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Bullying in the Classroom

Bullying in the Classroom. Elise Chupp Ball State University. Bullying: What is it?.

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Bullying in the Classroom

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  1. Bullying in the Classroom Elise Chupp Ball State University

  2. Bullying: What is it? • School bullying can be described as a situation in which one or more students (the bullies) single out a child (the victim) and engage in behaviors intended to harm the child physically, emotionally, or socially. • 4 components: Bully, victim, location, and bystanders. • Types of bullying: • Direct: Bully confronts victim face to face (Boys). • Indirect: Bully attacks the victim’s social standing or reputation (Girls). • Why: Bully may take joy in watching another child suffer, like the increased social status, or covet the stolen item, but not due to lack of self-esteem.

  3. Reducing Bully Behavior • Assess the extent of the bullying problems both in and out of the classroom. • Ensure that the class understands what bullying is and why it is wrong. • Confront any student engaged in bullying in a firm but fair manner. • Provide appropriate and consistent consequences for bullying.

  4. Victims • Characteristics: Possibly the lack of social network to offer support and age. • Passive: Physically weaker, avoid violence and physical horseplay, and somewhat anxious. • Provocative: Anxious and aggressive, poor social skills. • Take steps to ensure the victim’s safety. • Help the victim to develop positive connections with others. • Teach assertiveness skills.

  5. Bystanders • Bystanders: NOT neutral observers and often times are supporters of the bullying and may actively help. • Make bystanders aware that their own behavior can encourage or discourage bullying. • Teach skills that bystanders can use to intervene when they witness bullying. • Hold bystanders accountable for their behavior in bullying situations. • Structure classroom and school wide activities to encourage bystanders to develop positive relationship potential victims.

  6. Locations • Uncover bullying “hot spots” in the school and community. • Put strategies in place to make locations less attractive to bullies.

  7. What can the school do? • School wide assessment from students, teachers, administrators, and parents. • Know, as a staff, how to define bullying and when and how to intervene. • Develop a consequence menu of steps and disciplinary actions to use as a school for bullying to provide consistency. • Establish a policy for contacting the parents. • Continual monitoring of bullying in the school.

  8. “Safe at School” • The purpose of the game is to use teamwork and bully knowledge to get at least one player across the finish line before the bully does. • Move across the board by answering bully questions correctly. • The teacher roles for the bully to keep the bully moving across the board as well. • Players can work together to keep at least one player in front of the bully.

  9. References: • Hazelden. (n.d.). Retrieved from http://www.hazelden.org/OA_HTML/ ibeCCtpItmDspRte.jsp?item=3824&sitex=10020:22372:US • No bully. (n.d.). Retrieved from http://www.police.govt.nz/service/yes/nobully/ • Steps to respect: A bullying prevention program. (2010). Committee for children. Retrieved from http://www.cfchildren.org/programs/str/overview/ • Wright, J. (2004, February). Preventing classroom bullying: What teachers can do[Pamphlet]. Retrieved from http://www.interventioncentral.org

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