The Chapter 12 article focuses on positive behavior strategies to eliminate bullying through activities for infants and junior schools. Creating a safe classroom environment will allow teachers to instruct their students in an efficient and effective manner. Unfortunately, bullying is predominant in schools where the different forms of aggression are learned. When bullying occurs, developing strategies are essential to address the issues. When smart and stupid behavior is analyzed, it’s important to use the proper vocabulary to avoid any misunderstandings where certain words can be mistakenly taken out of context. When educators speak to children, it’s vital to use the proper terminology without belittling the student. Additionally, when children …show more content…
Class clowns are rarely taken seriously and seen as jokers who are used for entertainment purposes. Attention getters who are the class clown will be typecast in this role which can be a stigma of their character. Additionally, the reason why some children are class clowns because they are intimidated or lacking confidence. However, class clowns who are defiant will target others and make jokes which are a form of bullying. Being a class clown is not smart behavior since the end result will have consequences. Some of the factors used to identify class clowns are they make rude noises, tell jokes when the teacher is talking, and interrupts the teacher and other children. The penalties for class clowns are no lunch break, parents come into school, and detention in the principal office. When class clowns behavior is identified, they can be ignored and lose their sense of power since nobody is paying attention to their …show more content…
When students progress in education, new skills have to be learned as there are different expectations and work levels to be achieved. As expectations increase with more challenging work, so does the need for discipline and appropriate behavior. If the transition is not appropriate for infant children, they will struggle at a new school and fall off the wall like Humpty Dumpty. Once the shell is cracked, it’s difficult to mend back together. Some of the suggestions made to help with transfers to new schools are assisting other people, listen to the teacher and do good work. The importance of empowering children will enable them to choose their own destiny and find their own solutions to problems. Although some children behave badly, they need to be taught positive ways to earn respect and change their negative behavior into smart
The area of focus for this research project is on the support children receive from practitioners during transition from nursery to reception class in school. This transition in particular is usually passed over as a horizontal transition “these types of transition often involve frequent changes between settings within relatively short time frames” (Fabian and Dunlop, 2007, p.35.) Because for many children the transition happens within the same setting, as a consequence has led to minimum research into this area. In contrast most research is focused on the transitions for children entering into Key Stage One a year later “transition needs planning for over time, if the needs of all concerned are to be fully met.” (Fisher, 2010, p.44). Nevertheless the nursery to reception transition is an emotionally and socially traumatic time for children who are still developing. Fabian and Dunlop (2007, p.3) support this “transfer between phases of education or school, both socially and academically can be a critical factor in determining children’s future progress and development”. Due to the nature of the transition children require certain support from the practitioners socially and emotional making this research worthwhile investigation into practice. Allingham (2011, p.7) promotes that practice that focuses sole on curricular target loses sight of how it impacts on the child.
National Resource Center for Safe Schools. (2001). New study reveals prevalence, harm of bullying. The Safety Zone, 3(1), 1-2. Retrieved August 15, 2010, from http://www.safetyzone.org/publications/zone8_story1.html
In early childhood education most of the caregivers; teachers, assistants teachers and parents have difficulties with the way children act or what they say in certain situations or activities. Thanks to the many early pioneers in Early Childhood Education we have now so many bases that help us to understand and promote a healthy and appropriate environment for a good development of the kids. Guidance that means “teaching children to learn from their mistakes, rather than punishing children for making them” (Gartrell, 2004) is a powerful tool we have as teachers to deal and
Over the last decade, bullying has really been a worldwide issue. Bullying is affecting children all over the world and has grown into a huge epidemic. According to the National Education Association, “160,000 kids stay home from school each day to ...
It is important that everyone in a district, school, and classroom work together to prevent and solve bullying. This is a problem that concerns everyone including teachers, students, and parents. As a school or classroom we must educate students and staff to the warning signs of those who bully and those who are victims. Equally, we must communicate to the students the district policies and expectations that are laid out clearly in the handbook. Districts must decide on and implement a bullying prevention program that fits the needs of its student body.
Some children have normalized the bullying culture and can no longer recognize what is and isn’t bullying. By adding anti-bullying programs schools, including administration and parents, will be aware of all forms of bullying and what they could do to help the cause. There are many forms of anti-bullying programs said to be built for the many different forms of bullying. There are programs that find the parents to be the source of the solution. This includes schools sending guides to the parents homes to teach how to deal with bullying, and to begin a discussion on how to talk about bullying with their child, which often leads to therapeutic talks. Programs that only involve schools are filled with anti-bullying messages throughout the school year that reinforce positive behavior. There also are programs that include both forces, parents and schools. These programs according to Elizabeth Lawner and Mary Terzian in “What Works for Bullying Programs: lessons from experimental evaluations of programs and evaluation” say “Five of the six programs that involved parents and implemented a whole-school approach worked for at least
Bullying has been a part of schooling for as long as children have been congregating. To some it seems like a natural, though uncomfortable, part of life and school experience, while to others it can mean terrifying experiences which spoiled and characterized otherwise happy years in school. Dan Olweus, a pioneer in bully behavior research documented that 2.7 million children are affected as victims, and that 2.1 children act as bullies (Fried, 1997, as cited in Aluedse, 2006). With bullying cited as the reason for violent, gun-related crime in the past few years, school districts as well as national governments have put anti-bullying policies in place. Bullying is a complicated phenomenon, involving more than one child demanding lunch money from a smaller child. It is a worldwide epidemic hitting schools everywhere. Virtually everyone has seen or experienced bullying. With technological advances, bullying is even hitting the internet. Parents, teachers, students and governments agencies alike are attempting to put a stop to bullying practices.
