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1. 
TOPIC: STRATEGIES TO PREVENT BULLYING IN
ENGLISH FOR CONVERSATIONAL CLASSES AT IPEC
CENTRO DE CAPACITACIÓN COMUNITARIA QUINCE
DE SETIEMBRE.

OLGA LUNAN JACKSON

FEBRUARY 8TH 2013

2.  This
is to offer teachers of the
Institution help in coping with school
violence.
 To sensitize students and help them
correct their behavior.
 When a situation of crisis is
presented, teachers are left alone to
solve problems or are under threat to
be fired.

4.  To
design strategies to prevent
Bullying in English for Conversation
Classes at IPEC Centro de
Capacitación Comunitaria Quince de
Setiembre with the purpose to
improve learning process.

5. 




1. To study the Current Regulations on school
violence to see what rules are being carried
out
2. To investigate what kind of strategies are
implemented to prevent school violence at the
IPEC Centro de Capacitación Comunitaria
Quince de Setiembre.
3. To design specific strategies to prevent
bullying in English for Conversational classes
at the IPEC Centro de Capacitación
Comunitaria Quince de Setiembre.

6. 
1. Current regulations in school violence.

2. Strategies implemented.

3. Bullying Prevention.

7. 

The scope is to help educators promote a
better classroom management for learning
at IPEC Centro de Capacitación
Comunitaria Quince de Setiembre.
Time was an obstacle because of midterm
vacations/ impossible to make contact with
some teachers

8. 
(IPEC), Centro de Capacitación Comunitaria Quince

de Setiembre is a Professional and Educational

Institution of the Ministry of Public Education that


Was founded in 1978.

9.  According
to Kitteringham
(2007)
 “Teaching is a process of
encouraging students to make
connections between their real
world experiences and the
subject being studied”.

10.  According
to Sohn (2.011),
“Bullying in school children is
any kind of psychological,
physical, or verbal abuse that
takes place among school
children, during a long period
of time and it is repetitive”.

11. 
according to
Sampieri,
“Exploratory
researches are
performed when
the objective to be
examined is a topic
or a statement of a
problem not widely
studied.

“Descriptive
researches” only
pretend to measure
or collect
information in an
independent or
collective way on
concepts or
variables to which
they refer.

12.  The
sources of information in
this study were primary, as a
free interview with the Principal
and the Counselor, also a
questionnaire used and
responded by the universe of
English Teachers.

13.  Reglamento
de Evaluación de los
Aprendizajes
 Guía
General de Intervención Para la
Prevención y Atención De La Violencia
Con Armas en Centros Educativos
A
documentation of a film forum,
provided by the Principal and the
school Counselor.

14.  The
population is composed by
three EnglishTeachers.
 The
universe of the population at
the IPEC was selected in this
research for the questionnaire.

15. States that, behavior as an exercise
of mutual respect, tolerance
among school members,
fulfillment of duties and respect to
the norms and regulations is a
learning subject. Therefore, it
must be evaluated and graded
completely into the educational
process.

16. It offers a series of actions to be followed
when there is a situation involving the use
of firearms.
Finally, the Guide indicates, on page 5,
that educational centers should sensitize
the community of students and establish
mediation procedures to solvent conflicts
into the school environment.

17. 
The documentation of
the Film forum that was
given in the free
interview was in order to
convince Teachers to
create strategies to
prevent school violence.

18. 
GRAPH# 2: INDICATES THE WAY BULLYING AFFECTS
THE TEACHING IN THE CLASSROOM
33.33%
66.67%
interruptions/dropouts/disrespects
difficulty achieving objectives

19. GRAPH #4: DEMOSTRATES PROFESSORS THAT HAVE
A PLAN OF STRATEGIES TO PREVENT CLASSROOM
VIOLENCE
33.33%
66.67%
Yes
No

20. 



A final analysis, is that there is not a specific law that
embodies school violence, so called Bullying. Yet, it is
implied in The Reglamento de Evaluación de los
Aprendizajes, in conduct, behavior and discipline.
In conclusion, the Guide describes a set of action or steps
to be followed by teachers only when a situation of
violence takes place with firearms at the schools.
In final consideration, at the IPEC there are no strategies
implemented in English for Conversational Classes at the
present moment.

21. The MEP should promote laws with severe punishments
for problematic students, like longer suspensions.
This entity should avoid paternalism with students
because it affects them as individuals and in their
relations with authorities and to each other.
Avoid teachers rescheduling assignments and exams for
suspended students, they should catch up with the
subjects and take their tests in the same schedule like
the other students.
The IPEC teachers should introduce strategies constantly
in every classroom teaching.
A final recommendation is to design The Proposal of
Strategies to Prevent Bullying.

22. 
GENERAL OBJECTIVE:
 To
provide IPEC’s teachers with
a set of anti bullying strategies
and activities in order to
improve the teaching and
learning process in their
classrooms.

23.  To
design a series of strategies to be
performed in the classroom.
 To
propose a group of activities for
each strategy.

24. 
ACTIVITIES: USE OF SUPPORTING MATERIALS:
Teachers may use devices but must not depend
on them.
ACTIVITIES: USING PICTURES:
 drawings made by students. This will also motivate
them.

25. 





Will allow students to have a better comprehension
of a situation in conflict.
Purpose: To activate and evaluate student’s prior
knowledge of the topic: What they think bullying is.
Description: Student can create a representation of
the topic before lesson begins.
Procedure: Ask students to imagine, jot down
concept. Teach the lesson.
Activity: Student tell the class what he or she has
changed about before and after lesson.

26. Transforms the content of teaching and
learning from information into experience
 Purpose: To role play how you would feel if
someone bullies you
 Description: Groups, create characters and
act out with feelings and emotions
 Procedure: Give role play cards topics to
each group.
 Activity: Student write a story about being
a bully or being bullied, and how they feel.


27. Consists of pairing students to research
and discuss controversial topics.
 Purpose: To investigate and debate what
actions are considered bullying.
 Description: The class can be arranged in
affirmative and opposing groups, the judge
can be a teacher or a student.
 Procedure: Teacher supports the groups on
their findings.
 Activity: Write what they learn from the
other side and hand it in.


28. 




Helps student to critical thinking.
Purpose: To sensitize students about school
violence and to use critical thinking.
Description: Students watch a video and answer
questions.
Procedure: Before watching the video give them
facts about bullying in the country and abroad
Activity:Answering questions:Who was right? Justify
your answer. What should consequences be for
bully people involved in the scene?

29. Helps teachers and students to generate
solutions to a problem.
 Purpose: To be aware and alert that
bullying is also verbal.

Description:Teacher writes on the board
what is verbal bullying?
 Procedure: Aim to generate as many ideas
as possible in 20-30 minutes
 Activity: A short oral presentation of what
was generated.


30. 

The consequences generated from this issue of
school violence, and for other studies are:
Students that might become unaware
accomplices of a situation of violence or may
imitate the conduct of which they are exposed
to.
Other consequences for students are: dropouts,
transference, suspensions, injuries,
psychological affections or deaths.