A Bully-Free School

Autor/in	Neville, Christine S.
Titel	A Bully-Free School
Quelle	In: Understanding Our Gifted, 24 (2012) 3, S.11-18 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-1350
Schlagwörter	Gifted; Bullying; Peer Mediation; Self Esteem; Principals; Feedback (Response); Expertise; Administrator Attitudes; Student Attitudes; Cultural Pluralism; Teacher Role; Student Behavior; Teacher Behavior + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Mobbing; Peer Group; Mediation; Self-esteem; Selbstaufmerksamkeit; Principal; Schulleiter; Expert appraisal; Schülerverhalten; Kulturpluralismus; Lehrerrolle; Student behaviour; Teacher behaviour; Lehrerverhalten
Abstract	Bullies come in all sizes, shapes, ages, genders, and ethnicities. Bullies generally attack that which they do not understand, what is strange, different from their perception of the norm or someone whom they resent. Their motivation has to do with making themselves feel stronger, more secure or to compensate for their own sad experiences. Bullying happens in schools because there is a huge gathering of a wide variety of humanity from diverse cultural backgrounds, with a range of interests in learning, goals for the future, confidence and sense of social justice. The amazing ability, uniqueness or social strangeness of gifted children often unsettles other students who are threatened by their presence who may act to put them down. Teachers can also demonstrate bullying behavior. In their position of power over a class, they can unfortunately fall back on hurtful sarcasm or direct negative statements to "control" students, especially when they perceive that their control is being threatened. Many teachers may not understand or respect gifted children and will seek ways to undermine the student's success or self esteem in order to boost their own sense of expertise. It is sad but true. Bullying also occurs in the home and at the workplace, whenever something feels out of balance and an insecure individual feels threatened. Husbands bully wives and vice versa and parents bully children often in the guise of "encouraging" achievement. This article focuses on schools because, in the author's experience as a high school principal and gifted school head/program director, creating a bully free school is entirely possible and absolutely necessary. All individuals have the right to teach and learn in a bully free environment but it doesn't happen by chance. A bully free school is possible when that is the clear expectation known by all members of the community. Students and teachers must learn that bullying behaviors are not productive or acceptable. They must be taught the behaviors that will work and then there must be consistent feedback supporting those behaviors. Student to student mediation provides an effective framework to diffuse anger and resolve misunderstandings. When students cannot bring their behavior in line with the expectations of a respectful learning environment, then they must be removed from the school. All schools must become safe for teaching and learning and bullies must not be allowed to practice their behavior while in that environment. (ERIC).
Anmerkungen	AppleCore Communications. P.O. Box 40, Tamworth, NH 03886. Tel: 603-662-8252; Web site: http://www.ourgifted.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10