Module 3: Bullying In The Classroom

CLASSROOM CHALLENGE 3 – BULLYING IN THE CLASSROOM Bullying is a person or group of persons using power to harass or intimidate one or more people who have less power (Burden, 2017, p. 180). This is in direct contrast of the Christian family atmosphere that Mr. Goss would like to accomplish. Perhaps, the attitude of superiority was there all along. By practicing the fruits of the spirit, Mr. Goss brings light into the darkness and establishes peace (Luke 1:79, King James Version). The peer relationships and the way their peers look at them is a vital element for the adolescent’s developing self-esteem. Differences in ethnicity, sex, socioeconomic status, intelligence, and physical vulnerability are fertile arenas for bullying to occur (Oriol,

Therefore her motive is power (Fluck, 2014, p. 571). Among girls, the same girl can display bullying and victim behaviors depending on their believe of their social position in the group (Nickerson & Mele-Taylor, 2014, p. 105-106). For example, a girl’s position is safe so long as she conforms to the norms of the group. As soon as she does not conform, someone in the group assumes the role of the bully and a victim is created. Some girls with low self-esteem might take a proactive stance and bully another girl just to make herself look better. Emily might be this student-the one that is unsure of herself. Keisha also is struggling with her own self-esteem and fearing that Emily would think less of her, she joins in the bullying. Another motive of why the bullying is happening is because of the in-group/out-group phenomena ideology (Fluck, 2014, p. 572). Tasha is not fitting the norms of the group. She is new to the area and the school, she is in a single-parent home (no mention of a father in the scenario), she is poor, and she is homeless. The McKinney-Vento Homeless Assistance Act defines homeless as “lacking a fixed regular and adequate night time residence due to hardship (National, 2017, p. 2). Tasha is so out of the group norms that she becomes an easy

This makes it not only a touchy-feely ethics situation, it is also a matter of fact--she broke the rules. The classroom management consequence procedures should take effect. However, addressing the classroom rules infraction is not a long-term solution to the bullying issue. In fact, such response to bullying action is no more successful than a character building program in addressing bullying. It may result in less sustainable outcomes (Rigby, 2014, p. 409). My solutions need to work towards building their tolerance of diversity. We are not to discriminate because of our differences because we are all one in Jesus (James 2:1-4, Galatians 3:28, King James Version). Engaging the students in a service project, such as a can drive for the homeless, would accomplish this effectively. However, this might be too close to Tasha’s situation. So, visiting a nursing home could help them build empathy for those not like them. This will help students engage in the reflective practice of considering one another so that patience and love are manifested. Another solution to stop this type of bullying is an intervention program, Bullying and Harassment Prevention in Positive Behavior Support: Expect Respect, to help the students understand their role in bullying and acquire skills such as using