I.

Title

Attending to a Bully Child: An Action Research

II. Introduction

Learning must be fun. If it is so, children are ready to participate and be with the
teacher in achieving the objectives of the teaching-learning process set in a particular
grade level, grading period and day. This is backed up with the theories of the
psychologists like that of the Law of Readiness.

Readiness is highly significant in the child’s onset of learning because the

absence of it impedes the capacity of the child to acquire and grasp the lesson’s inputs
and to participate in the learning activities. Readiness can as well be linked to
motivation. Child learns best if he is highly motivated and if his interest is aroused. A
child would more likely withdraw from learning if the atmosphere is threatening. One
threatening agent in the child’s environment is bullying.

Bullying, as defined by the DepEd Order 55, series of 2013, refers to any severe,
or repeated use by one or more children of a written, verbal or electronic expression, or
a physical act or gesture, or any combination thereof, directed at another child that has
the effect of actually causing or placing the latter in reasonable fear of physical or
emotional harm or damage to his property; creating a hostile environment at school for
the other child; infringing on the rights of another child at school; or materially and
substantially disrupting the education process or the orderly operation of a school; such
as, but not limited, to the following: punching, pushing, shoving, kicking, slapping,
inflicting school pranks, teasing, fighting, use of available objects as weapons, any act
causes damage to a victim’s psyche and/or emotional well-being, any slanderous
statement or accusation that causes the victim undue emotional distress like directing
foul language or profanity at the target, name-calling, tormenting and commenting
negatively on victim’s looks, clothes, body, and any other form of bullying as may be
provided in the school’s child protection or anti-bullying policy, consistent with the Act.

Bullying in school can potentially result to more academic and emotional

problems if not attended to. Normally, a bullied child would actually withdraw from
normal learning growth, would tend to lose interest in participating in class and school
activities, and would lose confidence in all the things he/she does. Ultimately, it would
result to child’s perception for school as a nightmare.

Bully refers to any child who commits acts of bullying. According to former
studies, bullies can be called children with problems and not problem children in school.
There are causes why a child misbehaves and inflects bad experiences to other
children. A line must be clearly drawn between the two ideas and appropriate action
must be done to address the said alarming issue.

Knowing the acts considered as bullying and its tremendous effect to children in
school, the researcher formalized her observation on the untoward behaviors
manifested by the Grade V – Rationalist pupils.

III. Background of the Study

Thongco O. Abedin, Jr. a transferee from Manila has the most number of
complaints in the Grade V– Rationalist class. Most of the time, his classmates would
report him and complain for spanking, hair pulling, kicking or hitting others. He became
a headache to his adviser who often receives the same complaint almost every day.

The scenario however is different during the time when he was given more
attention and had entrusted some important tasks. The teacher would often commend
him in all the good deeds he makes and to every small task he would accomplish.
These strategy and positive reinforcements have made the boy become more
participative in the class and have lessened the instances or reports of bullying.

These two different moods and behavior manifested by Thongco Abedin, Jr.
sparked the interest of the researcher to make an in-depth study to figure out why this
particular boy behaved this way.

IV. Objectives

The objectives of this study include:

a. To identify the factors that make a child becomes a bully in class

b. To discover and suggest remedy in addressing the problem on bullying
c. To help the particular child overcome his negative attitude
d. To suggest and give advice to the parents of the child with problem
e. To develop the self-confidence of the pupils thereby making their performance in
academic and co-curricular activities improves.

V. Methodology

The researcher, interested by the annoying behavior of the child in his other
classes, did the one-on-one interview with the said child. Considering that academically,
he could perform better than his other classmates and schoolmates at that level,
something must be done salvage his intellectual development.
 During the said endeavor, the researcher found out that the child could hardly
find a role model at home. In fact, he himself would admit that he too was bullied at
home by his father. To the researcher’s surprise, the boy would be spanked if he would
show girlish ways, something that his father hated the most.

This feministic manifestation was seconded by his teachers before. He was

actually caught wearing high-heeled sandals while modeling as if in a fashion show.

These testimony and other observations could actually be attributed to why

Thongco Abedin had behaved that way. Now it was found out that he himself is not only
a bully child but a victim of bullying.

With this, it was suggested that a parent-teacher conference be set discussing

solely on the bullying done by Thongco Abedin in school as well as his experience of
such at home.

Now, a proper approach could be given to pupils who would bully their
classmates because definitely there are reasons for such. Thongco Abedin’s teacher
now treats him in a different way so that he would now learn to love his classmates and
refrain from bullying.

It is likewise expected that Thongco Abedin would continue to perform better in

class and with more classmates to befriend with. In the same manner, his classmates
would not anymore be bothered by his mischievous acts before.

VI. Conclusion

Schooling must indeed be something that every child must look forward to during
school days. This is a childhood experience that must truly be memorable and not a
nightmare due to some unlikely instances disregarded as something that is only petty.

There could be many Thongco Abedin, Jr. in school or schoolmates of him who
are actually victims of bullying who in turn could have developed very low self-
confidence or none at all.

The endeavor made by the researcher had somehow addressed one of the many
other problems that school children face while in school. In one way or another, this
study has contributed something for the learning of Thongco Abedin, Jr. and his
classmates. May similar undertakings be done and be put into writing for reference
purposes.
 VII. Recommendations

Bullying hurts inside and out. Meaning to say, this has physical, mental,
emotional and even long-term effects on the part of the one who experienced bullying.
However, bullying a bully child is not a solution to the problem. Below are suggested
tips for school personnel to help stop bullying in school:

a. Adopt and implement a child protection or anti-bullying policy in accordance with

the DO 55, s. 2013.
b. Provide children and their parents or guardians a copy of the child protection or
anti-bullying policy.
c. Educate children on the dynamic of bullying, the anti-bullying policies of the
school as well as the mechanisms for the anonymous reporting of acts of bullying
or retaliation.
d. Educate parents and guardians about the dynamics of bullying, the child
protection or anti-bullying policy of the school and how parents and guardians
can provide support and reinforce the said policy at home.
e. Devise prevention, intervention, protection and remedial measures to address
bullying.

Below are the suggestions for parents with bullied child:

a. Do not ignore it. Make an appointment with your child’s teacher the soonest
possible time.
b. Decide what you want to say and what you would like to achieve from the
meeting.
c. Do not blame the teacher – he/she may be unaware of the bullying.
d. Give specific examples of how your child is being bullied.
e. Ask what the school’s anti-bullying policy is.
f. Discuss what action the teacher will take.
g. Arrange to meet again to discuss progress.

Below are the suggestions for parents with a bully child:

a. Make sure your child understands that bullying is unacceptable.

b. Encourage your child to be friendly, understanding and kind to others.
c. Try to bolster friendship by inviting other children over to your home.
 Department of Education
Region XII
Division of Sultan Kudarat
Central Isulan District
Isulan Central School SPED Center
Isulan, Sultan Kudarat

Prepared by:

MYRA S. DUYAG
Teacher I/LSEN Assigned Teacher

Noted:

SAMBRA HADJIESMAEL-CAMSA, MAEd

Principal II/OAS SPED