Problem scoping is the first step after identifying the problem. Let's take up a real-life problem to curb bullying in Schools. Now express this problem according to the Problem Scoping phase highlighting what should be done at each step in this phase.
Answers
2. Remove labels; address behaviors
When teachers and staff call a child a bully or a victim, they place a judgment on that child, which can then cause problems in
Ensure that the person who is doing the bulling knows what behavior is wrong, why it’s wrong, and what the consequences are for engaging in the behavior. If the behavior keeps occurring, the parents will need to be involved. 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. But when teachers address specific behaviors such as disrupting the classroom or harassing other students, parents recognize that the behavior needs to stop.
3. Set clear and enforceable rules and expectations
Age-appropriate rules allow a student to know what behavior is expected. When kids are younger, keep rules simple. When kids are older, shape the rules to help them meet their The authors suggest that staff should:
State rules in positive terms,Keep the number of rules to a minimum (3–5 depending upon age),Set rules that cover multiple situations,Make sure rules are age appropriate,Teach your students the rules,Set an example for rule-following behavior, andBe consistent in enforcing the rules.
These guidelines for rules set a tone for the classroom. They can help the teacher have a well-managed classroom that is less prone to bullying behaviors (US Department of Health and Human Services).
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. This provides clear expectations.
4. Reward positive behavior
When a student does something bad, it’s easy to point it out, especially if the student always seems to be in trouble. What if you caught him doing something good? Would you point it out? Wright (2012) came up with the “Good Behavior Game” in which good classroom behaviors are rewarded during the instructional time of day.
Not many people choose to reinforce good behavior because good behavior is expected. This is a problem. This way the student will be more likely to engage in the positive behavior again. Just like setting clear rules and enforcing those rules, reinforcing good behavior will give students clear expectations about what you want in
5. Have open communication
Communication is key to building rapport. When teachers have open communication with their students, their students will feel more open to talking to them about their problems—including bullying. Having classroom meetings is one way to build that communication. Classroom meetings provide a way for students to talk about school-related issues beyond academics (US Department of Health and Human Services). These meetings can help teachers and parents stay informed about what’s going on at the school and in the child’s life. Be sure to listen during these meetings.
Empathic Listening is key. Students want to know that they’re truly being listened to. They need to feel welcome to talk to their teachers one-on-one, especially if they feel they’ve been bullied. Keep in mind that a student who's being bullied might not want to say something in front of the whole class or if the student who's doing the bullying is in the classroom meeting.
Schools need to have adequate reporting systems as well. They need to encourage teachers and staff to report the incidents that occur. This way the school can provide a way to protect students and prevent these circumstances from occurring again. Reporting also helps track the individual incidents and responses so you can see if there’s a trend (US Department of Health and Human Services). By using this system, possible future incidents can be prevented. Make the reporting system easy to use and confidential, and encourage staff to use it.
Communication is not just verbal. A school can also provide nonverbal cues. These can include interior decorations like signs, it can include teachers and staff, and it can include the exterior of the school. The look of the school sends a strong message to students and parents about whether the school fosters a positive environment. If it does not send a good message, bullying is more likely to occur.
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