AM Classroom Bullying Setting Assignment
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Dec 6, 2023
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Amy Montgomery
Liberty University
EDUC 304 – D03
Classroom Bullying Setting
I hereby certify that any discourse in the following work is original. Any questions concerning
the content herein can be forwarded to agmontgomery1@liberty.edu.
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Introduction
Bullying within the school setting is a prevalent issue and creating an anti-bullying
movement within the school system may be insufficient in eliminating bullying within the
classroom. Due to this fact, the individual classroom teachers need to be the ones carrying out
the movement in their instruction. This discourse will highlight the various types of bullying
occurring in Tasha’s example and will provide solutions in order to eradicate bullying in the
classroom.
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Bullying Incidences
Example 1
Emily, Keisha, and Tasha share moments of friendship paired with moments where Emily
and Keisha team up to bully Tasha. While it is possible that many incidences have occurred,
Tasha has only reported two incidences to the school authorities. The first incident transpired the
moment Emily decided to deny Tasha a seat at Emily and Keisha’s lunch table. Keisha made the
decision to join in on the bullying by composing a hurtful poem about what Tasha was wearing
that day, which she read to the group during a group activity. Keisha proceeded to laugh about
the poem with the group and to mock Tasha.
Bullying Type
Due to the commonality of bullying within institutions, it becomes essential for teachers
to know the various types of bullying. The types of bullying include as following: physical
bullying, verbal bullying, relational bullying, sexual bullying, cyber bullying, and social bullying
(Burden, 2020
).
In the example described above, Tasha’s form of bullying falls under the verbal
bullying category. Verbal bullying can be recognized by “name calling, insults, teasing,
intimidation, homophobic or racist remarks, or verbal abuse” (
Types of Bullying).
Tasha faced
name-calling, teasing, insults, and verbal abuse within this example; therefore, the type of
bullying presented in this first example points to verbal bullying. Furthermore, there are various
indicators of bullying that a teacher can notice that include the following: unexplainable injuries,
changes in eating habits, declining grades, loss of interest in schoolwork, sudden loss of friends,
or self-destructive behaviors (
Warning Signs for Bullying).
Tasha began showing signs of being
bullied due to the fact that her grades began declining, which may indicate a loss of interest in
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schoolwork, and she had a sudden loss of her two friends. With these facts in mind, accompanied
by Tasha’s allegations, a teacher could conclude that Tasha has been bullied.
Solutions
As stated previously, the teacher is tasked with implementing the anti-bullying movement
by utilizing strategies to inform students about bullying and to prevent future bullying from
occurring. In Kesha’s example, I believe that it would be beneficial for the teacher to teach a
lesson on bullying and the beginning of the next week to inform students about bullying. The
teacher could hand out papers with the various types of bullying listed along with examples. The
teacher could go even further by building a bulletin board around bullying or putting up a poster
with the information about bullying on it. The teacher could refer back to that conversation
weekly or even daily. The first step to getting rid of bullying is making sure each student knows
what bullying is and what it looks like, which is an example of supportive-cooperative
intervention strategy (Wachs et al., 2019). After informing the students, the teacher could then
encourage students to stand up for those who are being bullies and not partake in the act
(
Classroom Strategies).
Hopefully, this will empower the other students around Tasha to stick up
for her instead of joining in.
Reflection
In order to know whether or not the solutions were effective, I would look at any new
learned behaviors that the students are now demonstrating. I will be able to tell if the solutions
were effective if other students besides Tasha begin coming up to me or other authorities and
informing us of bullying going on that the students witnessed. This would indicate that the
students are recognizing bullying when it happens and are refusing to participate. Furthermore, I
would be able to tell the effectiveness of the solutions if Tasha begins to build new friendships
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with students that defend her. Both of these scenarios would showcase whether or not the first
few solutions were making an impact.
