THE ROLE OF CLASSROOM SCHOOL TEACHERS IN MEETING THE CONDITIONS OF SOCIALLY WITHDRAWN CHILDREN DUE TO VERBAL BULLYING ANCHETA.EROS FREUY B. SPECIAL EDUCATION RESEARCH “We envision Saint Louis University as an excellent, missionary, and transformative educational institution zealous in the formation of human resources who are imbued with the Christian spirit and who are competent, creative, and socially involved.” SAINT LOUIS UNIVERSITY SCHOOL OF TEACHER EDUCATION 1
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The Roles of the Teachers in meeting the Needs of Socially Withdrawn Students Due to Verbal Bullying
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THE ROLE OF CLASSROOM SCHOOL TEACHERS IN MEETING THE CONDITIONS
OF SOCIALLY WITHDRAWN CHILDREN DUE TO VERBAL BULLYING
ANCHETA.EROS FREUY B.
SPECIAL EDUCATION RESEARCH
“We envision Saint Louis University as an excellent, missionary, and transformative educational institution zealous in the formation of human resources who are imbued with the Christian spirit and who are competent, creative, and socially involved.”
SAINT LOUIS UNIVERSITY
SCHOOL OF TEACHER EDUCATION
BAGUIO CITY, PHILIPPINES
2014
1
Chapter 1
THE PROBLEM AND ITS RESEARCH DESIGN
INTRODUCTION
Rationale of the Study
In the field of teaching, teachers are primarily given multifaceted responsibilities
and roles in imparting knowledge to their students. As a matter of fact, a teacher adopts
a wide range variety of thoughts, methods, approaches and techniques that shall be
utilized to suffice the versatile and flexible Role of being a teacher. Aside from
imparting knowledge, teachers are also perceived in many ways either inside or outside
the classroom. A teacher performs different Roles such as: Mediator of learning,
Disciplinarian or controller of student behavior, Parent substitute, Confidant to students,
Judge of achievement, Organizer of curriculum, Bureaucrat, Scholar and research
specialist, Member of teachers’ organization, Roles in the community such as Public
servant, Surrogate of middle-class morality, Expert in some area of knowledge or skills,
Community leader and Agent of social change and many more (Havighurst, 2014)
Hence, being a teacher does not only limit roles as far as academics are
concerned. As it includes social relationships and on how well a teacher can deal with
proper assessment as on how well he or she can manage a classroom and might as
well effectively utilize mechanisms to suffice a multifaceted role.
Hence, effective teaching is much more than an intuitive process. A teacher must
continually make decisions and act on those decisions. To do this effectively, the
teacher must have knowledge-both theoretical knowledge about learning and human
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behavior and specific knowledge about the subject matter to be taught. A teacher also
must demonstrate a repertoire of teaching skills that are believed to facilitate student
learning and must display attitudes that foster learning and genuine human relationships
(Ryan & Cooper, 2010).
Recognizing the efficacy of the role of the teacher, contrary are threats posted to
meet the students’ needs. Thus, the teacher is expected to provide solutions through
wise and proper classroom decision making, and planning both incorporated to
classroom management.
“Classroom management” is defined as actions taken to create and maintain a
learning environment conducive to successful instruction. Developing teacher-student
rapport, arranging the physical environment, establishing rules and procedures, and
maintaining students’ attention to lessons and engagement in activities are examples of
classroom managerial behavior. As with most complex teaching skills, classroom
management requires thorough understanding of theoretical knowledge and research
findings, plus a healthy dose of experience (Ryan & Cooper, 2010).
Hence, under classroom management is “Behavior Modification” to modify
student behavior by systematically rewarding (reinforcing) appropriate student behavior
and removing rewards for, or punishing, inappropriate student behavior (Ryan &
Cooper, 2010). Through proper classroom management, behavior can be altered, and
discipline can be entailed. Factors that disrupt the classroom management must be
dealt with diligence and patience as situations might come out of hand and might be too
emotionally driven which also in turn needs a good understanding of a child’s behavior.
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Consequently, a phenomenon that primarily involves misbehavior of students as
one of the threats that arise in classroom management is bullying. Bullying is a common
and persistent problem in society, particularly in schools. Overall, a large number of
children and youth will experience some type of bullying during their educational
experience. Bullying has been identified as a problem in many countries, including the
United States, Canada, Japan, Australia, New Zealand, Germany, Belgium, Italy, Spain
Portugal, France, Switzerland, England, Ireland, and Finland and has taken a front seat
in the research arena in many of these countries (Sanders & Phye, 2004)
Bullying in childhood and adolescence is a significant problem, it takes place in
different situations and in different ways. It is a long-term repeated negative actions that
is intentional infliction or attempted infliction of injury or discomfort by one or several
students towards another student(Scheithauer,H., Hayer, T., Petermann, F., &Jugert,
G. 2006), wherein the intimidators must be stronger than the targeted student or as we
called the victims. Moreover, it involves peer victimization as repeated aggressive
behavior with the intent to harm (Olweus, 1993) where an imbalance of power occur.
