A major responsibility for teachers is the effective, positive management of the classroom as a whole. Teachers are able to balance effective teaching with the management of sound levels and behavior of individual students within the classroom. They are able to model appropriate behavior, and maintain appropriate discipline and order in the classroom.

To achieve this, it is important to develop effective communication and interpersonal skills, and provide an interesting, challenging, supportive environment in which children can learn, which encourages cooperation between student and teacher, and between the students themselves.

Teachers are able to identify and explain (e.g. model) the key learning areas and levels of competency necessary, and explain their relevance and significance to life beyond school (e.g. within the workforce).

Although I have little experience in this area (as relates to students, anyway!), I was able to spend time with the behavior management unit at Parkes Public during my prac, and was therefore able to observe some of the ways in which difficult students are managed within the education system.

In the kindergarten class where I spent most of my time, I noticed that the most effective means employed by the teacher in maintaining control (and keeping noise levels to a minimum) was to firmly tell the children to put their hands on their head, or to sit up straight, i.e., to use some simple (often physical) command to distract them from being noisy, and then focus their attention in a more positive manner.

Memorandum

To: All staff and committee members.

From: Sharnie Hurford, school councilor.

Re: Development of whole-school anti-bullying program in response to increasing levels of bullying and aggression within our school.

Date: 19/5/03.

In response to increasing levels of bullying and aggression in the playground, I have agreed to chair a committee to develop a whole-school program to effectively handle this situation.

Bullying is an act of aggression causing embarrassment, pain or discomefort to others (usually weaker). It is often physical, verbal or indirect (i.e. starting and spreading rumors). The playground is the most common location for bullying behavior. Because it can be subtle, we need to be identifying who bullies within our school. Who are the perpetrators, and who is being bullied? What characteristics can we identify that will help is determine those at risk of being bullied (e.g. children without close friends, or those with special educational or physical needs that may alienate them from the mainstream).

What are the consequences? (emotional and educational)

• low self-esteem, self-doubt, felings of failure and low self-worth
• Isolation (although research remains divided as to whether this is a result of, or cause for bullying. It may be that it is easier to pick on students without supporters of close friends).
• Absenteeism, loss of concentration and learning problems.
• Depression, potential self-injury/suicide.

It is important that we raise awareness of the impact bullying can have on children amongst teachers, students and parents. To this end, it is important for the school as a whole to show its committment to taking appropriate measures to ensure the continued welfare of our students, and provide appropriate response guidelines and information to do so.The development of a whole-school program will provide procedures and strategies for preventing bullying behaviors, and dealong appropriately with situations which do arise.

What is involved?

It is important to remember that the implementation of this program is an on-going process.

• Raise awareness, eg letters to parents adressing issue within the school, and outlining the schools response. This policy will provide a strong statement of our schools position on the issue of bullying, so it is important that all parties are aware of the impact of bullying behavior, and all possible avenues of response.
• Program development. Policy development must fit in with school policies, and consider the welfare of all parties. It may also be beneficial to consider the imput of parents and community members. We are attempting to provide support structures for both the victim (e.g. counciling and interviews) and the bully (e.g. counciling to acertain why student bullies, and whether behavior modification or anger management are necessary, as well as appropriate punishment).
• Communication and implimentation. We need to ensure all parties are aware of their own rights and responsibilities within the new program. Teachers need to understand their obligation to act where aware ofbulling behavior, and the avenue by which they are to take action, students need to be aware of what actions and behaviors constitute bullying, and what to do if they, or someone they know are being bullied etc.
• Maintenance, review (of effectiveness of policy measures. Is the program achieveing its aims?) and ammendment where necessary.

I would appreciate it if teachers could familiarise themselves with the following texts before the meeting on Friday. They provide an excellent overview of the issues involved, and some program directions we may wish to consider. Copies are available in the staff room.

Rigby, K., 1996, Bullying in schools: and what to do about it, The Australian Council for Education Resources Ltd, Melbourne Victoria.

Sharp, S., and Smith, P., 1994, Tackling Bullying in your School: A practical handbook for teachers, Routledge, London.

Yours,

Sharnie Hurford, school councilor.