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Bullying, on the other hand, is an imbalance of power. This is key. Bullied students are unable to defend themselves, which is what causes the imbalance of power. Bullying occurs in different forms such as threats, teasing, name calling, excluding, preventing others from going where they want or doing what they want, pushing, hitting, and all forms of physical violence Mahoney, The severity of bullying varies from case to case. With the growth of the use of social media among students, staff should be aware that cyberbullying is becoming more of a problem.

This includes texts, emails, videos, and posts and messages on social media websites.

Schools need to ensure that bullying prevention efforts are stressed when it comes to cyberbullying. When teachers and staff call a child a bully or a victim, they place a judgment on that child, which can then cause problems in the future for that student. First, find out what happened before deciding whether or not the incident qualifies as bullying US Department of Health and Human Services. Looking at the specific behaviors that occurred is important so that they can be addressed at a later time. Keep in mind that each student involved in a situation comes from different circumstances.

Everyone has baggage. There may be a reason that the child who engages in bullying behavior is acting this way. If the behavior keeps occurring, the parents will need to be involved. But when teachers address specific behaviors such as disrupting the classroom or harassing other students, parents recognize that the behavior needs to stop.


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Age-appropriate rules allow a student to know what behavior is expected. When kids are younger, keep rules simple. When kids are older, shape the rules to help them meet their maturity level. The authors suggest that staff should:. These guidelines for rules set a tone for the classroom. They can help the teacher have a well-managed classroom that is less prone to bullying behaviors US Department of Health and Human Services.

The rules and the consequences for breaking the rules should be clearly stated. Students need to know what will happen if they engage in a certain behavior. This provides clear expectations. Rules need to enforce respect, responsibility, and safety Scheuermann and Hall, Rules should incorporate these vital components and apply to every situation every day to everyone.

Remember, rules are there to keep students and staff safe. What if you caught him doing something good? Would you point it out? Not many people choose to reinforce good behavior because good behavior is expected. This is a problem. Pointing out the good behavior acknowledges and reinforces that behavior. This way the student will be more likely to engage in the positive behavior again. Just like setting clear rules and enforcing those rules, reinforcing good behavior will give students clear expectations about what you want in a positive way.

Use one-on-one feedback, and do not publically reprimand.

Bullying No More: Understanding and Preventing Bullying

Help students correct their behaviors. Help them understand violating the rules results in consequences. Communication is key to building rapport. When teachers have open communication with their students, their students will feel more open to talking to them about their problems—including bullying.

Having classroom meetings is one way to build that communication. Classroom meetings provide a way for students to talk about school-related issues beyond academics US Department of Health and Human Services. Be sure to listen during these meetings. Empathic Listening is key. Keep in mind that as a target, a student might not want to say something in front of the whole class or if the bully is in the classroom meeting. Schools need to have adequate reporting systems as well. They need to encourage teachers and staff to report the incidents that occur.

This way the school can provide a way to protect students and prevent these circumstances from occurring again.

Prevent Bullying | Features | CDC

By using this system, possible future incidents can be prevented. Make the reporting system easy to use and confidential, and encourage staff to use it. Communication is not just verbal. A school can also provide nonverbal cues. I take medication so it hardly ever happens anymore. But once it happened at school. Some kids made fun of me. I felt so bad.

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When I see kids picking on other kids, it makes me so mad! I just moved here with my mom and dad and little brother. He has autism.

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But I see a lot of things going on. I try to stop it—even if I feel afraid. Two things I know for sure: Nobody likes bullying, and everyone deserves respect. Yep, I use sign language. When I talk, people have trouble understanding me sometimes. I can read lips! Maybe you could come over sometime. We could watch TV! Hit a grand slam in Little League last year. I scored the winning run! On any team. I have Down syndrome. Sometimes when I talk, you might not understand me. But I usually understand you. In school, I am in special ed classes.

I like it when kids have fun together. Sometimes I see kids being picked on, and I feel scared. Do you ever feel that way? No one has picked on me yet. I hope you have fun and learn a lot about how to stop bullying. I have a little secret. When I was your age, kids picked on me. And now I am a teacher! I wish people could just get along like me and my friends. I feel really bad. Should I tell? Should I try to stop it? If I do, will the kids doing it come after me?

Understanding bullying

Or will I be blamed? The reasons for bullying will be found below the surface by investigating issues of power, norms and social status, tolerance and diversity. The presentation is provided in four parts totalling 55 minutes. Read more on the research into bullying and implications for schools, as well as updates from new research. When you are reading research about bullying, you may find What to look for in research useful so you can ensure the research is of a high quality and the findings are valid.

The Bullying. No Way!


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