According to Scheithauer et. al. (2006), bullying can be direct such as physical
aggression, hitting, shoving, verbal threats, and swearing and/or mocking. On the other
hand, bullying can also be indirect in which a person tries to harm another by damaging
his/her social relationships like excluding, gossiping or telling lies to isolate this person.
In addition, it exhibits relational aggression like harming others through purposeful
manipulations or damage to their peer relationships by using social exclusion as a form
of retaliation.
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Bullying is one of the most prevalent and widely discussed topics pertaining to
school safety and security. Bullying has been shown to have profound effects on youth
which often continue into adulthood. Media discourse about the impact of bullying is
anecdotal at best, and tends to focus on extreme cases where a student takes his or
her life. Research into the effects of bullying and causal relationships regarding bullying
and its impact has been ongoing since the first systematic study of bullying
accomplished in 1978 by Dan Olweus.
Depression, anxiety, bitterness, elevated levels of stress, as well as negative
feelings of self-image and low self-esteem can all result from verbal bullying
(Kerlikowske, 2003). Victims of bullying are also found to have difficulty concentrating
on school work and exhibit elevated levels of anxiety (Ballard, Tucky, & Remley, 1999).
Verbal conflict or in other words verbal bullying is a persistent behavior to instill
self-doubt to the victim (Sanders & Phye, 2004) by an act of spreading rumors or giving
of pet names. She also adds that it is an open verbal argument that comes from anger
or rage, and seeks to control the situation not the individual. This will result a negative
impact upon a child’s life both physically and psychologically. They are more likely to
report physical ill health, experience lowered self-esteem, and some become
significantly depressed, have few friends and tend to avoid school on a regular basis
(Hunt, 2007) and will lead a socially withdrawn person.
Researchers would say that, teachers have an important role in terms of
managing and preventing bullying situations (James, Lawlor, Courtney, Flynn, Henry,
& Murphy, 2008) that can be inside the classroom or campus. If not examined well,
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bullying incident may create a larger dynamic of bullying process (Jeong-il,
Hendrickson, &Mock, 2009). Therefore, classroom management is one of the things
that a teacher should do. Classroom management, according to Evertson and Harris
(1999) as cited by Allen (2010), “the meaning of the term classroom management has
changed from describing discipline practices and behavioral interventions to serving as
a more holistic descriptor of teachers’ actions in orchestrating supportive learning
environments and building community”. Establishing rules and procedures, organizing
groups, monitoring and pacing classroom events, and reacting to misbehavior (Allen,
2010) are strategies that could be done by a teacher. Otherwise, if not established well
will result to aggressive behaviors of students.
Consequently, teachers may be able to help shy and withdrawn students
considerably by using strategies that are relatively easy to implement and well matched
to the teacher's basic role as a helpful instructor to students. These strategies include
providing self-concept support, encouragement, and opportunities to develop
confidence and comfort in the classroom to shy and inhibited students, as well as closer
monitoring, improved nonverbal communication, environmental engineering, and
instructive suggestions or demands for improved concentration designed to maintain the
attention of students prone to withdrawal or daydreaming. Most teachers seem to
develop an intuitive understanding of some of the needs of shy or withdrawn students,
but many could meet these needs more effectively by systematically applying the
principles and strategies (Brophy, 1996).
As an approach to Classroom management would suggest; the “Authority”
of the teacher as a process of controlling student behavior, primarily by using discipline.
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Emphasizes establishing and enforcing rules, using soft reprimands and orders to
desist. Assertive discipline is a popular manifestation of this approach (Ryan & Cooper,
2010)
In the Philippines, Bullying and how to deal with it became the subject of
researches of psychology. Many studies conducted in the Philippines are more focused
on the negative effects of Bullying, on factors and reason behind bullying. Hence, the
role of the teachers to address to the conditions of the victim of bullying is overlooked.
Recognizing the results of the many and varied research studies about the negative
effects of bullying pose significant detrimental conditions on the self-esteem of the
victim that would later on lead to social withdrawal and dire and severe related
conditions to such, the researcher decided to conduct this study.
