I need to rethink the language that I am using when referring to bullying. I need to stop seeing the person as the ‘bully’ and understand that it’s the act itself that is bullying. There’s a chance that the people involved don’t realise that what they are doing is having such a detrimental effect on another person. 

·         What will you do personally to prevent bullying in your classroom?

I will have a no nonsense approach to bullying in my class, I will make it very clear to the students that I am always available to talk to of needed and promote a positive ethos of respect through my teachings, particularly HWB. Having this platform of HWB is invaluable in teaching about emotions, relationships and mental health which all go towards a better understanding of why certain terms, words or actions might upset people. 

I was surprised about the statics of bullying and the high levels of children who feel they have been bullied or parents who feel their child has been bullied in the last 12 months. 

 

·       What will you do personally to prevent bullying in your classroom? 

If I am part of a Rights Respecting School (and even if I am not), I will ensure to refer to the children’s rights and the respect to others that is expected to come with those rights as well. I will encourage positive behaviour and I myself will always be respectful and fair with the children. I believe if a teacher is kind, honest, respectful and fair with their class, it will encourage this kind of behaviour in the class. 

I will ensure that the children feel comfortable and safe to be open with me with a warm and honest classroom environment and ethos. 

I was surprised about the statics of bullying and the high levels of children who feel they have been bullied or parents who feel their child has been bullied in the last 12 months. 

 

·       What will you do personally to prevent bullying in your classroom? 

If I am part of a Rights Respecting School (and even if I am not), I will ensure to refer to the children’s rights and the respect to others that is expected to come with those rights as well. I will encourage positive behaviour and I myself will always be respectful and fair with the children. I believe if a teacher is kind, honest, respectful and fair with their class, it will encourage this kind of behaviour in the class. 

I will ensure that the children feel comfortable and safe to be open with me with a warm and honest classroom environment and ethos. 

·       Do you need to challenge any prejudices of your own -which? 

While watching the videos I was made extremely aware not to label the situation. Using “bully” and “victim”. Although I know not to label the children I would be aware of using the word “bully” in that context. 

·       What will you do personally to prevent bullying in your classroom?

I noticed from my placement experience that my teacher was very quick to address any signs of bullying behaviour. Listening to both sides of the story really helped her form an understanding of the situation. This is something that I will adopt in my own class. The class teacher was also very responsive by creating lessons to highlight any issues that were raised. I think it is important that all pupils get the chance to understand bullying in more depth and understand how to identify it.

·         Has anything from this workshop  upset or surprised you? 

A statistic that surprised me was 87% of parents reporting their child has been bullied and 69% of children. This upset me as a parent myself I would do anything to ensure my child is not bullied, so feel it is of upmost importance in schools to find ways of tackling this. 

·         What will you do personally to prevent bullying in your classroom? 

Adopt a zero tolerance attitude to bullying behaviours, and when dealing with bullying not label ‘bully’ and ‘victim’ and instead focus on behaviours and giving children a way out of this behaviour. 

The percentages of bullying taking place is astounding. I particularly was surprised by the fact that 69% of pupils in the UK have been bullied. Conversely only 20% own up to bullying others, which in my opinion is false. I was particularly moved by the ‘creases’ in the paper idea, even though the bullying stops, the lasting effects are there for all to see. 

Do you need to challenge any prejudices of your own -which?

I myself am often guilty of making crude jokes or ‘bantering’ with friends. Often these comments could be taken the wrong way, so as a result I will be conscious of what I say in future interactions.

o   What will you do personally to prevent bullying in your classroom?

I will make a conscious effort to engage with and educate pupils on the effect bullying can have both physically and mentally upon individuals. It is importnant to get a grasp of why students feel the need to bully others. If we as practitioners can identify this issue, it may be easier to implement strategies to prevent bullying. 

Nothing has upset me – I would say that the statistics have opened my eyes to the regularity of bullying and the fact that it is a massive issue (not that I wasn’t aware of that already). 

