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Bullying is the act whereby a person hurts, persecutes or even intimidates a weaker person. This is one act which is deeply rooted in schools where the seniors take advantage of the juniors and mistreat them a great deal. The bullying action involves many incidences of fighting, in which case the bullies involve themselves in fights with the other students (Whitted & Dupper, 2010). The victims of such an action are more often faced with quite a number of problems which are not encouraging. These may comprise of disquietedness, very low self esteem, depression, very low-self confidence, and even poor self-image (Whitted & Dupper, 2010). The victims may be so much affected that they start losing interest in school. Both the bullies and those bullied show poorer psychosocial functioning than those who are totally uninvolved (Nansel et al, 2009). This translates to very low school attendance and consequent poor performance in the academic circles.
This is indeed a major problem which needs to be addressed with all the seriousness that it deserves. However, the teachers, in the process of curbing this puzzle, may end up spending instructional time on the same, something that affects the overall academic standards in the long run.
Dealing with this aspect of violence in schools has become a teething problem to most teachers. High profile levels of violence are most dealt with, but bullying is one form of violence which is not considered to be extreme but ought to be taken care of, lest it brings down the standards of education due to its adverse effects. According to research which has been carried out in the recent times, bullying has been found to have very deep effects on the general learning atmosphere of a school. The ability of proper learning by the student is highly affected due to apprehensiveness. This is brought about by the harassment and all forms of intimidation associated with bullying practices. If this problem is not corrected, it can lead to other forms of violence, which might be more dangerous (Whitted & Dupper, 2010). Back in the year 2001,the "No Child Left Behind Act of 2001"(NCLB) , a law which was passed in the United States of America, sees unto it that safety in the school is upheld and of major importance to the school management. Schools which are considered to be ripe with problem behaviors and thus insecure are marked, and their students permitted to move to safer schools. However, those schools which are considered to be safe need be in the same locality or region. This shows the seriousness with which the aspect of violence, and in this case bullying, is taken with.
Bullying, as one of the major problem behaviors in schools, can actually have grave repercussions on all the parties involved in it, and are at times long-term. The victims always suffer a lot of problems. They try to seclude themselves and this leads to depression and a feeling of insecurity at all times (Crick & Casar, 2009). Students tend to hate and dread going to school, one thing that leads to many school dropouts (Whitted & Dupper, 2010). The bullies also suffer emotionally and their social lives may be eroded in the long run. These bullies may end up in dangerous gangs and groups in future. These are the people who get involved in criminal activities and end up being a threat to the society. Therefore, the earlier this problem is taken care of, the better. The witnesses also bear some effects. Reports indicate that witnesses of these bullying actions suffer fear of being the next victims and targets of such mistreatments. They therefore suffer distress and are always unhappy about the same. This translates to poor performance in their academics since they concentrate on how to avoid the bullies and being the latter's prey, rather than focusing on academics (Chandler et al.).
Anti-bully programs which are to succeed at the school level need to target the children as individuals. This will help in changing the way the students view and perceive the whole matter, which translates to a safer learning environment. To achieve this, all the parties have to be deeply involved in these programs, that is, the victims, the bullies, those who witness these actions, and even their families (Whitted & Dupper, 2010). For these types of programs to bear fruit, the teachers and administrators must always show their interest by way of fully supporting the program. This involves spending finances on them and ensuring that the programs are taught in class by way of floating them in the curriculum.
The teachers should insist on etiquette and acceptable behavioral trends amongst the students. School rules need to be developed which prohibit bullying at all costs. Everybody in the school, need to take it as his or her own initiative to curb this vice and bring it to an end. No one should condone this type of behavior, and more so the head of the institution. The administrators should involve everybody in coming up with policies that address this problem and the policies need to be written ones and distributed to the whole school community. One such policy should clearly define what bullying is and most probably a reporting system which is quite confidential. This will go a long way in encouraging those who are victimized or have witnessed such an action in the institution to report without fear of being known (Nansel et al, 2009). An assessment of the progress of the anti-bully programs is supposed to be implemented in order to deal properly with this vice. This can be done in form of questionnaires which are distributed most often. Through such assessments, awareness is created in the school and help to insist the importance of good behavioral practices. Such an assessment also aid in the process of coming up with other strategies such as plans of implementing the programs which are set, since everyone is involved. Now that everyone is involved, awareness and knowledge over the same is enhanced, one thing that help cultivate virtues such as empathy in the student's lives.