A Law is even mandated to counter such phenomenon, otherwise known as the
Republic Act No. 10627 or “an act requiring all elementary and secondary schools to
adopt policies to prevent and address the acts of bullying in their institutions” (Gov.ph
2013) which generally includes provisions that highlights the intervention programs and
policies mandated by the Department of Education addressed to each and every
elementary and secondary schools to prevent manifestations of bullying.
Supplementary to this, while extensive research has been done such as: the
negative effects of bullying, strategies to prevent bullying, and on the effective
disciplinary and legal actions to address bullying, rare it is to deal with the teachers’ role
addressing the problems of the victims of verbal bullying which led to social withdrawal.
Furthermore, studies on this topic are not widely done in the country, as literature would
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suggest on the pre-emptive measures on anti-bullying and not really focusing on
addressing to the problems of the socially withdrawn individuals due to verbal bullying.
With these, and with the endeavor of bettering the conditions of the socially withdrawn
children, and as well as improving the strategies and practices of elementary and
secondary teachers in meeting the conditions of the victim, this study was
conceptualized.
Theoretical Background
Presented in this section is a brief background on bullying (theoretical review of
bullying) and classroom management which includes strategies to meet the conditions
of socially withdrawn children and as well as a theory-guided intervention to bullying and
the theoretical models that underpin the study that shall be given depth by the
theoretical framework of the study after the data analysis.
Social Dominance Theory incorporated to Bullying. The study is hinged on
the Social Dominance Theory of Bullying. Bullying commonly known in the research
literature as peer victimization or peer harassment, is a form of social interaction that
many children and adolescents encounter (Hoover, Oliver & Hazler, 1992). Bullying can
be interchangeably used with peer harassment, it typically refers to a form of social
exchange in which there is: (a) a difference in power such that the target is less able to
defend against experienced hostility and (b) an intent to cause physical or psychological
harm/discomfort to the target. (Sanders & Phye, 2004)
In summary, bullying is a common type of social experience that students refer to
as “getting picked on”. Conceptualized this way, the phenomenon extends beyond the
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one or two students in the class who are frequently and chronically targeted by peers to
include a wider range of students (Sanders & Phye, 2004)
Social Dominance Theory incorporated to Bullying. This is a theory
suggesting a social-biological or evolutionary perspective that offers an interesting
theoretical view of peer harassment. Researches and studies suggest that peer
harassment, or bullying is a universal phenomenon. Cross-cultural studies have found
similar correlates (e.g., social withdrawal, submissiveness, and physical weakness) of
being a target of peer aggression ( Olweus, 1987; Schwartz, Farver Chang & Lee-Shin
2000; Schwartz, Dodge, & Coie, 1993). Rather than group members pushing these
withdrawn and submissive children out of the group, group members may push them to
the bottom of the group. (Sanders & Phye, 2004)
Social Dominance Theory states that human beings are predisposed to
create social dominance hierarchies. According to the theory, these strivings would be
favored in evolutionary processes because clearly established hierarchies can serve to
minimize conflict with a group. Furthermore, groups with clear hierarchies are more
organized and thus better able to attack other groups to procure additional resources or
defend themselves from attack by outsiders, thereby increasing the likelihood of an
individual’s survival. In this way human beings have evolved to feel more at ease when
hierarchies have been clearly established (Sanders & Phye, 2004)
As far as power play is concerned, closely related under the light of
political science, , the theories and most of the proponents would suggest the clamor of
man as regards to power equated to different forms of hierarchy. Hence in order to get
such and take hold of power, man shall enter into association (hierarchical). The elites
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or the superiors rule over and dominate the whole of the hierarchy composed of inferior
ones, different theories and models can be manifested such as: The Elitist Power Model
( the most closely related theory to bullying and to peer harassment) and secondly, the
Natural Selection theory or Survival of the fittest.
The application of social dominance theory to predict the establishment of social
hierarchies also provides an explanation for why peer harassment occurs among
friends. However, friendship groups can experience peer harassment and peer
victimization as well. It may be that peer harassment also serves to help establish
hierarchies within friendship groups. Alternatively, peer victimization may be used as a
method of socialization among friends, thereby promoting greater similarities (or
Bullying in such theoretical sense is viewed something as inherent and is
political, as viewed as means to easier get resources or take hold of power as people
try to enter an organization (peer) to extend the feeling of belongingness, and
something that people would be motivated of having a common goal, hence having a
pursuit of that goal in an aggressive and justified, normative manner.
