Bullying and Classroom Management Techniques in Silangan Elementary School: Basis for an Intervention Plan

Abstract

INTRODUCTION

Bullying is recognized as a major threat to the younger generation in almost every country in the world. It is conceptualized commonly as a form of aggression frequently directed towards individuals in which a power imbalance is created between the victim and the bully. Bullying comes in many forms - name calling, teasing, threats, shunning, social exclusion, spreading malicious gossip, and withdrawal of friendship. It is a pressing issue for schools today and there is a wide range of recommended practices for addressing this important problem.

METHODS

The descriptive method of research was used to describe the characteristics of the population or phenomenon being studied.It is concerned with conditions or relationships that exist, opinions that are held, processes that are going on, effects that are evident or trends that are developing. It is primarily concerned with the present, although it often considers past events as they relate to current conditions. The descriptive method is useful in the analysis of the answers of the respondents concerning bullying and classroom management techniques.

RESULTS

In terms of family status, sixty-six percent (66%) have complete parents, twenty-five percent (25%) are living with only one parent and nine percent (9%) of the respondents were abandoned by their parents. For parenting style, the authoritative style was ranked first. For the classroom discipline techniques as perceived by the teachers and pupils, the teachers perceived focusing as ranked as first with a weighted mean of 4.66. Physical bullying is interpreted as moderately negative correlation; verbal bullying is interpreted as moderately negative correlation too. Psychological bullying and cyber bullying were interpreted as low negative correlation.

DISCUSSIONS

The teachers ranked physical bullying as first, verbal bullying as second, psychological bullying as third and cyber bullying as fourth in terms of occurrence. The teachers always used focusing and direct instruction as their classroom discipline techniques. The difference in the perceptions of pupils regarding physical bullying and verbal bullying when grouped according to gender is significant. There is a moderately negative correlation between classroom discipline techniques of the teacher and physical and verbal bullying.