TAB : Teachers Against Bullying
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When entering the field of education, it is important to recognize the various uncontrollable factors that define a working classroom. Its complex existence works through the intricate lives of students, teachers and staff. With these various roles operating so closely, there are countless of social interactions at play, one of particular significance to TAB, Teachers Against Bullying.
Bullying can be defined as “repeated harmful acts and on imbalance of power” (Sampson, 2002). It can be physical, verbal, and even psychological ("Bullying and teasing:,") and its occurrence in schools is all too common. Surveys show that as many as half of all children are bullied at some point. It is not limited by age, gender, intelligence or anything else. (AACAP, 2010). Someone attacked by a bully is defined as a victim.
Bullying is a behavior that is learned from our environments such as home, school, media, etc. There are three factors to be observed when assessing how children and adolescents become bullies: family, school, and peer groups(Cohn & Canter, 2003).
Having said that, many instances of bullying are not properly addressed by teachers or educators for various reasons. “25% of teachers see nothing wrong with bullying or putdowns and consequently intervene in only 4% of bullying incidents” (Sampson, 2002). Working off the complex student-teacher relationship, “teachers may underestimate the extent of bullying in their school and may be able to identify only a portion of the actual bullies. Studies also suggest that children do not believe that most teachers intervene when told about bullying” (Sampson, 2002).
As future teachers, however, it should be our objective to be prepared and to educate ourselves on this issue so that we can deal with bullying correctly when it surfaces in our own classrooms. In this way, our preparation and education on bullying in the classroom is the short term goal of TAB. With this foundation of awareness, our long term goal surfaces as an continual effort to extinguish bullying from our own future classrooms and schools.
TAB’s mission is to promote the education and awareness of the teacher on the issue of bullying. Being the primary mentor of the classroom, in addition to spending a great deal of time both educating and supervising the students, TAB believes that the teacher can truly make a difference when it comes to stopping bullying in the classroom.
Also, being future teachers, this effort to eliminate bullying in our own classroom comes forth as an important personal goal just as much as it is an act towards the overall well being of our future students. More importantly, however, our initiative towards educating future teachers comes from the lack of any such preparation in the teacher education program. We want to provide a place full of resources, motivation, and ideas for all future teachers to help build a powerful hand against the harmful effects of bullying.
The accumulation of our work surfaces through this TAB blog and web reference, a place of experience and reflection that can continue to grow and expand as we being to enter our classrooms and tackle bullying. Until then, we will work together in building this safe place of knowledge in order to, one day, manage a safe classroom environment.
Bullying can be defined as “repeated harmful acts and on imbalance of power” (Sampson, 2002). It can be physical, verbal, and even psychological ("Bullying and teasing:,") and its occurrence in schools is all too common. Surveys show that as many as half of all children are bullied at some point. It is not limited by age, gender, intelligence or anything else. (AACAP, 2010). Someone attacked by a bully is defined as a victim.
Bullying is a behavior that is learned from our environments such as home, school, media, etc. There are three factors to be observed when assessing how children and adolescents become bullies: family, school, and peer groups(Cohn & Canter, 2003).
Having said that, many instances of bullying are not properly addressed by teachers or educators for various reasons. “25% of teachers see nothing wrong with bullying or putdowns and consequently intervene in only 4% of bullying incidents” (Sampson, 2002). Working off the complex student-teacher relationship, “teachers may underestimate the extent of bullying in their school and may be able to identify only a portion of the actual bullies. Studies also suggest that children do not believe that most teachers intervene when told about bullying” (Sampson, 2002).
As future teachers, however, it should be our objective to be prepared and to educate ourselves on this issue so that we can deal with bullying correctly when it surfaces in our own classrooms. In this way, our preparation and education on bullying in the classroom is the short term goal of TAB. With this foundation of awareness, our long term goal surfaces as an continual effort to extinguish bullying from our own future classrooms and schools.
TAB’s mission is to promote the education and awareness of the teacher on the issue of bullying. Being the primary mentor of the classroom, in addition to spending a great deal of time both educating and supervising the students, TAB believes that the teacher can truly make a difference when it comes to stopping bullying in the classroom.
Also, being future teachers, this effort to eliminate bullying in our own classroom comes forth as an important personal goal just as much as it is an act towards the overall well being of our future students. More importantly, however, our initiative towards educating future teachers comes from the lack of any such preparation in the teacher education program. We want to provide a place full of resources, motivation, and ideas for all future teachers to help build a powerful hand against the harmful effects of bullying.
The accumulation of our work surfaces through this TAB blog and web reference, a place of experience and reflection that can continue to grow and expand as we being to enter our classrooms and tackle bullying. Until then, we will work together in building this safe place of knowledge in order to, one day, manage a safe classroom environment.
Assessment
In assigning a brief or proposal to students, there are various ways to think about assessment:
-Having the students identify the genre conventions of their own brief/proposal
-Having students peer workshop their work
-Student-teacher conferences
-Having students create a how-to-write-a-brief/proposal as they go along writing their own
-Creating a rubric with the students
