Creating Positive Peer Relationships in the Classroom

Bullying in schools has resulted in damage to both the bully and the victims. The damage is both psychological and physical. Teachers and educators witness instances of bullying in schools on a regular basis. It is thus important that these teachers be involved in the adoption and dissemination of knowledge and skills that are useful in the prevention of further instances of bullying (Jones & Jones, 2015).

Most cases of bullying are usually reported to teachers and it is important that they have a plan in place to tackle these forms of harrassment through curriculum development and life skills coaching. In this essay, evidence-based approaches and interventions to the problem of bullying are suggested as means of engendering positive peer relationships in the classroom. Since students spend a lot of time in school, it is important that teachers be in the frontline fighting negative influences in the classroom.
Some of the techniques that can be used in the intervention to prevent and stop bullying are the use of anti-bullying campaigns and the adoption of restorative justice programs. Similarly, the adoption of adult training schemes and policies in the school will help teachers quickly identify instances of bullying and know how to respond to them. Teachers can also use small groups of students during class discussions and projects to help reduce large groups that tend to alienate some students (Wentzel et al., 2010).  For these programs to succeed, it is argued that the implementers of the policies must be persistent and adopt long-term compliance. In this way, there is sustainability and continuity of the programs, ensuring that either program does not alienate students.
The use of single and piecemeal intervention has been shown not to work because they tend to be fragmented and short-lived. Additionally, the single short-term policies tend to be uncoordinated and result in inadequate rehabilitation. To address this anomaly, it is suggested that teachers adopt policies that are intended to realize consistency and sustainability. Teachers should adopt a system of classroom instruction that emphasizes on connectedness, teamwork, an understanding of the values of the school and the education system as well as closing gaps in implementation (Oberle et al., 2010). For instance, teachers can instruct students in safety protocols and should undergo safety training.
Additionally, teachers should engage parents and guardians in the learning activities of the student. Further, teachers must be able to discipline bullies to set an example to others. The discipline programs should be fair and transparent and should not be unnecessarily harsh (Oberle et al., 2010).  Overly punitive policies tend to create hegemony and a desire for vengeance, which undoes all the gains of the disciplinary action.
The boundaries for acceptable behavior in the school environment should be established. A method of reporting and acting on any complaints about instances of bullying should be put in place (Wentzel et al., 2010). Students will thus have an opportunity to report and have any complaint addressed by the school structure before the situation gets out of hand. A bullying prevention scheme should be integrated into the curriculum. The students can internalize any information about bullying at the same time they are being taught the course requirements (Jones & Jones, 2015). The adoption of such holistic programs has the potential of creating a culture where information about bullying is communicated, assessed and a response adopted.  The promotion of strategies that foster alternative thinking is essential to the successful implementation of intervention programs in the classroom.
References
Jones, V., & Jones, L. (2015). Comprehensive classroom management: Creating communities of support and solving problems. Pearson.
Oberle, E., Schonert-Reichl, K. A., & Thomson, K. C. (2010). Understanding the link between social and emotional well-being and peer relations in early adolescence: Gender-specific predictors of peer acceptance. Journal of Youth and Adolescence, 39(11), 1330-1342.
Wentzel, K. R., Battle, A., Russell, S. L., & Looney, L. B. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35(3), 193-202.