Firstly, we need to have a previous learning about a good coexistence –marking it with the purpose to do a difference between a good educative practice and an educative disinterest- where it can carry out the necessary aspects to make a productive model of coexistence. We can find these elements in the family, friends –related to the school or neighborhood- and peer group –a general social context, among all-. This first factor is important because they are essentials in our early development and behavior in the life. The family teaches us how we have to act in the most of situations –like attitudes or values- where the home is the first kind of social context where we learn values and how to relate with other people. Friends and peer group; and then in the school with teachers and classmates are instances we can acquire the ability of socialize.

The result of it -socialization- ,allow set up relationships and interactions among two or more individuals. Thatt is why coexistence on society and community is so important because is part of our social skills and development of personality.

Since childhood we learn how to coexist on family, then on school. As future teachers we consider that coexistence is fundamental in the day-to-day during scholarship. Coexistence is part of the social construction of our lives. Inside the school, with the contribution of teachers, students, academics and the family. Consequently, in this magazine we are expected to accomplish a profound reflection about the importance that it have in our lives. To learn how coexist with them, how to promote a healthy environment to establish good relationships, and how to deal with different factors that could affect that. 

As school is one of the most important scenarios where children develop part of their primary socialization experiences. In this magazine we will approach the school coexistence from an educational psychological perspective.  Also, provide prossible solutions to a main and frequent problem that teachers has to face with. 

According to the study of the Revista Médica Clínica Alemana, this process of stages begins with: (I) The characteristics observed in students who initiate bullying, which deepens in the scarce capacity of self-criticism and the difficulty that one has at the time of follow rules that can lead to bad relationships with teachers; (II) The risk factors that induce to be aggressors, which commonly occurs in adolescents with low school performance or young people with symptoms of depression or some mental health problem; (III) Risk factors associated with the family, in which there is a high degree of family conflicts -such as arguments- and lack of concern with individuals; (IV) Risk factors in educational and social areas, focused on the difficult socialization with the rest and the negative influence of peers. It also raises factors that increase victims of bullying by focusing on people with low self-esteem, low social skills or physically with less resistance.

The causes or factors that cause such harassment in educational centers mainly tend to be: personal, family and school. On the personal issue, most of the time the harasser feels a superior being to the victim, because he has the support of others who encourage him to use violence - since that way he will avoid problems with other students that could damage him to him as an aggressor, and that can convert him from aggressor to attacked - therefore, he tends to communicate with blows, because being an aggressive person is his only way of dealing with problems.

In the family aspect, the reasons for bullying are related to unsupervised education and confusing rules, which parents encourage in a permissive manner, for example: the poor teaching of values ​​and the lack of empathy, such as not getting to understand that others have the same rights as each individual. The limits that are restricted from an early age as it will have future repercussions on issues of coexistence. The punishments generated through beatings, which lead to a teaching of problem solving through violence.

Finally in the school environment there are threats or exclusion carried out by both teachers and students, acts that commonly occur are the discomfort with students of other religions, cultures and identities, but that has also been extended to through social networks, increasing the harassment that will not only occur in the school institution, but also at every hour of the day in your home.

In the family aspect, the reasons for bullying are related to unsupervised education and confusing rules, which parents encourage in a permissive manner, for example: the poor teaching of values ​​and the lack of empathy, such as not getting to understand that others have the same rights as each individual. The limits that are restricted from an early age as it will have future repercussions on issues of coexistence. The punishments generated through beatings, which lead to a teaching of problem solving through violence.

Finally in the school environment there are threats or exclusion carried out by both teachers and students, acts that commonly occur are the discomfort with students of other religions, cultures and identities, but that has also been extended to through social networks, increasing the harassment that will not only occur in the school institution, but also at every hour of the day in your home.

 
First of all, it is necessary to understand the concepts from a systemic and contextual perspective, in this case, educational context. Then analyze what fundamental to accomplish strategies to build and/or strengthen specific competences that allow contexts of healthy coexistence and preventive of violence.