 

To prevent bullying – I think it just to be more aware within my classroom environment and make sure that I am really clued in on interactions within the classroom. Also, making sure that I am aware of the policy and procedures within my school so that if a child comes to me in confidence I am able to support and help them in the correct way. 

This workshop affected my personally as when I was in primary school I was heavily bullied and it has affected me all through life. I feel this workshop has encouraged me to challenge my own prejudices around the person doing the bullying. If there was a child in my class who is a known bully, I would find it difficult to treat them the same as the other children in my class. I am well aware that this is wrong and is something I have to work on. In my classroom I would have a restorative approach to bullying. I would teach lessons on appropriate behaviour and my expectations as well as role modelling positive behaviour myself thus establishing a climate of respect and sensitivity within the class. 

The challenge is focusing on the bullying behaviour and addressing the reasons for this behaviour and not labelling the child as a bully. 

Until reading the paper, I was not aware of the term 'relational bullying' and actually was not aware that some of the behaviours were considered bullying. This opened my eyes to the fact that I experienced this behaviour in secondary school, but until now, would not have said that I was bullied.

I think I need to be careful about the language I use when dealing with bullying. The presentation highlighted to me the negative effects of using the term 'bully' to describe someone and how it is more effective to discuss their behaviours instead. I will try to promote this within my teaching practice.

I do not feel that I have any prejudices currently, although I do remember saying things at school which reflecting now, were offensive to other groups. The things I was saying were not said to any minority groups but I can now see how this could affect people if they did have connection to the group. I do recall calling things “gay” although I have never had any issues or prejudices against LGBT+ people, it was more of a local dialect as a child in my area. It was not until secondary school where it was pointed out to the class that there is no need to use this word in this way and how it can affect other people. I think often with children they do not always make connections with what they are saying if it is a social norm for their age group. This does not justify this behaviour and is why I think it is so important to highlight how words can affect others and the importance of respect to all. 

What will you do personally to prevent bullying in your classroom? 

Within my classroom (Art and Design) I have a lot of freedom to discuss controversial issues/ minorities/ global issues through movements in art. I will allow open discussions to which pupils will have no fear to approach these issues and discuss them. I feel that it is important to give pupils space to vent their opinions without the fear of if they are being politically correct. This does not mean I will tolerate abuse or harmful language deliberately in my classroom but I feel a lot of the time young people do not fully understand certain concepts such as racism, LGBT+, minorities and how being abusive toward them is hurtful. I aim to allow pupils to discuss any issues in their own words without fear and allow the class to iron out any misconceptions in a safe place. By doing this I hope that pupils become more open to anything which may be different from themselves and open their minds to that fact that not everyone will think in the same way but being respectful is THE most important thing. No one member in my class will be viewed as any better or worse than any other member and a mutual respect for each other and between myself and them will be required. 

I would not say that anything in particular surprised me, and I think that was one of the upsetting things about it. The idea that children are hearing the same things about how its not bullying if there was no physical violence or that they just have to deal with it. This is definitely I wouldn’t include in my practice.  In fact I think I would personally discuss these things in my classroom be and look at why they are not accurate. For instance I think it is really important that children are told that bullying is not their fault regardless of what others in their life might say or that it bullying even if there is no physical violence.  This might help prevent bullying as pupils would have a better understanding of what bullying is which might prevent some pupils from doing bullying behaviour or help others know when to ask for help. 

 

Aspects of this workshop have upset me as it has challenged me to not only reflect on my own experiences of being bullied as a teenager (I experienced physical, verbal, relational and cyber bullying) but also challenged me to reflect upon my interactions with others. It is much easier to accept yourself as a victim of bulling than to confront the idea that you may have displayed bullying behaviours at some point. 

 

Do you need to challenge any prejudices of your own -which? 

 

I think that one should always be challenging their current beliefs in order to grow as a person. While I don't believe that I act in a prejudiced way towards anyone, I do think it is natural to have some prejudices that are learned through nature, nurture and society. Recently I read that 'the first thought that goes through your head is what you have been conditioned to think, and it is the next thing that you think that defines who you are'. I think this is very true and can be applied to this topic. Everyone has the capability to think 'bullying' thoughts, but we all also have the responsibility of choosing whether or not to turn those thoughts into bullying behaviour.  

