What can we do as teachers in cases of bullying?

What can we do as teachers in cases of bullying?

Albert Bandura is a known social learning theorist, known for his belief that students learn by modeling and observations. Teachers in the instruction framework in Trinidad and Tobago are not merely teachers, we take on the roles of caregivers, disciplinarians, and social workers. Prospective teachers can work with parents of students to take on the responsibility of exhibiting proper social behaviors, displaying proper ways to express anger rather than resorting to bullying. Both parents and teachers can work together to decrease the observation of ‘bullying’ or violent acts witnessed by students; whether in reality or in media.

With the intention of moving from a Teacher-Centered Classroom or a Student-Centered Classroom, teachers are now paying close attention to their students' preferences, dislikes, and behaviors. Bullies and victims display a uniform set of behaviors that can be detected by teachers. Bullies display an intense level of aggression, disruptive behaviors, defiance, and negativity, while the victims of bullying become withdrawn, quiet, and shy. Prior to attempting to stop the incidents of bullying, teachers can attend anti-bullying seminars which assist in identifying and solving bullying. Teachers can pay attention to the changes that occur in her/his students, this can result in nipping the ongoing incidents of bullying in the bud. Nicolaides, Toda& Smith (2002) “Overall, it was thought 33.4%(SD=22.7) of bullies got talked to, which is probably accurate; and 25.6%(SD=18.8). This journal reports that 33.4% of bullies get ‘talked to’ by their teachers. What happens to the other 66.6%? Teachers need to step up with regard to addressing the ongoing epidemic of bullying

Critiques, Strengths, and Weakness in the Research Articles:

There was a wide number of foreign, Caribbean, and local scholarly articles, journals, surveys, and reports that were available for the completion of this research paper, especially within the age group. The articles were also within ten years, making the information relevant and reflective of the occurrences of bullying in Primary Schools in Trinidad and Tobago in 2019.

While UNICEF produces qualitative and quantitative data, the results did not necessarily reflect the culture of Trinidad and Tobago and by extension the prevalence of bullying in this country. Dr Seepersad definitely renders that local information that was missing however, even a novice researcher contests the reliability of his findings since they were conducted solely in a school in the Northern Vicinity of the country. The culture of the locals in North Trinidad vastly vary from that of the southern local, Dr Seepersad’s data might be skewed because it does not represent the entire country.

Many articles found have delved into the after-effects of bullying, for example, the effects and what can be done to help the victims and the perpetrators, however, there are very few articles that focus on what causes bullying. The very few articles that did try to address the causes of bullying, admitted to being inconclusive, stating that there cannot be one main reason why students choose to bully others at that young age.

Conclusion

With the world making significant technological advances, schools can no longer shift bullying under the rug, and parents and teachers can no longer turn a blind eye when it occurs. Rather than apply offensive measures, parents and teachers can work together to implement preventative solutions. This article review has highlighted the negative effects bullying can have on a student at the Primary School level. Teachers can no longer say that the correlations are speculations, bullying has serious tangible effects and therefore should address EVERY incident of bullying. We need to create an environment that teaches students to practice better ways to express their grievances rather than resort to bullying.

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