Re-read the classroom situation on page 87 of Hue, M. & Li. W. (2008) book.

Present at least
three strategies Ms. Chung could use in response to this example of bullying.  Provide a
rationale for choosing these strategies and be sure to support your strategies with citations from
your reading resources.

a exerting her authority

b. adopting a student -oriented approach

c. taking group-oriented approach.

During the reading, Ms. Chung identified three strategies for responding to bullying.

Discipline is widely recognized as vital for fostering a pleasant school climate conducive to

high academic success (Masitsa, 2008). It is an essential prerequisite for effective teaching

and learning in schools, as well as a source of concern for teachers (Eshetu, 2014). The

following are the three strategies of Ms. Chung dealing with inappropriate behavior.

 exerting her authority

 adopting a student -oriented approach

 taking group-oriented approach.

I. Exerting Authority

The teacher must be empowered to dominate the classroom as any responsible person must be

empowered to carry out their duties. A teacher needs authoritative resources to maintain peace and order

in the world. Taber in 2007 and Assug in 1991, inspired by the theory of French and Rowne (1960),

listed five types of power, including: legal, reward and punishment. In this way, teachers can create an

appropriate learning environment for students in the classroom by using authoritative resources. These

authoritative sources are described below (Mesrabadi, Badri & Vahedi, 2010).
 Legal authority:
Certain roles, regardless of who performs them, are associated with authority. The

teacher's job entails some legislative authority. According to the legislation, the teacher

has the authority and jurisdiction to make decisions about classroom activities. For

example, if a student has disciplinary concerns, the teacher can recommend them to the

school's principal or consultant.

 Reward authority:

People in authority of control and leadership have the ability to reward and benefit group

members. This capacity is known as reward authority, and it is the  second type of

authority. Teachers can employ grades, specific responsibilities, privileges, attention, and

encouragement as effective rewards. Everyone enjoys receiving rewards, and whomever

has the ability to provide them is powerful. However, there are several restrictions to

reward authority. One of these flaws is that the group sometimes decides what should be

rewarded; for example, utilizing grade for a class of students who do not seek high grades

cannot be called a reward. If teachers rely simply on grades to assert their authority in

such a circumstance, it quickly loses its power (Mesrabadi, Badri, & Vahedi, 2010).

 Punishment authority

People in positions of control and leadership have the ability to punish others.

Traditionally, the teacher's authority has been associated with punishment. The bastinado

is a reminder of this form of teacher power in educational literature (Mesrabadi, Badri, &

Vahedi, 2010). The consequences range from losing one's focus to inflicting mental

harm, receiving a written reprimand, being kicked out of the classroom, and even being

expelled from school. As a student's punishment increases, the influence on his or her

performance decreases.
 Similarly, as the instructor employs more punitive techniques, the mental flux imposed

on students widens the gap between them, and the negative and unified pressure of the

classroom reduces the teacher's authority by denouncing it. However, this does not imply

that punishment should be abolished; rather, it should be considered in the context of

more efficient punishment measures. In truth, reward and punishment, as proposed by

educational theories, may be used to guide students and can be used in a way that

increases students' understanding of the consequences of their actions (Bayani, 1999).

II. Adopting a Student -Oriented/ Centered Approach

It is critical to ensure that a student-centered approach to discipline is continuously

reinforced in all classrooms. Student-centered classroom disciplinary rules foster a supportive

environment by providing developmentally appropriate chances for kids to learn, problem-solve,

and accept responsibility for their actions. Classroom discipline policies that emphasize

punishment, on the other hand, might hinder schoolwide SEL initiatives and detach kids from

their classroom communities (Toldson, McGee & Lemmons, 2013; Kupchik & Catlaw, 2014).

Student-centered discipline entails including students in decision-making and problem-

solving. This procedure:

 Develops and maintains trusting relationships while being considerate of pupils.

 Aids pupils in understanding their impact on others, developing empathy, and repairing

any hurt they may have caused.

 Keeps students in the learning environment, engaged with peers, and connected to

support systems as a top priority.

  Is sensitive to the cultural, developmental, and school contexts for conduct, with the goal

of ending the disproportionate use of harsh punishment on pupils of color.

III. Group-Oriented/Centered Approach

The group-centered approach allows you to create an after-school program that provides

students with the time and support they require to learn and modify their behavior. The objective

is to ensure that every child is progressing, even if that progress is frequently much slower than

that of others in the group.

Many professors from discipline across the university use group work to help their

students learn more effectively. Instructors often use small group work to maximize the benefits

of peer education, whether the goal is to improve students' understanding of a subject, develop

certain transferable skills, or a combination of both. Collaborative Learning, which is defined as

the instructional use of small groups to encourage students to work together to maximize their

own learning and that of others, is the official name for this type of group activity (Johnson et al.,

2008).

Group Work:

 Think-pair -share

 Peer instruction

 Jigsaw

As teachers, we share a responsibility to create a safe and healthy environment for our

students. I recommend Ms. Chung should use these three strategies to prevent bullying or

inappropriate behavior in the classroom.

References:
Bayani, F. (1999). the resources of teachers' power , class management in a comparative study
with organizational management system, part I, . the Journal of teacher growth (148).
Eshetu , A. A. (2014).Indiscipline problems of high school students: The case of Ethio-Japan
Hidasse Secondary School (Addis Ababa, Ethiopia) .Journal of Education and Practice,
5(37),23-28. Retrieved from http://www.iiste.org
Masitsa, G. (2008). Discipline and disciplinary measures in the Free State township schools:
Unresolved problems. Acta Academica, 40(3), 234 - 270. Retrieved from
Mesrabadi, J., Badri, R., & Vahedi, S. (2010). examining the extent of lack of discipline
within students in the conditions of exerting different resources of teacher's authority.
science-research journal of psychology Tabriz university .
Toldson, I. A., McGee, T., & Lemmons, B. P. (2013, January). Reducing suspensions by
improving academic engagement among school-age Black males. In Losen, D. (Ed.),
Closing the school discipline gap: Research for policymakers. New York: Teachers
College Press.

Discipline is widely recognized as vital for fostering a pleasant school climate conducive

to high academic success (Masitsa, 2008). It is an essential prerequisite for effective teaching and

learning in schools, as well as a source of concern for teachers (Eshetu, 2014). According to

Gitome et al., good discipline leads to improved academic success. To put it another way,
discipline is critical for pupils' academic performance (Njoroge & Nyabuto, 2014). Furthermore,

it is required for effective school management and achievement of its objectives (Nakpodi, 2010)

Indiscipline is a lack of discipline. As a result, indiscipline can be defined as any activity that is

considered wrong and is not commonly acknowledged as right in a setting or community

(Omote, Thinguri, & Moenga, 2015). According to Ali et al., it is any form of misbehavior

displayed by a student in a variety of ways (e.g., disobedience, destruction of school property,

poor attitude toward learning, immoral behavior, drug abuse, stealing, lateness, truancy,

dirtiness, being quarrelsome, use of abusive or foul languages, rudeness, gangstarism, or

cultism).