Happiness and pleasure are two concepts we chase and try to achieve throughout our lifetime, in my opinion a person will always ask for more without anything satisfying him or her. In this paper I will be comparing the views of two different philosophers and how they both view the best kind of life in addition to how they define happiness. Aristotle and Kant’s views on happiness and virtues will be compared, although they do not agree on many issues my objective is to find a similarity to their idea of a good life. During this course I had the chance to read the work of both philosophers which allowed me to compare their philosophy with my personal life and how I am living it, but when it comes to who made more sense to me it was the work of
behaviour in bullying situations. International Journal of Behavioral Development, 28(3), 246-258. Retrieved from Education Research Complete.
In recent times bullying has become a national issue, notwithstanding the fact that it has been in existence for many years. Traditionally, bullying has been seen as horseplay, but with the increase of harassment in schools and suicides; parents and schools are now forced to take action to prevent bullying in schools. Bullying is an unwanted, aggressive behavior that involves a real or perceived power imbalance which has the potential to be repeated over time. Strategies to prevent bullying in schools are grouped into identifying the causes of bullying, creating policies and rules, building a safe environment and educating students and staff.
Whitted, K., & Dupper, D. (2005). Best practices for preventing or reducing bullying in schools. Children & Schools, 27(3), 167-175. Retrieved April 8, 2007 from EBSCO Online Database Academic Search Premier.http://search.ebscohost.com.ezproxy.apollolibrary.com/login.aspx?direct=true&db=aph&AN=17538038&site=ehost-live
“Researchers have conducted that at least 25% of all children will be affected by bullying at some point during their school years, and many of these children miss significant numbers of school days each year owing to fear of being bullied” (Bray, M., Kehle, T., Sassu, K. (2003). Bullying has become a major problem for our students and our schools. Children are missing educational time and are losing self-confidence because they are afraid or intimidated by other students. We, as teachers, need to reduce bullying in our schools and prevent bullying from being a reoccurring issue in the lives of our students in order for them to learn, grow and develop. Our goal as teachers should be “to reduce as much as possible-ideally to eliminate completely- existing bully/victim problems in and out of the school setting and to prevent the development of new problems” (Olweus, D. (1993).
Bullying has always been present within the United States. Although the issue has been around for a long time, it continues to grow and become more of problem. It is said that about 160,000 children within the United States are refusing to go to school because of bullying. Another statistic is that within American schools alone, there are an estimated 2.1 billion bullies and 2.7 billion victims (Dan Olewus, MBNBD). The numbers presented here are outrageous and although there are organizations to stop bullying, obviously there needs to be a new set of solutions. Any type of bullying presents problems to children, “Suicide, depression, anxiety, substance abuse, trouble with the law, poor performance in school and work, and lack of involvement in socially accepted activities are some of the difficulties resulting from bullying (Austin, Reynolds, Barnes, Shirley). Of course, there is more than just a single type of bullying. Feeding ground for bullies can range anywhere from text-message or cyberbullying to physical bullying in schools. Also, bullies can begin to strike at a young age and could also be; teenage, middle-age, or even the elderly. Even though there are these many versions of problematic bullies, the largest bullying problems take place within the school setting: a place that is supposed to be safe for children rather than harmful. Although it seems impossible to completely get rid of bullying, these are a few suggested solutions; making the school informed on bullying issues, schools implementing rules on bullying, and having students positively use electronics to stop bullying.
Bullying is something that is not something new and is actually something that society continues to face. Over the years, bullying has been looked at as being so ordinary in schools that it is continuously overlooked as an emanate threat to students and has been lowered to a belief that bullying is a part of the developmental stage that most young children will experience then overcome (Allebeck, 2005, p. 129). Not everyone gets over the extreme hurt that can come as an effect from bullying, for both the bully and the victim. Because of this, we now see bullying affecting places such as the workplace, social events and even the home. The issue of bullying is not only experienced in schools, but the school environment is one of the best places
Bullying has become a serious problem in public schools systems. Being a victim of bullying is a daily struggle for some students. The issue continues to grow, but the question is how to stop bullying from occurring. Many ways have been attempted to stop bullying, but some are more effective than others. Having the students get involved seems to have the most positive effect on the bullying issue in public school systems.