The importance of dialogue and the essential role it occupies in our lives is taken to lead us to deciding that violence is used as the only means to solve problems. This means of interaction-dialogue-is essential for good coexistence in a classroom and should be promoted by the teacher, since being the person in charge and with authority in the classroom, is responsible for teaching and learning the students.

According to previous written, it can be noted that bullying has a negative impact on the abilities of each individual, harming the socialization process and causing a tense social environment in which the affected person develops. The good atmosphere that should exist in a classroom, in order that there is a pleasant learning and teaching, is altered by this problem that harms the respect that should be given among all peers -including the teacher-, and the rights that we they do egalitarian.

Bullying occurs mainly in educational establishments, however harassment and violence goes beyond the place where it is encouraged. Society itself lives and coexists between constant aggressions, harassment and offenses. Given these causes questions arise from the point of view of future teachers, in relation to the possible solutions that we would provide to improve those behaviors that are not ethically correct, helping to specify a correct discernment.

The importance of getting involved with learners through dialogue is essential to detect the problem as quickly as possible without affecting the class environment due to the bad relationship between the classmates themselves. Beyond the role we are fulfilling in any establishment, as teachers we must maintain and coexist in an environment of respect and tranquility, so that the development of students is not at risk of falling into a violent environment. Involving ourselves means not to turn a deaf ear when there is a case of bullying, to let the attorneys and senior officials of the institution know about what is happening in terms of coexistence in the classroom, as well as to apply all the preventive measures.

As teachers we must take responsibility for the education of the students and this entails to get involved with them in a close way, to love the students, not to be afraid of it. It is for this reason that we will take a position with a teaching vision, it will be to get involved with the students, to respect them and not only to teach, but also to know and learn from them. To this last point it is possible to consider it important, since it means a means to detect aggressions in time.

We must ensure the welfare of our students. That is why we consider it important to demand resources from the establishment in order to have the means to provide timely and better attention to the problem. Establish protocols for the evaluation of the emotional and emotional state of each student, that is, provide psychological help. It is also feasible to train academics to provide them with the tools to capture the possible problems within the establishment.

If at any time a student is attacked in any way, we would have to have a conversation with the aggressor and the assaulted one - in some cases the whole class would have to face up - to arrive at a viable solution. Due to the consequences that these would entail, they would affect such an environment of the classroom, as well as the family of those involved - that is, the victimizer, the victim and the witnesses of the event. In this way, to make educators understand the consequences of their actions, but this will only be achieved if spoken with complete sincerity.

MINEDUC (2014)  Estrategia de Apoyo al Clima y Convivencia Escolar: Plan de Gestión y Protocolo de Actuación. Recuperado de
http://portales.mineduc.cl/usuarios/convivencia_escolar/File/2014/CLIMA_ATP_WEB_2014(1).pdf
Berger, C. (?). Bullying. MINEDUC. Recuperado de http://portales.mineduc.cl/usuarios/convivencia_escolar/doc/201103041154570.Bullyng.pdf
https://educrea.cl/convivencia-escolar-y-habilidades-sociales/
http://valoras.uc.cl/centro-de-recursos#gesti%C3%B3n-liderazgo-e-instrumentos-de-convivencia-escolar

F: To me, bullying means repeatedly harassing someone (physically, emotionally, sexually) regardless of any logical reason.
2. Have you been in any bullying situation, either being the aggressor or the victim?

F: I have not been a victim or aggressor.
3. As a teacher how do you could deal with a bullying situation in the classroom?
F: I would face the situation asking them to stop, or maybe I would ignore it. But in reality I would be writing down everything I see, then I would do a job with the parents and show them the evidence. Although, If it's something I can witness at the moment, I would appeal to behaviorism.
4. How would you get involve in the case that it is a serious situation,? Would you solve the problem?
F: first, I would approach the victim to work with their emotionality, and also work with the aggressors to make them understand the real impact of what they do. I would do everything in my power to try to fix the situation.
5. In the case of a tragedy, how do you think it would change your way of being a teacher? From your point of view what is the best way to solve problems like that?
F: If the student was close or of more courses, I would probably blame myself for not having been careful enough since that would later affect my practice, in terms of doing things with the students, for example, being monitored more frequently
6. How would you stop the bullying?