Now that bullying is a very open topic among educators, parents, students, and the society as a whole, classroom teachers must know and understand how the occurrence of bullying and victimization happens at the classroom.
Every classroom differ in their levels of bullying and victimization. It is also worth noting the risks involved in the occurrence of this problem. Therefore, it can be said that at the classroom level, two important factors affect the likelihood of bullying and victimization. These are:
- The personal characteristics of the child
- The characteristics of the classroom he/she happens to belong to.
Understanding these two factors, a teacher should then target the entire class as a whole. It is crucial to eye the group in its entirety as children facing bullying problems as bystanders are also trapped in this social dilemma and not only the bully and the victim. Looking at the by standers, the teachers may see that these children understand that bullying is wrong in itself. However, as much as they want to do something to stop it, they also are anxious to safeguard their own status in the peer group and their safety against the bully.
The bystanders can be more easier to influence. It might take time before they can find the courage to go against the bully but influencing them to help the victim is more beneficial. Victims of bullying are those who usually do not belong. By encouraging by standers to befriend the victim and welcome him/her to the group, this can help lessen the triggers of bullying episodes for him. Only, this should involve many students to prevent the bully from targeting the group one by one.
For the reinforcers of bullying, if the teacher can help the students to refuse giving high regard to those who bully, then there would be no more reward for the status of being a bully. This boils down to the fact that if children can part of the problem, they can also be part of the solution to the problem.
References:
O’Connell, P., Pepler, D., & Craig, W., (1999). Peer involvement in bullying: Insights and challenges for intervention. Journal of Adolescence, 22, 437-452.
Oolthof, T., & Goossens, F. (2008). Bullying and the Need to Belong: Early adolescents’ bullying-related behavior and the acceptance they desire and receive from particular classmates. Social Development, 17, 24-46.
Salmivalli, C., Huttunen, A., & Lagerspetz, K. (1997). Peer networks and bullying in schools. Scandinavian Journal of Psychology, 38, 305-312.
By: Lilibeth G. Navoa | Teacher I | Alauli Elementary School | Pilar, Bataan