 

What will you do personally to prevent bullying in your classroom? 

 

In order to prevent bulling in my classroom, it is essential that I establish a code of conduct with my learners, hopefully involving a whole-class agreement to value respect. This is a value that I can always refer to during my lessons, to remind students of the importance of respecting others. As a class teacher, it is also essential that I get to know my learners well, so that I can identify changes in their behaviour and attitude. 

The written statements from the American students was upsetting, reading their messages on how they feel everyday hit home how much of an impact bullying can have. The statistic of 22% of young people who have completed suicide were also bullied highlights the significant impact of bullying on emotional and mental wellbeing, I am not surprised by this statistic though. Thinking about young people who experience cyberbullying is upsetting as there is nowhere they can escape. It concerns me that cyberbullying is so prevalent among adults (abuse is sent to politicians, tv presenters, footballers, basically anyone who is famous and online) which is likely to normalise this kind of behaviour for young people. 

In order to prevent bullying in my classroom, first and foremost I will aim to create an inclusive and nurturing environment. I will model the behaviour I expect to see from my pupils; respectful and inclusive. If I see any behaviour I consider to be bullying (or heading in that direction) I will speak individually to the child/children to find out why they are behaving in that way and let them know that is not acceptable in my class. I will remind them of the class charter which they have signed and let them know that if they are feeling upset or angry about something then they can talk to me or another trusted adult about it to help resolve these feelings. I will cover bullying as part of HWB and highlight the impact that bullying can have on an individual. I will ensure that all pupils know how to access support if they feel they or someone they know are being bullied. 

Reflecting on my own experiences as a child, it is upsetting to hear about high relational bullying in females.  It is something I could say now, after the reading and presentation, that I have personally experienced quite a lot during my time at primary and secondary school. It is sad to think that children feel like that within their circle of friends and think that they cannot come forward and make it stop.  

I think the only way that I can personally prevent bullying in my classroom is through regular education on the subject.  Making your classroom a trustworthy, safe and open environment should encourage all children to share with you their issues, before it is beyond stopping.  I would take a zero-tolerance approach to bullying and ensure that all of the children are aware of this.  

The only thing that upset and shocked me was the statistics given on how many people are still being bullied. I though as a society and culture we were moving away from this horrible act. The stats given prove that I was a little naive in thinking that way and it is quite upsetting. 

As far as my classroom tolerance for bullying it has to be zero. Bellow zero if that was possible. No child should have to go through being bullied and the consequences must be stern to make sure it doesn't continue.  

Has anything from this workshop upset or surprised you? 

I don’t feel that the workshop has upset me, however I was surprised at the statistics – a much larger number of children are bullied in school than I expected.  Furthermore, the percentage of teachers who have witnessed bullying is galling. It makes me question whether I have been witness to it and dismissed it as being isolated, or just being a joke. 

What will you do personally to prevent bullying in your classroom? 

As mentioned above I feel that I am now much more aware of the presentation of different types of bullying, and as such this will inform my practice. I will be much more diligent about reflecting on incidents in the classroom to identify bullying. On a broader scale I will ensure I nurture an ethos of mutual respect within my classroom and 
will emphasise being compassionate and empathetic to one another. 

Has anything from this workshop upset or surprised you? 

I find the high number of children and young people being bullied in schools shocking. I would have thought that quite a few are affected but almost 70% is depressing. 

Do you need to challenge any prejudices of your own -which? 

Having lived in several countries and with people from all over the world, I would say that I am open and tolerant towards other people and cultures. Since everyone likes to believe that from his-/herself, I think it is important to realise when one has prejudice and try to challenge them. 

