By Mona O'Moore
Designed to paintings as a coaching guide, this ebook used to be constructed from education classes run through the authors on facing bullying in faculties.
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Extra info for Dealing with Bullying in Schools: A Training Manual for Teachers, Parents and Other Professionals
2001) Stop the Bullying: A Handbook for Schools. Australia: ACER. 9265 CHAP 03 p28–48 10/9/04 1:29 pm Page 28 Chapter 3 What teachers need to know WHAT’S IN THIS CHAPTER This chapter has been written primarily for those involved in classroom work with students – whether they are teachers, resource teachers, classroom/teaching assistants, multi-agency staff or educational psychologists. For the sake of convenience, these people have been loosely termed ‘classroom staff’, and with such personnel in mind, the following items have been included in this chapter: What classroom staff need to know Dealing with incidents of bullying behaviour Preventative strategies: ideas for classroom activities A brief note on classroom staff and bullying behaviour in the workplace.
But in this school, we do tell – and we look out for each other by telling a teacher when we know about someone else being bullied, or we are being bullied ourselves’. 3 The essentials of reporting. When someone makes an allegation of having been bullied, or reports that someone else has been bullied, the most important thing (in the initial phases) is to attend to that person’s safety needs. Communicating that we ‘believe’ the complainant is perhaps too strong – after all, individuals’ perceptions will differ, and not every incident is unambiguous – but we should communicate that we accept what the complainant has to say.
Both Ace and Eyeball were generally disliked because their bullying was seen as totally unfair, due to the age difference – here were 18-year-old young men picking on 12-year-old boys. However, the aspect that was most forcibly argued by the students was the feeling that Eyeball should have stood up for his brother (Chris). In other words, he should have gone against his own friend (Ace) and stopped the bullying. A case of ‘blood being thicker than water’? Probably. But this finding also shows that at a level, every child/teenager knows that the actions of a bully are unfair; and also, that people have a responsibility to stop bullying (even if this pro-social action only extends to blood relations, it could still be built upon, and into a general principle).