Social Dominance Theory posits that individuals strive to form social hierarchies
because it is evolutionarily advantageous to do so. Cross-cultural studies support this
notion, as peer harassment appears to be a universal phenomenon. Similar social
aggression and dominance hierarchies are found in primate groups as well. Taken
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together, these findings would suggest that it is difficult, if not impossible, to completely
eliminate peer harassment. The Social Dominance perspective predicts that attempts to
eliminate peer victimization would promote unstable hierarchies. In turn, these unstable
hierarchies would cause individuals within the group to feel uncomfortable and seek
other ways of establishing social stratification (e.g. resorting to more covert forms of
peer harassment) (Sanders & Phye, 2004)
A diagram below would show the social dominance theory and on how was it
manifested throughout the history of mankind and politics, as it led to racism, sexism,
classism, nationalism, the Monroe doctrine, stereotypes and so on and so forth, all are
manifested discrimination in the history of mankind:
Redmond B. (2014)
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As aforementioned bullying results to social withdrawal and they are more likely
to report physical and mental illness health, experience lowered confidence and self
esteem and most likely withdraw himself or herself from socialization and become
extensively depressed, have few peers and or less friends and tend to avoid
socialization thus in turn afraid of entering school and in turn would lead to a socially
withdrawn person.
As stated, a socially withdrawn person due to bullying faces social challenges of
different varieties of discrimination that in turn a teacher must be able to address such,
using different strategies and approaches that would uplift a child’s confidence and self-
esteem that would later on bring him to a transitory stage of developing and regaining
the lost confidence and self-esteem.
Models/ Theories. The study is mainly anchored on two general theories:
the normative institutionalist perspective and the choice theory which would suggest
clash of normative behaviors and rational choices of individuals in coming up with
decisions and certain behaviors. The study is also anchored on one specific classroom
management process model- the Thomas Gordon Theory of Discipline as Self Control.
Hence as the theories are further discussed in the subsequent paragraphs:
The study is hinged on Thomas Gordon Theory of Discipline as Self Control.
Thomas Gordon (1974) believes that for teachers to be effective, they need skills that
include the ability to identify problems and student needs, change the class environment
and instructional practices to improve student behavior, send what he called I-
messages, and listen actively. He has thus developed a program he calls Teacher
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Effectiveness Training. Thomas Gordon’s primary focus for success in classroom
management revolves around the idea of helping students to become self-reliant. He
urges educators to avoid methods that involve coercion, reward or punishment. A
paradigm shift must occur for Gordon’s method to function; educators must redefine the
concept of misbehavior (Thomas Gordon Discipline as Self-Control)
The study is hinged in the Normative Institutionalist Perspective ( Marsh and
Olsen 1984). which suggests the interplay of structures and agencies capable of
affecting man’s behavior. The theory suggests that there are agents and structures
which include power play as well and are capable of affecting a child’s preference and
behavior to do acts of bullying, and on the other hand there are agents and structures
capable of altering the victim’s behavior to be normal. Thus, on the same instance
affecting also the act of bullying to be altered or prevented. For example: we have the
teacher adopting several strategies to suffice the role an agent of change affecting the
whole of the structure and the agents present in the structure as well. For this case, the
teacher, and students are the agents; and the school is the structure.
Hence, Normative Institutionalists argue that seemingly neutral rules and
structures actually embody values and power relationships and determine appropriate
behavior within given settings ( Marsh and Olsen 1984). As incorporated to bullying;
bullying becomes an institutionalized behavior if peers, structures and agents see it as
normal, making it normative and thus peer-assessed as justified.
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Lastly, the study is hinged on the Choice theory- which Contends that we are
internally motivated, not externally motivated by rewards and punishment. Originally
called “control theory,” Glasser switched to “choice theory” in 1996 to emphasize that
virtually all behavior is chosen. It represents an alternative to behaviorism and other
external control psychologies (Sullo, 2007). Choice theory suggests that behavior of
people or children and what forces people to behave in a certain way is based on their
rational choice. Hence, bullying in this sense can be a matter of rational choice and or
by own preference and decision, while bullying intervention is as well can be followed by
the rational choice of the individual and not through mere external factors.
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THE PROBLEM
Statement of the Problem
This study shall investigate the experience of a teacher in performing a
multifaceted role in ensuring a proper classroom management, and most importantly on
bullying intervention, investigating as well underpinned strategies to help socially
withdrawn students due to verbal bullying to cope up and regain self-esteem for a more
conducive society and classroom setting for the student.
