In this reflective essay, I examine the impact of corporal punishment in Ghanaian schools by drawing on my experiences as both a victim and a former perpetrator of these practices. Through reflecting on the punitive discipline I endured and later enforced, I highlight the detrimental effects on students' well-being, self-worth, and engagement in learning. Guided by Parker J. Palmer's (1997, 2015) concept that "we teach who we are," I point out the need for educators to embody compassion, empathy, and self-awareness. I also advocate for eliminating punitive discipline in favor of nurturing, supportive, and non-violent relationships that consider the broader socioeconomic and personal contexts influencing student behavior. By creating, sustaining, and promoting a caring, inclusive, and empowering school environment, I argue that teachers can address the cycle of fear and humiliation that stifles student engagement and instead create a space where students feel valued and motivated to develop their full potential.