements used in corporal punishment in school. The names of various paddles are from our links with Reb’s Paddles or Officeplayground. These are internet sites whose paddles we rated from HIGHLY INAPPROPRIATE to HIGHLY RECOMMENDED. Our criteria was based on the following:LENGTH, WIDTH,THICKNESS, and IMPACT.
COACH: This is by far the largest paddle we could find on the internet as the best example of the worst possible paddle one could use. This monster comes very close to the one mentioned by Ted Gup in his story in Salon.com a few years ago. The measurements are 27″x 4″x 1/2″ and we at TWP consider this HIGHLY INAPPROPRIATE for corporal punishment at any level. Finally, the IMPACT is so severe and bruising that any educator that contemplates using it should be stopped if other educators want the general corporal punishment policy to be retained. (www.reb-online.com/coach.htm)
18″: This paddle, the “little brother of Coach” is not much better and worst of all, is the most common paddle type used in schools today. The measurements are 18″x3 1/2″ x 1/2″ and we at TWP believe that any paddle close to this size is HIGHLY INAPPROPRIATE. Like “Coach,” the IMPACT of this paddle is too severe and bruising. Also, using this paddle opens educators up to the accusation of abuse. (www.reb-online.com/18.htm)
SCHOOL HOUSE: The idiot who invented this montrosity had to have been a sadistic sicko- certainly not a teacher! Its measurements are 25 1/2″x 2 1/2″ x 1/2″ and because of that, TWP’s grade is HIGHLY INAPPROPRIATE. The IMPACT is actually worse, not because of the holes, but rather the narrowness which would leave a horizontial bruise “stripe” across the buttocks. That and the holes are good only for wrecking careers and lawsuits. (www.reb-online.com/schoolhouse.htm)
TAKE ALONG: This strangely named paddle is o.k. if used carefully and applied to older elementary children such as 5th or 6th grade. The measurements are 11″x 4″x 1/2″ and because of its thickness being 1/2″, TWP’s assessment is MODERATE and the decision should be left to the individual educator. The IMPACT will be some redness but if the number of swats is minimized (no more than 3), there should be little residual effects other than a bit of soreness for about an hour.(www.reb-online.com/takealong.htm)
THIN: This paddle is the favorite of the contributors to this blog who all teach 3rd to 5th grade. The measurements are 13 1/2 “x3 1/2″x 1/4″ and the best quality of this paddle is that it is indeed thin! While the IMPACT will certainly leave a sharp sting, no bruising will occur except perhaps to the ego. TWP’s only wish is that the THIN was a little wider instead of 3 1/2 “. Still, the thin gets TWP’s HIGHLY RECOMMENDED ranking.(www.reb-online.com/thin.htm)
PADDLEBALL: The only paddle not made by reb’s paddles, we had to really search for this one. A teacher friend of ours who teaches preK showed us her little paddle but could not tell where it came from since she got it from another teacher who left for a position out of state. This cute paddle is meant only for pre-k to 2nd grade and, because of the light and thin balsa wood, should be double or triple layered to prevent breaking. Even then, the IMPACT will be only a lite sting with no chance of bruising if used with just one or two pops.The measurements are 8″x5″x1/5″ and the single layer thickness is an estimate. TWP’s rating is HIGHLY RECOMMENDED and who knows- maybe a single taste of this paddle will deter the little terrors from behaving badly in school later!
(Looks like the S.M fetish store is up for business. If Teachers Who Paddle wanted to share with us the proper paddle, maybe they could have just started with that and didn’t have to display everything else. As for not endorsing a fetish, that’s cleearly a lie from your creepy spanking fetish stories on your website. As for the bruising issue, you clearly were caught in a lie, examine what they wrote after being blasted by a set of posts that were previously on The Hitting Stops Here’s! forum called, “Why Paddling Must Stop!)
(I will be starting up the series next week.)