Specifically, this study shall answer the following:
1. What is the experience of a teacher performing a multifaceted role in terms of:
1.1 Classroom Management
1.2 Bullying Intervention
1.3 Protection of a child’s right
1.3a Bully
1.3b Victim
1.4 Family cooperation
1.5 The efficacy of the strategies utilized to help a socially withdrawn child
2. Based on the findings, what intervention program can be proposed?
3. Based on the findings, as to what extent a teacher can suffice his or her role
inside and outside of the school campus?
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Significance of the Study
The findings of this study can provide basis in designing a comprehensive
bullying intervention program and effective roles of primary and secondary school
teachers of Baguio City in classroom management to meet the conditions of socially
withdrawn children due to verbal bullying. Furthermore, the results of this study could
benefit the following many and varied individuals:
To the Students of School and Teacher Education . The study can act as a
framework on the deeper and comprehensive understanding on bullying and social
withdrawal. Hence adopting ways to address such as future professionals, and as well
as fulfilling the roles of a future teacher in meeting the needs of socially withdrawn
children to regain self-confidence, self-esteem, and self reliance. And as well as
mechanisms to ensure discipline as part of classroom management.
To Future researchers. The result of this study could be a basis for future
investigations that shall give depth and substance to their studies .
To Primary and Secondary School Teachers. The study can provide avenues
on furthering the effectiveness of the roles of primary and secondary school teachers as
far as classroom management is concerned to meet the conditions of socially withdrawn
children due to verbal bullying, and as well as to meeting the conditions of students who
initiate the act of bullying.
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To the Department of Education. The Department of Education could devise
and implement policies among elementary and high school teachers. In particular,
policies that shall address to Bullying Intervention, and policies mandated to address
the victims of Verbal Bullying.
To the Parents of socially withdrawn children. Knowing that the education of
the children is a partnership of both the parents of the child and the teachers, parents of
socially withdrawn children could become more aware of their children’s condition.
They, too, shall help in a coherent manner with the teachers to help their children to
cope up and regain self-esteem and to contribute in a more effective manner to help the
child to enter a transitory phase.
To the Parents of children who bully. Knowing that the education of the
children is a partnership of both the parents of the child and the teachers. Parents of
children who do the act of bullying could become more aware of their children’s
condition. They, too, shall help in a consistent manner with the teachers to help their
children to be disciplined thus establishing measures to prevent bullying along with the
negative effects contributed to such.
Scope and Limitation of the Study
The study considered an interview with 1(one) teacher employed in Saint Louis
University Laboratory High School on the school year 2014 – 2015 who genuinely
experienced roles of addressing the needs of a socially withdrawn child and as to
dealing with children who do acts of bullying.
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THE RESEARCH METHODOLOGY
Presented in this section are the research design used, the research flow, the
research environment, the respondents, the instruments used, the coding procedures,
and the themes generated.
Research Design
This study used the phenomenological research design, which described the
particularity of the different phenomena through experience such as: bullying, bullying
intervention, addressing the needs of a socially withdrawn child due to bullying, and the
experience of the child who had been bullied as determined by the teacher. This
qualitative research method answered questions based on the actual and genuine
experience of the respondent.
The research flow followed the input-process-output (IPO) format, which shall
give the formation and guide for the flow of the research.
The inputs of this study were the strategies used by the teachers to bullying
intervention, and as well as Classroom Management functions, theories and
perspectives and as well as to how such are put into practice in addressing or meeting
the conditions of socially withdrawn children and also the conditions of children who do
acts of bullying. These inputs were obtained through forms of open-ended questions in
a form of an interview.
The process of this study included the best experienced strategies of the
respondent as far as classroom management is concerned, and as well as on meeting
the conditions of socially withdrawn children and children who made the act of bullying.
It covered the administration of interview, the validation of data, and presenting the data
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through transcript thus, including the clustering and coding of data plus the analyses
and interpretation of the data and collected themes.
Outputs of this study include recommendations and measures that shall be
utilized to prevent bullying, address and cater to the needs of the socially withdrawn
children, and as well to the parent-teacher mechanisms to help the victims and children
who made the act of bullying per se.
The research flow is presented in a diagram below.