From watching the videos, I find it quite shocking just how deeply some children are affected with bullying. I have myself have been on the receiving end of what could be said to be “banter” as mentioned in the sway presentation. I think from watching the presentation, I realise that calling certain behaviours “banter” is just a way for bullies to excuse or belittle their behaviours. Some children may be made to feel as though they are silly for “overreacting” when they are physically or mentally bullied. This however is a way for bullies to hide that they are in the wrong. I found it deeply upsetting during one video where a child had written a message asking for help on themselves. It’s a surprise to me that in such a forward moving society, we still have all different forms of bullying. I also found it incredibly sad that 69% of children report being bullied in their lives. 

 

I do not think I need to challenge any prejudices of own, but instead I do feel that I need to increase my awareness of specific issues faced by particular groups, for example the travelling community. I am aware that certain communities, religions or characteristics may require additional support and I believe that as long as I am aware of own limitations or lack of experiences but continue to reflect and strive to improve my knowledge and confidence then I will be doing each child justice.

·         What will you do personally to prevent bullying in your classroom

To prevent bullying in the classroom I will set expectations with the children on what is appropriate behaviour and why. I will consistently model positive and inclusive behaviour and hope to create a united and open climate which I will build with the children. I will ensure that each child feels valued but also able to discuss any issues they have and I will hope to develop pupil empathy by discussing difference and embedding this throughout different curricular areas.

Fortunately, the majority of responses are from thoughtful, sensitive future-practitioners. I’d consider myself a fairly open-minded, progressive individual – I think you have to be in this profession. It’s heartening to see that most student-teachers feel a similar duty of care and actually want to improve the lives of young people in their classrooms (and outside it). There are always additional measures you can take to improve the culture of your class. I will increase my digital awareness to ensure no cyberbullying falls through the net. I also plan to develop activities that encourage self-reflection, asking children to identify and express what they think and feel, and to consider the thoughts and feelings of others. It’s important to help children develop emotional intelligence so that they can learn self-awareness and self-regulation skills and learn how to have empathy for others. I’m sure we all want to be role models who reinforce and encourage peer involvement in prevention strategies like MVP and Stonewall.

 

Something that surprised me was the number of children who experience bullying. This really surprised me and it has motivated me to do more about it in my classroom.  I also never thought about the emotions that the bully themselves may feel. 

What will you do personally to prevent bullying in your classroom?

I think the first thing is to know your children and well. This will allow you to spot anything that might be wrong straight away. I also want to create an environment that children feel that they can come to me with any issues and I will do my best to help them. Bullying is not something that I will sweep under the carpet in my classroom. 

·         Has anything from this workshop upset or surprised you? 

What has surprised me is the number of people that witness bullying, I learned in school that there is no such thing as an innocent bystander. 

·         What will you do personally to prevent bullying in your classroom? 

I think it is important to ensure children understand that they can speak out and get support. I will ensure that pupils know they can speak to me and ensure that the classroom is a safe and inclusive environment. I will look out for bullying behaviours and I understand more about the language that should be used when discussing bullying. 

I am disheartened but not surprised at the prominence that bullying continues to have in the everyday lives of young people. While there is by far more protection, awareness and official guidelines/policies regarding bullying compared to when I was in school, the main issues surrounding bullying appear to have not changed. However, I am encouraged that due to HWB being a core element of the CfE, addressing issues relating to bullying within the classroom, is a tool that can be used to inspire change for the better. 

·       What will you do personally to prevent bullying in your classroom?

Having experienced bullying first hand; having witnessed it through my various professional roles and having seen the damaging effects that were caused in both instances, I intend to be a positive and honest role model regarding bullying within my classroom. By consistently addressing bullying and inappropriate behaviours within the classroom, all pupils should be aware and educated that no form of bullying is tolerable within the class or school environment. As an educator I intend to be approachable, honest and always have an open-door policy to pupils who wish to discuss matters privately or within a classroom discussion.

·        Has anything from this workshop upset or surprised you? 

I don’t think, sadly, anything surprised me, but I do think that the fact that so many children are bullied in such a detrimental way for their own futures is horrific. 

·        Do you need to challenge any prejudices of your own -which? 

I was bullied to an extent as a child, but as I grew up I thought this was a good thing in a way as it made me a stronger person, I do know that for others this has the complete opposite effect and in these cases I know that it’s not a case of ‘man up and get on with it’, the main issues need to be resolved. 

