Numerous discussions and exchange of
perspectives around ‘bullying’ has happened in our weekly meetings. Its impact in classrooms and school is
acknowledged and collectively our concern is not for the ‘bullied’ alone but
also for the ‘bully’. Yes, social,
verbal or physical bullying hugely affects the class dynamics and implementation
of the lesson plan.
‘There should be consequences’ for
certain kind of behaviour, ‘zero tolerance’, ‘just not acceptable’ is what we
argue and debate upon. But some of our
responses and strategies can be counterproductive or less constructive. As I reflect on one such classroom, I have
serious apprehensions about how the situation was dealt with. Children, teachers and parents; all turned
against this child who was physically and verbally bullying peers in the
class. Who would consistently make
sounds and disturb, who would push in the lines and break the flow of the
lesson plan. We like to use the word ‘consequences’, nonetheless it refers to
and implies punishment for the bullies.
Children who break the rules, hit or
otherwise displease are sent to the library (isolation), sent home or their ‘choice
time’ is taken away (loss of opportunity to participate in what they enjoy the
most). They should reflect on their behaviour, they cannot travel in the bus or
else parents should accompany them or sit outside the classroom. ‘Because we cannot handle this’, this
approach comes to us very easily.
Making children suffer for what
they’ve done is often defended on practical grounds, but there is no evidence
to support the claim that punishment makes schools safer or leads the children
who have been punished to become more ethical or responsible. This approach to
discipline can lead to a damage to the concerned child’s (whom we choose to
call a bully) self-esteem, trust in adults around him, love for learning. Subsequently this is associated with more
antisocial behaviour, less prosocial behaviour, and increased levels of
anxiety.
Often we insist
that if someone does something unacceptable, he or she must be “held
accountable”; a consequence must be imposed.
But what we choose to call ‘consequence’ is also a
punishment and defining consequences for children who bully not only fails to
address the source of the problem but makes things worse. Punishment degrades,
humiliates, and dehumanizes the children who are its objects.
Bullies are often the ones who have themselves
been bullied or have authoritarian adults or parents at home who subject their
lives to hard rules, structure and punishment. A ‘consequence’ is seen as a
punishment and the child in this case also sees the teacher as a bully. Someone who has power over him/her, someone
who can use this power and is probably not thinking of how it affects the child.
Maybe this will contribute to further bullying.
What is important is to see beyond
the behaviour, look at the larger context, establish a relationship or bond
with the child, acknowledge him/her, highlight the strengths, incorporate
his/her interests in the lesson plan, give responsibilities and move from ‘doing
to the child’ to ‘working with the child’.
So dear teachers, stop and think next time before you take an action.