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Input
Data from the RespondentClassroom Management functions, theories and perspectives practices in addressing or meeting the conditions of socially withdrawn children strategies used by the teachers to bullying intervention
Process
InterviewData validation and presentationRecording and clustering into themes of data collectedData analysis and interpretation through coding
Output
Proposed Bullying Intervention Program, and Classroom Management Skills to be utilized, And Proposed strategies to suffice the role of meeting the conditions of socially withdraw children due to verbal bullying
Environment
The locale of the study was Saint Louis University Baguio City. Saint Louis
University is run by the Congregation of the Immaculate Heart of Mary (CICM). Below is
a map of Baguio City where Saint Louis University is located:
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Respondents
The respondent of this study is a teacher who experienced meeting the needs of
socially withdrawn children due to verbal bullying and is currently employed in Saint
Louis University Laboratory High School in the school Year 2014-2015. Only one
interviewee was needed to get data required for the
namin yan”. So yun, bibihara na sa present status or cases ng boys high yung natutuloy
sa labas ang bullying. Bibihira na yung magmemeet sa brookside ngayon at
nagboboxing. Now in Coed, petty na lang ang mga offence. When the students became
aware of the rule especially the provision on the student handbook about bullying: Aba!
Iba, andami naman na. Pagkuha pa lang ng ballpen mo, o kaya pabiro mo sinabi na: ay
ang payat payat nya; talagang sinusumbong na nila ngayon: Ma’am I am being bullied,
Sir I am being bullied talaga.
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Question 4
(Follow up for Question 3)
So Ma’am, It’s more on the prevention or intervention to the acts of
bullying rather than focusing on the damage done? So it’s like it’s better to prevent than
to cure the damage done?
Response:
Yes, exactly, kaya in the orientation or start of the school year para maiwasan we
usually do orientation and reorientation and actually emphasize on bullying. Kasi it’s a
common practice among kids these age sa high school na they are unmindful of their
acts during their most unguarded moments, nakakabully na pala sila, nakakasakit na
pala sila ng loob ng ibang tao, and if we make them aware of it, napreprevent or
nababawasan. But then again, there are still students na despite or inspite of the
existence of rules or provisions they still bully cause gaya nga ng sinabi mo sakin dati:
Mas mabuti yung ikaw ang uuwi na Masaya kaysa sa uuwi na nabully at malungkot.
Kasi bullying is already the source of entertainment of some. Kaya mayroon parang
ganun pa rin. Pero ngayon, very minimal na lang talaga because of the presence of new
provisions and specific rules. At ito pa, not just class room teachers ang always capable
dito, minsan we refer the bully and bullied to go to the guidance, at mind you students
do not want to go to the guidance, and as a result they settle matters sa kanila and all,
but the focus is really talaga on the intervention
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Question 5
(Meeting the needs of Socially Withdrawn Students due to verbal bullying)
But however Ma’am, how about the student who bullied and is socially isolated
and socially withdrawn, how do you deal with them? How do you meet their conditions?
Response:
Yun tanong ko sayo yan, di a as Lousians, we have the mentality: “Louisian Ako”.
We have that common spirit, so yun in SLU, we do not have really cases na ganun. We
settle the bullying that it would no longer result to severe social isolation, if in the first
place you’ve already made the students aware of the implications. In SLU we do not
have students na ayaw ng pumasok dahil sa bullying, because prior to that we have
intervention programs sa simula pa lang aware na ang students. Hence, their
relationship is much more stronger. The extreme degree of isolation can be prevented
through effective intervention and SLU it being SLU has the common condition in the
minds of the students : kaya ko to and I am a Louisian at confident ako , kahit minsan
nabully ako.
Question 6
(Family Cooperation)
So Ma’am when does family involvement occur?
Response:
When verbal bullying involves already physical bullying, and or the verbal
bullying is already extreme, parents are called. So parents on the other hand say: “away
bata lang yan”, napagdaanan din naming yan, lilipas din yan” “Yung tipong ganun”.
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That’s why they are very open naman to situations like those. Social Withdrawal and
Isolation or sever social withdrawal can be prevented through the help of the teacher if
the teacher already observed something wrong in the behavior of the student, thus
referring them to the guidance. The teacher’s role in the classroom is really intervention
and discipline, but if the act is really severe, it’s already elevated and referred to the
Year Level Adviser and the board of discipline and there the matter is already settled,
then it’s already for them to decide if they need to call the guidance for counseling.
Question 7
(Determinants of Variables: Bully and Bullied; for theory Building)
Why do an individual stop from bullying or why or how an individual begin to
regain self-esteem and confidence again?
Response: It’ s a matter of choice Mr. Ancheta, of course, the rules and teachers are
there to guide an individual to conform. Anything that they do, it’s a matter of choice
although guidance yung mga rules at mga teachers, it’s still the choice of an individual
to stop the act of bullying and also the choice of the bullied to regain self-esteem and
confidence again, guide lang ang rules at mga teachers.
