Rules should incorporate these vital components and apply to every situation every day to everyone. When a student does something bad, it’s easy to point it out, especially if the student always seems to be in trouble. Not many people choose to reinforce good behavior because good behavior is expected. When a child is always getting into trouble, then “catching them being good” is positive and reinforcing (Mahoney, 2012).
Remember, rules are there to keep students and staff safe. Pointing out the good behavior acknowledges and reinforces that behavior.
Children cannot get away from it, which has led to many suicides. In fact, one in 10 bullying victims are bullied daily, while one in five victims are bullied once or twice a month (Mahoney, 2012).
Schools are struggling to take a stand against bullying, and with parents, politics, and the media involved, educators have a difficult time pleasing everyone. The bullied student can rarely predict when the bullying will occur, and if the student can predict the bullying, often teachers and staff may not address the incident. An entire school district needs to have the same language within all its schools in order to reduce bullying.
Talking to the victim about what happened and whether there have been past occurrences is very important.
Staff should be able to distinguish between teasing and bullying.
“Kids will be kids” is a famous saying suggesting that bullying is a normal part of growing up.
Yet with beatings, death threats, and 24-hour harassment via technology, bullying has become a dangerous, life-threatening epidemic.
Students need to know what will happen if they engage in a certain behavior. Rules need to enforce respect, responsibility, and safety (Scheuermann and Hall, 2008). Wright (2012) came up with the “Good Behavior Game” in which good classroom behaviors are rewarded during the instructional time of day.
In fact, staff may not even catch the first few acts of bulling. This includes having all teachers, staff, and administrators on board to prevent bullying from occurring. To start, the schools need to have a common definition of bullying.
Here are some tips to help you reduce bullying in your school. CPI defines bullying (2011) as being characterized by intentionally aggressive behavior that involves an imbalance of power and strength.
Looking at the specific behaviors that occurred is important so that they can be addressed at a later time.
Keep in mind that each student involved in a situation comes from different circumstances. There may be a reason that the child who engages in bullying behavior is acting this way.