Harassment In Schools And Their Problems

Harassment in schools and their problems

Introduction

The perspective and individual approach that people have when solving a problem always usually involves an added difficulty to the same. However, that there are differences should not always have a negative concept as long as they are known tools and alternatives to solve them without these conflicts going to adults. Civic-social competition is defined as any network of procedures skills and behaviors that allow us to maintain mutually satisfactory interpersonal relationships. Most of these skills are acquired by imitation and modified by modeling.

Developing

Those responsible for teaching this competence in most cases are teachers, since students do not usually have in many cases a competent example outside the school. Analyzing the short “The person in charge of harassment” that is proposed to us, we can observe how the behaviors that the students have involved in the scene that appears, lack said competition previously explained, basically because neither the professor himself helps in his function ofmodel. To this we must add, that when the prevention has not been carried out, the behaviors are entrenched and this increases the difficulty.

Taking as reference the theory of Stephen Karpman of the dramatic triangle, we can observe how clearly and vitiated behaviors and roles that have been feedback by the students involved in the situation. In the scene that is presented to us, there is a clear persecutor (the child who harassed), a victim (the class manager) and a savior (the girl who tries to mediate), but each and every one of them, uses his roleAs a manipulative mask depending on his own benefit, even the person in charge that a priori may seem "the victim", has that vitiated role and fails to look for an effective alternative to the same.

 In fact, when, he has the possibility of role -play. In summary, all the interpersonal relationships that are observed are incompetent from the social civic point of view. However, despite the fact that students’ attitudes seem the main impediment to improvement, they only suppose a difficulty. The little will to change and the teaching style, would occupy the first position in regard to change, since as observed in the last scene, the little attention and the lack of consequences towards the names that are pointed on the board disagree disauthorizes theteacher’s word and makes it lose value.

Therefore, the teacher’s emotional well -being to confront the social difficulties that are in class are crucial. In addition, as has already been explained, civic-social competition is achieved by vicarious learning. The tendency of teachers when finding difficulties in the teaching -learning process is to focus on students, when the one who must be modified must be the teacher himself must be. The new teacher profile must know that among the functions of the teaching staff that collects the Organic Law of Education and that keeps the LOMCE intact, certain introspection tasks can be highlighted to analyze the teaching practice itself in an objective way to reflect on the successesand failures you have.

conclusion

Finally, in the field focused on the possible solutions in a case like the one we find where relationships are very deteriorated and prevention will not mean a great effect, we will have to work with the power of the norm and negotiation. These tools used in a correct way and knowing the different degrees of application (sanction, arbitration, mediation conciliation, negotiation) can help us improve, since students need and demand rules that help them modeling as a social being.