I have had the opinion that ‘everyone gets bullied in life and it’s how you deal with it that matters’ but I know now as a student teacher that it is not the case! 

·        What will you do personally to prevent bullying in your classroom? 

I will have a very open and honest working relationship with my pupils, and each and every child in my care will know I have a zero tolerance approach to bullying! 

The statement i've given above is one I will try to challenge, but i'm yet to have received a persuasive argument that makes me think otherwise.

 

·         Has anything from this workshop upset or surprised you? 

The sheer volume of children who are being being bullied is very upsetting. It’s dreadful that it happens anyway, but so many people being hurt shows how widespread a problem it is. 

·         Do you need to challenge any prejudices of your own -which? 

The instinct to automatically regard the child who is doing the bullying as the ‘bad guy’. As the video pointed out, any child who is labelled as that will get defensive and stop listening if you try to talk to them about it. Instead, it’s better point out why their behaviour is bad, how much it’s hurting someone else and try to resolve the issue in a way that they will actually listen to. 

Of course I knew bullying was a wide issue, but I did not expect such a shocking statistic. 

 

To me, it has become evident how much there is still bullying appearing in schools. I personally was bullied as a child about my weight. I am surprised how they want to stay away from the words bully and victim. I think the bully needs to know they are being a “bully”. A lot of times if I had heard the word bully I was shocked as a child and it immediately caused me to feel sick. I knew I did not want to be a bully to anyone.. Yet when I hear it used in schools, children understand that they are treating others very poorly and need to stop. I think it needs to be used. 

 

What will you do personally to prevent bullying in your classroom?

I will ensure that ever child has a voice and feels safe enough to express any concerns they may have. I will ensure to have an open door policy and address sensitive topics. I will ensure I make clear the difference between banter and bullying as this can easily be misconstrued.

I was surprised by the notion of secrecy. This, I believe, gives children the option to deny bullying that is so hidden, hence I don’t believe that this bullying can always be spotted and corrected on an individual basis.Hence, has prompted me to view teaching of bullying and relationships in a more wholesome way in order to create an ethos of kindness. 

Surprised at use of language i.e not using bully or victim. I wouldn’t outwardly use these on a regular basis. However, I wouldn’t have necessarily thought they were or could have negative impact. 

Be reactive and proactive about bullying behaviours.
Be consistent with a zero tolerance approach.
Understand root cause of behaviours - provide space for the “bully” to identify their motive and why, identify their feelings and repair the relationships. In terms of the person who has been individualised I would try and give them the opportunity to decide how the situation should be dealt with to give them back control of their emotional, mental and social wellbeing.
Illustrate bad behaviours, describe impact and set expectation.

I found the video with the written messages particularly upsetting as it highlighted how those who are affected by bullying feel isolated. Also, the statistics on bullying were very saddening. As a student teacher and throughout my teaching career, I will make it my priority to actively look out for bullying behaviours and address it using the resources available. 

My understanding is that people exhibit bullying behaviours when they feel (or fear) themselves to be incompetent, threatened, or emotionally needy. They reassure themselves of their social status by criticising/ostracising/otherwise exerting power over others.  

By contrast, strong, competent people lift others up and support them, understand that everyone has strengths and challenges, know that everyone (including themselves) has the right to be respected, and deal practically and assertively with situations where they feel uncomfortable.  

I think the most important things I can do as a teacher are:

To establish this understanding in the ethos of my classroom. 

To understand the implications of this for how I manage the class. For example, if my reaction to “challenging behaviour” is to criticise or disempower young people, I have no right to be surprised when the young people in my class exhibit such behaviours towards each other! I need to find ways for every learner to use their strengths, bond with their peers and be themselves as they genuinely are (not as I want them to be) while still meeting the requirements of the curriculum.

If a young person is experiencing bullying behaviours, try to keep them in control of the response to that situation and help them explore options.

If a young person is exhibiting bullying behaviours, think about why that might be happening. Help them to understand the boundaries and the effect of their actions, and also consider what support they might need.