Aggressive behavior characterized by hitting intimidating

The rules and the consequences for breaking the rules should be clearly stated.Students need to know what will happen if they engage in a certain behavior. Rules need to enforce respect, responsibility, and safety (Scheuermann and Hall, 2008). Wright (2012) came up with the “Good Behavior Game” in which good classroom behaviors are rewarded during the instructional time of day.

Just like setting clear rules and enforcing those rules, reinforcing good behavior will give students clear expectations about what you want in a positive way. When teachers have open communication with their students, their students will feel more open to talking to them about their problems—including bullying.

According to Sweeting and West (2001), teasing is reported more frequently than bullying because teasing is done to irritate or provoke another with persistent distractions or other annoyances.

Bullying, on the other hand, is an imbalance of power. Bullied students are unable to defend themselves, which is what causes the imbalance of power.

Multiple staff members from various schools have reported that parents of kids who engage in bullying behavior come in saying that their children are victims because they’ve been accused of being bullies. Age-appropriate rules allow a student to know what behavior is expected. When kids are older, shape the rules to help them meet their maturity level.

But when teachers address such as disrupting the classroom or harassing other students, parents recognize that the behavior needs to stop. Scheuermann and Hall (2008) have a list of suggestions for writing rules within a Positive Behavioral Interventions and Support (PBIS) framework.

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