We all share the desire to safeguard our pupils from being bullied. In addition to sending children to classes that help them enhance their self-esteem and encouraging them to report any instances of bullying to an adult, we also read blogs that discuss cyberbullying. However, what happens if the bully is an adult? As a result of a series of upsetting incidents and revelations, parents and educators are now coming to terms with the fact that anybody is capable of becoming a bully. No one is exempt from this rule, including administrators, instructors, counselors, and coaches. Discovering the truth about what is taking place is one of the most difficult challenges. When parents are employed full-time, it is not always possible for them to take a week off and lurk about the school in an attempt to overhear things that are improper or nasty. The process of issue solving may be started by using the stages that are listed below. Begin by obtaining the whole account from your student. In order to acquire the whole narrative, the first thing you should do is have an open and honest conversation with your pupil. Be willing to listen to what your kid has to say, even if you have some reservations about what they have to say. It is important to remember that you should not accept everything that your kid says at face value. Children are known to tell tales that include emotional truths, such as “something horrible occurred,” but they tend to embellish the facts of fact by saying things like “this, this, and that happened.” Whether your kid is providing an accurate report or an emotionally correct one, you should be honest with yourself about the distinction between the two. second, analyze the narrative. What your kid is telling you should be taken into consideration after you have the narrative. Is there a person who is a true bully, which means that they are deliberately trying to do damage to your child’s physical, mental, or emotional well-being by the use of spiteful words or actions? On the other hand, is your child’s reaction to anything or someone a result of any particular circumstances? The instructor’s statement might be misunderstood by a youngster, leading them to believe that the teacher is being cruel. a complete and total certainty of what was said, by whom, and when it was stated. 3. Keep a records of everything. Be sure to maintain a record of every instance of bullying that occurs from this point on. Take careful note of who said what, when it was said, and what was going on at the time. You should strive to maintain as much objectivity as possible and refrain from making any assumptions about the emotions or intentions of anybody other than your pupil. In the event that your kid claims that a teacher made a comment that was not nice, for instance, the paperwork may look something like this: The pupil was kept back after class by Mr. Name on October 21 at around two o’clock in the afternoon. Mr. Name informed the student that they should not apply for honors courses the next year because they are “too dumb to keep up with the work” and “that’s the class for clever people.” This was said after all of the other students had left the room. The statement “Mr. Name cornered student after class and insulted him in an attempt to intimidate student out of his honors application” is not the same as what is being said here. This gentleman’s behavior was highly impolite and out of line. There is evidence in the first record that you have sifted through the facts. In addition to providing actual quotations or words, it does not make any assumptions about the actions of the bully. An example that is both prejudiced and impassioned is the second one. It may be true that it is simple for a principal or administration to reject an angry parent; nevertheless, it is far more difficult for them to ignore a list of occurrences that have been reported objectively and include dates and times. Additionally, it demonstrates that you are reporting an issue that has been going on for a long time, rather than responding to a single occurrence. event number four It is at this point that your discretion on the circumstances comes into play. In the event that you have reason to suspect that the educator or administrator may have accidentally caused emotional distress to your kid, you should arrange a one-on-one meeting to address the matter. Remember to bring your documents, but instead of using them as accusations, use them as notes. “Billy came to the conclusion that you were insulting his intellect since you mentioned x and y, which caused him to feel offended.” If the crime was an accident, you and your student have the ability to collaborate with the instructor or administration to find a solution to the problem. In the event that anything unexpected happens, make a note of the conference in your documentation list, and be sure to save the list. The conference and an objective description of the teacher’s response should be added to your list of documented events if you start to have the suspicion that the offense was not an accident. This could be because the teacher is overly defensive, the teacher is attempting to place the blame on the student, or the teacher completely dismisses the claim. When you need to escalate the matter and bring it to the attention of the principle or another authority from the district, you will require this. 5. Ask around to find out what the opinions of other youngsters and parents are. It is best to steer clear of loaded inquiries such as “has Mr. Name finally quit beating up on my kid?” and instead make an effort to ask open-ended questions such as “how is your child enjoying class with Mr. Name?” It is not your intention to get together a group of people and conduct a witch hunt; but, if you come across other parents who have worries that are similar to your own, it would be beneficial to invite them to start recording as well. The persuasive power of a group of concerned and well-prepared parents is greater than that of a single parent. 6. devise a strategy and advance the situation Create a perfect strategy for resolving the matter in the event that the meeting does not succeed in putting an end to the bullying. Take the kid as the focal point of the plan rather than the instructor; for example, you may say something like, “I want my child to be moved to another class and for my child to visit the counselor once per week,” rather than “I want this terrible person fired immediately.” There is no sense in requesting that a teacher be fired or removed from their position since the school is often unable to do so. Make arrangements to meet with the next level of school or district authorities and schedule a conference. Seek the advice of the principal if a teacher is the source of the issue. Discuss the matter with the superintendent if the principal is the source of the issue. Bring your notes with you and try to maintain your composure; you want to seem to be reasonable. 7. maintain communication with your pupil When your kid is being bullied, it is important to tell them that you are there to assist and support them and that the bullying is not their fault. Your kid should be encouraged to participate in school activities or activities that keep him or her interested and involved in the learning process. It is possible that your kid might benefit from seeing with a private counselor or the school counselor. Above all else, reassure your pupil that you care about them and that you want to assist them. Despite the fact that your student may be experiencing a great deal of distress, he or she will remember that you assisted and advocated for them. A good ally is a terrific present when challenged by a bully; your kid will be immensely thankful that you stood by him or her because of your support, regardless of whether or not he or she communicates gratitude to you. the author is Elaine Sigal, the pioneer of mindlaunch education. Mindlaunch.com facilitates the most efficient online tutoring experience possible by connecting students with qualified instructors who have years of expertise in the United States.
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