What child abuse isn’t:
Bruising From Paddling: We know this will raise eyebrows (and blood pressure too!) but hear us out. The key is INTENT and we truly feel that 99% of paddlings that cause any bruising is UNINTENTIONAL. The paddling that does leave bruises CAN be called an ABUSIVE paddling but the educator’s intent was non-abusive. Even then, educators have had careers destroyed because of one unintended blemish on a child. (See post MISSION STATEMENT)
HOLES: We at TWP have heard all the rhetoric about air resistance, increased velocity, and added “sting” and this line of thinking leads to legal trouble and ruined careers- just ask any of the teachers who are mentioned in http://www.corpun.com.
DOUBLE HANDED HANDLES: This should be a joke but is not. Any teacher who uses a two handed grip on a paddle should not be working in education period! Enough said!
(Like what was said in one of Obama’s press conferences, “You lied!” For proof, read last week’s post where Fake Rene paddle a black girl with a two handed grip. Oddly enough, she didn’t do it to the white girl.)
SHARP EDGES/CORNERS: One of our contributors took a second look at her THIN-like paddle and decided to smooth out the corners a bit more. That ought to show all of you readers what kind of people we really are-CARING and SENSITIVE towards our “kids.”
(If you were sensative towards the children in your care, you would respect their bodies, understanding that a violation of their bodies is a violation of their dignity, wich is subsequently a violation of their human rights. To be honest, I have never met a group of people who were not only 100% wrong 100% of the time, but 100% intellectually dishonest and 100% hostile towards those who disagree with your primitive views. Yes, I said primitive because you have been shown evidence and you completely ignore it, like you know better.
If anyone wants to move away from the beating habbit, please visit
www.positivediscipline.com, to learn mor about nonviolent forms of discipline.
Even though we at TWP really do care about our charges, when the time arises that requires corporal punishment, we use reasonable but firm techniques. Unfortunately, not all educators do so and we have addressed four techniques below- 2 BAD and 1 GOOD with 3 POSITIONS as well.
SLEDGEHAMMER:Unbelievable but true, this method involves a child bent over a couch or across a table and the administrator holding a large paddle with both hands like a construction site sledgehammer high above his/her head and bring said paddle downward with maximum force. This can only bruise and should be stopped by witnesses and prohibited by school board policy.
BASEBALL GRAND SLAM: Like SLEDGEHAMMER, this is something only a moron for a teacher would consider- Swinging a paddle like a baseball bat with both hands. This is too extreme and no witness should allow this type of technique to be used- much less school board policy!
TENNIS SWING: The only method endorsed by TWP, it is what it is called- a tennis racket-like swing about 90 degrees from start to impact and parallel with floor. Also, teacher should use only single handed grip of paddle with other hand on lower back of recipient. The hand on lower back will prevent an accidental blow to any area other than the intended target-the buttocks. In addition, if recipient ducks or turns, the teacher will detect that in time to stop the paddle swing and avoid an accident.
OVER THE KNEE: The classical spanking position is not recommended by TWP for school corporal punishment but is not unheard of with the youngest children. The teacher mentioned with the PADDLEBALL paddle did use this sometimes but never more than a couple of times.
BEND OVER CHAIR: When a child needs to grip something, this is best and as an extra benefit, the hands are less likely to flail back-thereby avoiding injury. Regardless, both teacher and witness need to watch out for the hands.
BEND OVER WITH HANDS AGAINST WALL: Better than previous, this position works best with older kids. The best advantage is that no chair is needed and the child’s hands are watched more easily by the witness.
(Creepy! I’m not sure, but by the looks of things, this group of teachers are nothing short of either true teachers, fetishists, or a combonation of the two. Also what’s the deal of the witness, nobody tells us what the witness is for and there is nothing to stop the paddler and witness in being accomplices in team paddling, wich pleases the appitites of perverts, but never takes the child in consideration. I would like to think that Teachers Who Paddle is a website run by 4 women who are spanking fetishists with fantacies of being teachers,but just imagining them out there somewhere, teaching in an United States school makes my stomach turn.)
I will hand out awards too.
(Teachers Who Paddle hand out awards, Why can’t I?)
The Sadist Award
The Adolf Hitler Award
The Dumb Award
Rev. Wade Ditty, Minister, Presbyterian Church (USA)