I have come to a frightening conclusion that I
am the decisive element in the classroom…As
a teacher; I possess tremendous power to
make a child’s life miserable or joyous. I can
be a tool of torture or an instrument of
inspiration. I can humiliate or humor, hurt, or
heal. In all situations, it is my response that
decides whether a crisis will be escalated, and
a child humanized or dehumanized.
- Haim Ginott, Israeli Educator

Esther Williams, M. Ed., LPC 2007



Take the time to build a trusting and caring
relationship with all your students especially bullies
and victims. Bullies rarely have a positive relationship
with their teachers. Taking the time to build a
trusting and caring relationship with a bully may be
one of the most effective ways to end the bullying.
Help every student become more successful and
valued for their own skills and talents. Students who
have academic and social difficulties are often teased
and intimidated by their peers.
Model respect through your classroom management
strategies. Teachers must maintain order in the
classroom or teasing and bullying will flourish.
Esther Williams, M. Ed., LPC 2007



Use discipline as an opportunity to teach the
correct behavior. A teacher’s discipline style has
a big influence on bullying in the classroom.
Use personal conferences with students to
address chronic behavior problems. Public
confrontations can give a bully the audience they
want.
Never engage in a power struggle with a student.
It is said that for every minute you argue with a
child your age drops 5 years. It doesn’t take long
for you to be on their level and reinforcing their
negative behavior.
Esther Williams, M. Ed., LPC 2007


Create a safe classroom community. When
students feel safe emotionally and physically,
they are better able to concentrate on
learning.
Use cooperative groups, group learning and
peer tutoring to build community in your
classroom.
Esther Williams, M. Ed., LPC 2007



Move closer to the students. Often your very
presence will be enough to stop the bullying
incident.
When you see students exhibiting bullying
behavior, stop the behavior immediately.
Investigate to determine the seriousness of
the situation and make an appropriate
response. You do not want to over or underreact.
Esther Williams, M. Ed., LPC 2007

Rather than accusing the bully of bullying,
privately ask the bully questions.
“What did you do?”
“What was inappropriate about that?”
“What is the rule that covers this behavior?”
“Who did you hurt?”
“What were you trying to accomplish?”
“The next time that is your goal, how will you
accomplish it without hurting another
student?”
“What are you going to do for the person you
hurt?”
Esther Williams, M. Ed., LPC 2007


Talk to the victim and or bystander separately
and in private, at a later time to get a clear
picture of what is actually going on and how
you can best help the victim and the bully.
Make sure the bully and the victim get the
support they need. Provide the victim with
strategies she can use to prevent future
bullying episodes or refer them to the
counseling office.
Esther Williams, M. Ed., LPC 2007




Teacher interventions for the victim
Consequences of bullying
Characteristics of families of victims
Characteristics of families that bully
Esther Williams, M. Ed., LPC 2007



Counselors will be teaching lessons in 6th, 7th,
and 8th grade classes to promote a bully free
environment.
Teachers will report incidents of bullying to
counselors so that we can document and
counsel students.
Administrators will hand out appropriate
consequences to repeat offenders.
Esther Williams, M. Ed., LPC 2007