The general study is how the teachers dealing with bullying during the class that involve physical abuse, psychological, and teasing that may result in poor academic performance for the victims. The problem of this study is teachers taken the time to address acts of violence in the classroom diminish instructional time.
Bullying is one practice which is of a major concern to all schools. Not only does it affect the academic standards of the students and the school in general, but also leads to erosion of the behaviors and morals of those involved, especially the bullies. This problem needs to be sorted out for there to be a good and ample environment for learning to take place effectively. Research has proven that most teachers take bullying for granted. They take it as mere childhood habits and behaviors. The dining hall harassment practices, for example, are usually overlooked, and this forms the basis for this type of ill behavior that needs to be done away with (Whitted & Dupper, 2010). The problem arises where the teachers tend to spend time dealing with bullying cases, time which could otherwise be used in productive academic work. This is because they are involved fully in the decision-making processes, which include coming up with policies which may be used in dealing with this problem. Implementation of these policies is also time-consuming; especially where they are floated after there is an alarming rate of bullying incidences. Both school and student-intervention methods discussed earlier on should be implemented in order to cultivate an environment which is friendly and easy to deal with. Teachers who have incorporated teachings on bullying into their teaching curriculum find it easy to deal with this vice in later days. This is because the students learn to appreciate each other and incidences of bullying are greatly reduced.
A qualitative descriptive research methodology is appropriate while carrying out this study since it entails details concerning the thoughts of people, especially the teachers and their opinions. The population group has to involve open questions and a physical education teacher from Jacksonville, FL Schools.
The purpose of this descriptive qualitative study is to gain some understanding from teachers about their perceptions and practices surrounding bullying behaviors in class. This is based on the fact that teachers view this whole issue in a different perspective.
This research study is aimed at investigating the degree and extent of problem behavior in schools nationally. The study will entail all the forms of violence in the school whether high-level or low-level. Problem behaviors which are regarded to be extreme or high-level include onslaught and even killings.This are usually given all the attention in most schools at the expense of the low-level forms of violence (Crick & Casar, 2009). Some forms of problem behaviors are not viewed as being exterme, and are thus overlooked. One such form of violence is bullying and is really widespread (Whitted & Dupper, 2010). The environment and general mood of the school is always affected by bullying practices. The aftereffects of bullying are far much alarming and it's a high time the problem is solved once and for all.
The other purpose of this descriptive qualitative research study is to investigate the kind of efforts which are underway in schools to prevent problem behavior. Due to the adverse effects of the latter in schools, a lot is being done to do away with it. The teachers are the acknowledged leaders in this effort; however, responsibility for effective anti-bullying programs must be the responsibility of the total school community (Nansel et al, 2009). One of them is incorporating bullying prevention programs in the curriculum. This help in early teachings against problem behaviors in the students. It also creates awareness amongst the school community and will go a long way in preventing any further behavioral problems in future. Policies to deal with bullying problems are also established. This has to involve all the members of the school community for effective implementation and adherence to these policies. The heads of the schools are also at the forefront in the curbing of these behavioral problems. There stands are to be firm and should send strong messages which prohibit these forms of violence since they highly and negatively have both physical, social, and psychological impacts.
The final purpose of this descriptive research study is to investigate how well the efforts to prevent problem behavior are being implemented. Some of the policies are implemented, but not in full, a thing which hinders the full realization of the main objective. The school team responsible for oversight of the school's bullying prevention program provides training for all staff members on this issue and any other behavioral problems and this committee deal with implementation of all the set up policies (Nansel et al, 2009).
This study is to go into the depths of evaluating and examining the correlation between bullying and participation in physical education classes, a thing which is to aid the process of combating problem behaviors in schools and their associated effects.