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Presented below is the actual coding of the aforementioned transcript:
Coding
LEVEL 1(OPEN)
LEVEL II(CONCEPTUAL)
LEVELIII ANALYTICAL/ AXIAL)
“In pure boys high school, it being “boys high”, there’s a notion that boys will be boys, bullying in such case is not a serious problem of the school. Boys teasing boys, and them retaliating verbally is their source of fun and entertainment.”(Conformity)
“at the end of the day “tropa pa rin sila” and they still get along. In here, the intervention of the teacher is not seriously needed, as they themselves (students) see it only as “lokohang kaibigan”.”(Conformity to peer evaluated standards)
“So basically at the end of the day, they compromise and they no longer make a big deal out of it. Now, teasing is but ordinary in an exclusive pure boys environment as they see it as “just for fun”.”(Conformity not to make a big deal out of it)
Kasi it’s a common practice among kids these age sa high school na they are unmindful of their acts during their most unguarded moments, nakakabully na pala sila, nakakasakit na pala sila ng loob ng ibang tao(Commonality of Practiced-Conformity)
Normative Behavior of peers
Justification of an Institutionalized Behavior of Bullying
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“They” are treated just like “tropa” and “normal peer guys” and more frequently than not teased as “bakla bakla bakla”, “bading bading bading!”. Of course, them having womanish traits, they tend to be more emotional and sensitive. The distinction sets in. Often than not, they are the center of bullying and teasing in a pure boys campus.(Group/ Peer harassment)
“Kasi bullying is already the source of entertainment of some.”(Conformity to peers)
“And at the end of the day, “ang pikon talo”, “ang magsumbong at ‘di nakayanan ang lokohang environment ay mahina at bakla”.”(Conformity to peer evaluated standards)
“And more often than not, verbal bullying happens casually, students are unmindful of their acts na nakakahurt na pala sila. So it becomes a causual conversation among themselves until it becomes already an excessive form of teasing”(Unconscious peer harassment)
So parents on the other hand say: “away bata lang yan”, napagdaanan din naming yan, lilipas din yan” “Yung tipong ganun”.(Conformity to the standards of the pedagogy of society)
Normative Behavior of peers
Justification of an Institutionalized Behavior of Bullying
76
LEVEL 1(OPEN)
LEVEL II(CONCEPTUAL)
LEVELIII ANALYTICAL/ AXIAL)
. The distinction sets in. Often than not, they are the center of bullying and teasing in a pure boys campus. Hence, in this case a bit of social isolation or in this sense, a social withdrawal for the “gay” student would manifest.(Fear, Insecurity)
The “gay” “ay nasa gilid na lang ng class and no longer mingle with other boys”. As they see themselves as not fit in such “pure boys” society. Hence they feel there are no more “friends” that care to comfort them.(Uncomfortable)
Some quote and quote “homosexuals” are also tend to show high academic performance, and basically after bullying, and feeling of isolation, some tend to act not in usual in their academic performance as they lack already confidence and self esteem to perform.(Unsure, Shy)
Wronged Personal Sentiments or Feeling
Social Withdrawal/ Social Isolation
LEVEL 1(OPEN)
LEVEL II(CONCEPTUAL)
LEVELIII ANALYTICAL/ AXIAL)
I/ We would talk to the bully and the bullied in an equal manner, however more attention is given to the victim of bullying. (Giving of attention)
In SLU, we no longer wait for a severe social isolation to manifest and or social withdrawal to happen. (Actual action)
If the student manifests isolation, or there are reported cases of bullying, we act on them agad-agad.(Report cases
Behavior Modification-Classroom Management Function
Role of a Teacher
77
of irregular behaviors)
Hence, intervention is the key, prevention of bullying and isolation ang mayroon. (Bullying Intervention)
Matters are settled, they talk together in front of an “authority”. (Settling of Matters)
Ganyan yung sa boys high, we would not really or pabababayaan yung bata na maging socially-wtithdrawn sya or yung isang bata na mambully ng todo-todo.(Giving of Attention)
The teacher’s role in the classroom is really intervention and discipline, but if the act is really severe, it’s already elevated and referred to the Year Level Adviser and the board of discipline and there the matter is already settled, then it’s already for them to decide if they need to call the guidance for counseling.(Intervention and Counseling)
the rules and teachers are there to guide an individual to conform.(Making of Rules)
We settle the bullying that it would no longer result to severe social isolation, if in the first place you’ve already made the students aware of the implications. In SLU we do not have students na ayaw ng pumasok dahil sa bullying, because prior to that we have intervention programs sa simula pa lang aware na ang students.(Intervention and Counseling)
Yes, exactly, kaya in the orientation or start of the school year para maiwasan we usually do orientation and reorientation and actually emphasize on bullying. (Orientation and Awareness)
Behavior Modification-Classroom Management Function
Role of a Teacher
