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Anchor Theory
the theory of peer support system of Smith,
Ananiadou, & Cowie (2001).
Peer-support system helps reduce school bullying.
This method includes: cooperative group work in
the classroom; circle time in which the class
addresses relationship issues, including anger,
fighting, and bullying; circle of friends who provide
support team of peers to work with a vulnerable
student; befriending, in which a student or
students are assigned to “be with” or “befriend” a
peer; Schoolwatch, a program in which students
elect a committee of peers who propose and
implement anti-bullying activities.
ACTION
RESEARCH
QUESTIONS
1. What are the experiences of
Grade 11 students about
campus bullying?
2. How does peer – support system
help bullied students cope with
bullying in the school?
3. What insights and realizations
can be generated from this
study?
PROPOSED
INTERVENTION
Peer Support System
Itis an appropriate, practical, coping
strategy of bullied students.
“A BOWL OF POSITIVITY”
One way of making a positive
learning environment through good,
positive, encouraging words and
thoughts given by peers, friends and
classmates of bullied students.
The Mechanics/Steps
Lista couple of positive words, phrases,
quotes or hashtags in a colored/art
papers.
Put them inside a fish bowl.
Before every start of the class, let one
student draw one from the bowl. Let
him/her share about the chosen
words/phrases for about two minutes.
A limit of five students will be observed.
The Mechanics/Steps
After the sharing of thoughts, recite the five
chosen words/phrases and make them the
class mantra or motto of the day.
If applicable, relate the motto to their
experiences during class discussions.
Before ending the class, recite again the
positive words for the students to
remember.
Do this regularly so that it becomes a habit,
and surely positivity will create an impact
not only to victims but even to bullies.
METHOD
Methodology
Simple qualitative case design
In-depth interview, observations,
anecdotal records
Purposive sampling technique
Observe anonymity of the
participants, seek parental
consent and approval from the
authorities
Methodology
Transcription of data and thematic
analysis
Baseline/Endline data – First Semester
and Second Semester Math Scores
(WW &PT)
Reports of Bullying from July 2017 to
February 2018
No statistical needed, just merely
comparison of scores or incident
cases.
RESULTS
Campus Bullying Experiences
Verbal Abuse –
Name Calling
Property Damage
Social Discrimination
Essential Themes Thematic Statements
They called me “kokok”, “brown rabbit” “agta”, and “ongoy”
I was called “horse”, “bat”, “monkey” and “monster”.
Table 3
Student Written Work Performance Tasks
Pseudonym (Scores) (Scores)
June 2017 – November 2017 June 2017 – November 2017 –
October 2017 – March 2018 October 2017 March 2018
Precious
20 out of 100 55 out of 100 40 out of 100 65 out of 100
Joy
35 out of 100 60 out of 100 47 out of 100 60 out of 100
Great
25 out of 100 50 out of 100 35 out of 100 55 out of 100
Insights and Realizations
campus bullying leads to
emotional distress and low self-
esteem;
bullies should be sensitive to
others’ emotions; and
bullying should be avoided in
the school.
Essential Themes Thematic Statements
Low confidence strikes me because of bullying.
Campus bullying leads to
I feel emotionally hurt whenever they tease me.
emotional distress and
I can no longer actively participate in the class because I am
low self-esteem.
afraid to be bullied.
Bully students should realize that to be a victim of bullying is
Bullies should be not a joke.
sensitive to others’ It is not easy to be bullied because it really hurts deep inside.
emotions. Being a victim of bullying, we also have feelings because we
are human too.
Bullying is no good.
Bullying should be In school, bullying should be minimized if not avoided.
avoided in the school. Bullying cases should never be ignored no matter how simple
the case may be.
Concluding Remarks
Bullying, if ignored, may create emotional and
psychological effects on the part of the students.
intensifying peer-support system in the classroom
and even in the entire school through “A Bowl of
Positivity” is a good alternative solution, if not the
best, because it makes the classroom more positive,
motivating and conducive environment for learning.
This intervention may help students feel their
worthiness, importance and value as a person.
Positivity or optimism may surely create an impact on
students’ attitude and performance in their
academic endeavors.
My Reflection as a Teacher
I realized that teachers play a vital role in the
classroom especially in making it as a home or an
environment where students are protected from
any forms of harm physically, emotionally and
psychologically.
Sometimes, I ignore reports on bullying because I
considered them as disturbance and disruption in
my class. However, conducting this action
research, I realized that I am wrong. My failure to
response to bullying inside the classroom may be
the possible reason of students not performing
well in their academic endeavor.
Most importantly, addressing campus bullying is a
call of reviving our values formation.
THANK
YOU