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Article Review
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Article Review
Evaluating Bullying Behavior in The Classroom
Atlas, R. S., & Pepler, D. J. (1998). Observations of Bullying in the Classroom. Journal of Educational Research, 92(2), 86.
The article, Observation of bullying in the classroom, was written by Atlas and Pepler in 1998. The work of these two authors reveals a situation of bullying behaviors in the classroom, as observed from research they conducted. Atlas and Peter claim to have assessed the nature of bullying by observing how children interacted with each other. With the aid of cameras and microphone, the authors filmed a targeted group of students, which comprised of the aggressive and nonaggressive as was identified by the teachers. The authors have some point that bullying takes place in the classroom and may likely go unnoticed.
Bullying is characterized as an aggressive behavior that has power imbalance, whereby the dominant character deliberately causes suffering by distressing the less dominant person (Atlas & Pepler, 1998). According to Atlas and Pepler, bullying has become standard behavior in schools, as studies indicate that every child is likely to have experienced harassment at their education stages. The research reached some factors that could have contributed to the development of this hostile behavior, and primary factor included the characteristics of individuals. The bully was observed to be more powerful than the victim who was physically weak. Other factors are interactional processes, presence of teachers, and the background in which the bullying behavior extended.

The research work of these authors is overlooked from the fact that they considered male students are the most dominant bullying in the classroom than the female. Additionally, they argue that; physical appearance of individual contributes to aggressive behavior, as the weak becomes the victim of bullying. Consideration needs to be taken here in that; bullying behavior may not necessarily get influenced by physical appearances. For instance, there a more talkative or aggressive female than male individuals who are likely to harass boys even more. In other cases, there are shy, submissive characters with huge bodies who would get tortured by less powerful individuals especially when the weak individuals have group influence.
Evaluating Control in The Classroom
Graham, K., & Prigmore, E. (2009). Order in The Classroom. Leadership, 38(5), 32-33.
Graham and Prigmore are the authors of the article, the order in the classroom. Leadership, of the year 2009. The work of these authors addresses the issues of classroom management, where it is the responsibility of the educators to instruct students on how to behave and manage time. The authors insist that social- emotion learning is appropriate for all learners and when incorporated with time to teach skills, students’ behavior efficiently get monitored. However, when dealing with classroom leadership, teachers are urged to consider and diligently honor the dignity of every single student to attaining an optimal learning process.
Good classroom behavior is essential as it enables students’ positive discipline which impacts the overall academic performance. The author report that many teachers do not understand how to develop quality skills that would induce improvement of student goals (Graham & Prigmore, 2009). To be effective teachers, one must connect with learners on a human level, accept people regardless of what they do and set limits to communicate high expectations. In other words, a good relationship must get established as a keystone to well-run classrooms.
The authors omitted to describe measures or tactics that would result in better classroom management. Well, we can understand that only less disciplinary actions are required in a classroom with leadership that meets social and emotional learning or academic goals. The article ought to have stated strategies such as planning the time, engaging instruction, how to prepare for any disruptions, planning the physical environment or insisting teachers’ fairness. When teachers understand what to incorporate to have a better managed classroom, it will not take much longer time to develop time to teach skills.
Take-Away
Bullying is an unwelcomed behavior in many institutions. Usually, it is an issue to be considered by parents and organization leaders when they admit new students who would bring in the negative influence. To shut this ill-conduct, let the institution incorporate strategies that create open relationships amongst students and students so that they get to interact freely. An example of a plan to be practiced includes fostering intergroup contacts in schools. On the other hand, classroom management begins with teachers’ relationship with students. Leaners need to be assured that they are free to interrelate and it is in this way, disruptions and students’ behavior will get monitored.
References
Atlas, R. S., & Pepler, D. J. (1998). Observations of Bullying in the Classroom. Journal of Educational Research, 92(2), 86.
Graham, K., & Prigmore, E. (2009). Order in The Classroom. Leadership, 38(5), 32-33.