First, one should try to determine whether the issue of bullying is improving. Bullying, by Perius’s and Russel’s definition, is “…a student is being bullied when another student, or group of students, say or do nasty and unpleasant things to him or her. It is also bullying when a student is teased repeatedly in a way he or she does not like…”. (2014, p. 2) Using this definition, Perius and Russel did a study on trends in bullying from 1998 to 2010 of students in grades 6-10. Yet, they did not just study bullying, but also weapon carrying and physical fighting. Also, these resear...
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...scussed and analyzed. There are two ways that a school can battle bullying; there is the preventive approach, and the reactive approach. The preventive approach is one that tries to prevent bullying from happening in the school, and the reactive approach is how the school’s staff and teachers react to bullying cases. Preventing bullying before it starts is obviously preferred, but it is not always possible. A good reactive approach is essential for a teacher becoming adept at dealing with bullying. Students go to teachers when in need of help, and a teacher should be able to have a good reactive approach prepared for when this situation arises. Rigby studied the five most common strategies teachers use when dealing with bullying cases: 1. Direct Sanctions, 2. Restorative Practice, 3. Mediation, 4. The Support Group Method, and 5. The Method of Shared Concern.
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