78
Pero ngayon, very minimal na lang talaga because of the presence of new provisions and specific rules.(Presence of Effective Rules)
At ito pa, not just class room teachers ang always capable dito, minsan we refer the bully and bullied to go to the guidance, at mind you students do not want to go to the guidance, and as a result they settle matters sa kanila and all, but the focus is really talaga on the intervention(Intervention, and referral to guidance counseling)s
Behavior Modification-Classroom Management Function
Role of a Teacher
LEVEL 1(OPEN)
LEVEL II(CONCEPTUAL)
LEVELIII ANALYTICAL/ AXIAL)
. But then again, there are still students na despite or inspite of the existence of rules or provisions they still bully (Perception)
cause gaya nga ng sinabi mo sakin dati: Mas mabuti yung ikaw ang uuwi na Masaya kaysa sa uuwi na nabully at malungkot.(Personal gain)
Kasi bullying is already the source of entertainment of some.(Personal Happiness)
Anything that they do, it’s a matter of choice although guidance yung mga rules at mga teachers, it’s still the choice of an individual to stop the act of bullying and also the choice of the bullied to regain self-esteem and confidence again, guide lang ang rules at mga teachers.(Personal Motivation)
Personal Sentiments
Rational Choice
79
Theoretical Framework of the Study.
Basing from the clustered themes: the analytical-axial coding of the following are
generated: Rational Choice, the Role of the Teacher, Social Withdrawal and the
justification of an institutionalized behavior of bullying.
Figure 1
Figure 1 shows the actual implication of the data and coding procedures: that the mere
role of the teacher is shaping the behavior of individuals that shall now in turn shape
their rational choice and institutionalized behavior in overcoming social withdrawal and
of preventing or stopping the act of bullying.
Figure 1 shows the relationships of various variables in affecting the rational choice of
an individual to be socially isolated or socially withdrawn or to prevent the act of bullying
on the other hand.
80
Rational Choice
Role of the Teacher
Social Withdrawal
Institutionalized behavior of bullying
Bullying Prevention/ Act of Bullying
Furthermore, the rational choice of an individual is basically guided by the role of the
teacher sufficing different classroom management functions such as rules, intervention,
guidance, counseling, giving of rewards and punishments (penalties)- these functions
though under classroom management are behavior modifications, these would create
the institutionalized behavior of students not to commit the act of bullying, ergo the
functions would entail proper discipline and thus shall lessen the effects of bullying such
as social withdrawal and social isolation.
Related Theories. As very much close to the aforementioned theory, the
normative institutionalist perspective and the choice theory which would suggest clash
of normative behaviors and rational choices of individuals in coming up with decisions
and certain behaviors.
The study as aforementioned in Chapter 1, is hinged in the Normative
Institutionalist Perspective ( Marsh and Olsen 1984). which suggests the interplay of
structures and agencies capable of affecting man’s behavior. The theory suggests that
there are agents and structures which include power play as well and are capable of
affecting a child’s preference and behavior to do acts of bullying, and on the other hand
there are agents and structures capable of altering the victim’s behavior to be normal.
Thus, on the same instance affecting also the act of bullying to be altered or prevented.
For example: we have the teacher adopting several strategies to suffice the role an
agent of change affecting the whole of the structure and the agents present in the
structure as well. For this case, the teacher, and students are the agents; and the
school is the structure.
81
Furthermore, the Choice theory can be very much related to the theoretical
framework of the study - which Contends that we are internally motivated, not externally
motivated by rewards and punishment. Originally called “control theory,” Glasser
switched to “choice theory” in 1996 to emphasize that virtually all behavior is chosen. It
represents an alternative to behaviorism and other external control psychologies (Sullo,
2007). Choice theory suggests that behavior of people or children and what forces
people to behave in a certain way is based on their rational choice. Hence, bullying in
this sense can be a matter of rational choice and or by own preference and decision,
while bullying intervention is as well can be followed by the rational choice of the
individual and not through mere external factors.
Ergo, the classroom management functions as sufficed by the role of the teacher,
is the institution capable of molding, and guiding the behavior of socially withdrawn
students to regain self confidence, and at the same time it is capable of preventing
misbehaviors such as verbal bullying. Rational Choice on the other hand can be
affected by different variables as seen in the theoretical framework of this study. Hence,
it is important to know the essence of the role of the teacher in shaping and guiding a
child’s proper behavior.
82
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