Example 2
When Tasha recounted the second incident where Emily and Keisha bullied her, she
explained that she had been late getting on the bus after the team won their basketball game, and
as she was walking to her seat on the bus Emily stuck her foot out into the aisle of the bus and
tripped Tasha. As a result, Tasha fell face first on the ground, dropped her water bottle which
rolled down the dirty bus floor, and dropped her phone, cracking the screen on landing.
Bullying Type
After hearing the second incident, I recognized that this incident was an example of
physical bullying. I acknowledged this act of bullying as physical bullying based on the
characteristics of physical bullying, which includes hitting, shoving, kicking, pushing, spitting,
and taking or damaging a person's property (Burden, 2020). Not only in Tasha’s example was
Tasha physically injured by Emily tripping her, but she also broke her phone. Emily engaged in
physical bullying because she stuck her foot out to trip Tasha and also broke Tasha’s phone as a
result of tripping her. At this point, I am noticing that these events are becoming more and more
common, and I notice that Tasha’s grades are also falling, which is an effect of being bullied.
Due to the fact that bullying is not tolerated at this school, action must be taken.
Solutions
After hearing both accounts of bullying and seeing the effect they are having on Tasha, I
decide to file a report of bullying to the authorities. Then, I would continue to confront Emily
and Tasha’s parents about the situations. A study shows that including the family in the
conversation assists in stopping and/or preventing bullying based on the fact that parents are able
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to build awareness, to establish “attitudes and self-efficacy to role model, and to talk with and
help their children to develop social competence, and to prevent or respond to bullying” (Lester,
2017). This ensures that methods that are taken at school to prevent bullying will also be carried
out in the children’s homes.
Reflection
After continuing to implement solutions, I would be able to evaluate the effectiveness of
the solutions based on whether or not bullying continues. Once I have educated my students on
bullying, promoted sticking up for those being bullied, reported bullying incidences immediately,
and confronted the parents of the bullies, I would hope to see the bullying stop and to see Tasha’s
grades and overall demeanor improve. If I am still hearing about bullying occurring and still
seeing Tasha’s grades decline, I would know that the solutions were ineffective in putting an end
to the bullying in my classroom.
Biblical Application
While I may not be able to handle bullying scenarios with a Biblical response, I still have
a Biblical command to follow. As a Christian, I can look to verses such as 2 Timothy 1:7, which
tells me “for the Spirit God gave us does not make us timid, but gives us power, love and self-
discipline (
New International Version Bible,
2011, 2 Timothy 1:7). This verse should empower
me to stand up for those who are not able to do so for themselves. God gave me the power to do
just that. Furthermore, I can indirectly help my students live out this verse by encouraging them
to go boldly and stand up for those who are being mistreated.
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References
\
Assistant Secretary for Public Affairs (ASPA). (2021, November 10). Warning Signs for
Bullying. Retrieved from https://www.stopbullying.gov/bullying/warning-signs
Burden, P. R. (2020).
Classroom management: Creating a successful K-12 learning community
.
John Wiley & Sons.
Classroom strategies. (n.d.). Retrieved from
https://www.education.vic.gov.au/about/programs/bullystoppers/Pages/teachclassroom.as
px
Lester, L., Pearce, N., Waters, S., Barnes, A., Beatty, S., & Cross, D. (2017). Family Involvement
in a Whole-School Bullying Intervention: Mothers’ and Fathers’ Communication and
Influence with Children.
Journal of Child and Family Studies, 26
(10), 2716-2727.
http://dx.doi.org/10.1007/s10826-017-0793-6
New International Version
. (2011). BibleGateway.com. http://www.biblegateway.com/versions/
New-International-Version-NIV-Bible/#booklist
Types Of Bullying: National Centre Against Bullying. (n.d.). Retrieved from
https://www.ncab.org.au/bullying-advice/bullying-for-parents/types-of-bullying/
Wachs, S., Bilz, L., Niproschke, S., & Schubarth, W. (2019). Bullying Intervention in Schools:
A Multilevel Analysis of Teachers’ Success in Handling Bullying From the Students’
Perspective.
The Journal of Early Adolescence,
39(5), 642–668.
https://doi.org/10.1177/0272431618780423